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8/14/2019 Learning Chap6
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LEARNINGLEARNING
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LearningLearning John B. Watson (1878-1958) was the John B. Watson (1878-1958) was the
first to study how the process of first to study how the process of
learning affects our behavior, and helearning affects our behavior, and heformed the school of thought knownformed the school of thought knownasas BehaviorismBehaviorism ..
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Learning is the relativelyLearning is the relativelypermanent change inpermanent change inbehavior or behavioral abilitybehavior or behavioral ability
of an individual that occurs asof an individual that occurs asa result of experience.a result of experience.
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Examples:Examples:
Learn that certain restaurantsLearn that certain restaurantsserve better than othersserve better than others
Learning involves associationsLearning involves associationsbetween the events in thebetween the events in the
environment (stimuli) and ourenvironment (stimuli) and ourbehavior (responses).behavior (responses).
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CLASSICAL CONDITIONINGCLASSICAL CONDITIONING
19041904PavlovPavlov
http://www.google.com/search?hl=en&q=ivan+pavlovhttp://www.google.com/search?hl=en&q=ivan+pavlovhttp://www.google.com/search?hl=en&q=ivan+pavlov8/14/2019 Learning Chap6
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Components of ClassicalComponents of ClassicalConditioningConditioning
The major components of Classical Conditioning are: The major components of Classical Conditioning are:
1-Extinction1-Extinction ii nn classical conditioningclassical conditioning , the tendency for the, the tendency for the
response to the conditioned stimulus (called theresponse to the conditioned stimulus (called theconditioned response) to go away once theconditioned response) to go away once theconditioned stimulus is no longer paired with theconditioned stimulus is no longer paired with theunconditioned stimulus.unconditioned stimulus.
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2-Spontaneous recovery:2-Spontaneous recovery: Extinction does not necessarily stop the CRExtinction does not necessarily stop the CR
permanently.permanently.
3-Stimulus discrimination:3-Stimulus discrimination:
Learn to limit our responses to relevantLearn to limit our responses to relevantstimuli.stimuli. This process is called Stimulus discrimination This process is called Stimulus discrimination
and is important in successful adjustment.and is important in successful adjustment.
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DemonstrationDemonstration
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33 Because of that:Because of that: That is why every time your dog or cat heard the sound That is why every time your dog or cat heard the soundof the canned food being open or the can opener, yourof the canned food being open or the can opener, yourpet will come towards you.pet will come towards you.
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Little Albert,Little Albert,
In the case of Little Albert, onceIn the case of Little Albert, onceAlbert had been conditioned toAlbert had been conditioned to
fear the white rat, other furryfear the white rat, other furryobjects, such as the rabbit, dog,objects, such as the rabbit, dog,fur coat, and Santa Claus mask,fur coat, and Santa Claus mask,
also triggered the fear responsealso triggered the fear response(conditioned response).(conditioned response).
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At the time Watson and RaynerAt the time Watson and Rayner
began their now-famous study,began their now-famous study,"Little Albert" was 11 months old."Little Albert" was 11 months old.He was described as a remarkablyHe was described as a remarkablystable infant who rarely displayedstable infant who rarely displayedfear of anything.fear of anything.
He was, however, afraid of loudHe was, however, afraid of loudnoises (US).noises (US).
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conditioned taste aversionconditioned taste aversion
A conditioned taste aversionA conditioned taste aversioncan occur when eating acan occur when eating a
substance is followed bysubstance is followed byillness.illness.
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Application to Daily LifeApplication to Daily Life
Classical Conditioning can help explainClassical Conditioning can help explainwhy a person reacts to a certain smellwhy a person reacts to a certain smellor sound differently than others.or sound differently than others.
It can also aid in understanding fearsIt can also aid in understanding fearsand anxiety people have towardsand anxiety people have towards
certain aspects of life.certain aspects of life. AdvertisingAdvertising
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CounterconditioningCounterconditioning ::
Counter conditioning is a type of Counter conditioning is a type of therapy based on the principles of therapy based on the principles of
classical conditioning thatclassical conditioning thatattempts to replace bad orattempts to replace bad orunpleasant emotional responsesunpleasant emotional responses
to a stimulus with more pleasant,to a stimulus with more pleasant,adaptive responses.adaptive responses.
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OperantOperant
conditioningconditioningB. F. Skinner, B. F. Skinner (1904-B. F. Skinner, B. F. Skinner (1904-1990).1990).Operant conditioning, is the process of Operant conditioning, is the process of shaping behavior by means of shaping behavior by means of reinforcement and punishment.reinforcement and punishment.
