Visualizing Psychology - HCC Learning Web

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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Visualizing Psychology by Siri Carpenter &

Karen Huffman

PowerPoint ® Lecture Notes Presentation

Chapter 6: LearningSiri Carpenter, Yale University

Karen Huffman, Palomar College


Lecture Overview

Classical ConditioningOperant ConditioningCognitive-Social LearningThe Biology of LearningConditioning and Learning in Everyday Life


Introductory Definitions

Learning: relatively permanent change in behavior or mental processes resulting from practice or experience

Conditioning: process of learning associations between environmental stimuli and behavioral responses

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Classical Conditioning

Ivan Pavlov • Classical Conditioning:learning that occurs when a neutral stimulus (NS) becomes paired (associated) with an unconditioned stimulus (UCS) to elicit a conditioned response (CR)


Pavlov’s Original Experiment


Classical Conditioning--Key Terms

Neutral Stimulus (NS):before conditioning doesn’t naturally elicit response of interest Unconditioned