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OPERANT CONDITIONINGOPERANT CONDITIONING
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ap ng
behaviorbehavior Shaping behavior is anShaping behavior is anaspect of behavior analysisaspect of behavior analysisthat gradually teaches newthat gradually teaches newbehavior through the use of behavior through the use of
reinforcement until thereinforcement until thetarget behavior is achieved.target behavior is achieved.
h f h i i
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The process of shaping in The process of shaping inpurchase behaviorpurchase behavior
Consume a free sample of rice popcorn thatConsume a free sample of rice popcorn thatwas sent to your homewas sent to your home
Purchase a second package using the discountPurchase a second package using the discountcoupon that accompanied the free samplecoupon that accompanied the free sample
Repurchase the product at full priceRepurchase the product at full price
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ReinforcementReinforcement Types of reinforcement Types of reinforcement
Positive reinforcementPositive reinforcement NegativeNegative
reinforcementreinforcement
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Primary reinforcementPrimary reinforcement
SecondarySecondaryreinforcementreinforcement
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COGNITIVE LEARNINGCOGNITIVE LEARNING
According to COGNITIVEAccording to COGNITIVELEARNING learner utilizesLEARNING learner utilizesmental structures andmental structures andmemory to make decisionsmemory to make decisionsabout behaviors.about behaviors.
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InsightInsight Latent learning andLatent learning and
cognitive mapscognitive maps Observational learningObservational learning
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INSIGHTINSIGHT Insight is a suddenInsight is a sudden
perception of theperception of therelationship of therelationship of thecognitive elementscognitive elementsnecessary to solve anecessary to solve aproblem.problem.
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An insight is a new way toAn insight is a new way toorganize stimuli or a neworganize stimuli or a newapproach to solving aapproach to solving a
problem. problem.
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A student struggling with aA student struggling with a
mathematical problem whomathematical problem whosuddenly sees how to solve itsuddenly sees how to solve it
without having been taughtwithout having been taughtadditional methods has had anadditional methods has had an
insight.insight.
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Wolfgang Kohler, a famousWolfgang Kohler, a famous
Gestalt psychologist,Gestalt psychologist,demonstrated thatdemonstrated thatchimpanzees can solvechimpanzees can solve
problems using insight.problems using insight.
Once insight has occurred, noOnce insight has occurred, nofurther instruction or training isfurther instruction or training isrequired.required.
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INSIGHTINSIGHT
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L L i dL L i d
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Latent Learning andLatent Learning andCognitive MapsCognitive Maps
Latent learning (sometimes calledLatent learning (sometimes calledincidental learning) is learningincidental learning) is learningwithout reinforcement and is notwithout reinforcement and is notimmediately demonstrated when itimmediately demonstrated when it
occurs.occurs.
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For example, if a student wants aFor example, if a student wants a
coffee break, wonders where tocoffee break, wonders where togo, and suddenly remembers ago, and suddenly remembers a
new coffee shop near campus,new coffee shop near campus,the student is demonstratingthe student is demonstrating
latent learning.latent learning.
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E. C. Tolman, a well-knownE. C. Tolman, a well-known
investigator of cognitiveinvestigator of cognitivelearning, suggested thatlearning, suggested that
organisms form cognitive mapsorganisms form cognitive mapsof their environments, maps thatof their environments, maps thatcan be used when needed.can be used when needed.
Ob ti lOb ti l
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ObservationalObservational
learninglearning Observational learning isObservational learning iswhen one human canwhen one human can
watch the actions of watch the actions of another and learn fromanother and learn fromthose actions.those actions.
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Ob ti lOb ti l
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ObservationalObservational
LearningLearning In order for observationalIn order for observationallearning to be effective fourlearning to be effective foursteps must occur:steps must occur:
1-ROLE MODEL: we must pay1-ROLE MODEL: we must payattention to role model.attention to role model.
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2-we must store our observations2-we must store our observations
to in our memoryto in our memory
3-we must be able to3-we must be able toremember what we haveremember what we havelearned when we arelearned when we aremotivated to behave in themotivated to behave in theappropriate fashion.appropriate fashion.
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4-Our behavior must4-Our behavior must
be reinforced if webe reinforced if weexpect to repeat it withexpect to repeat it with
any regularity.any regularity.
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ENDEND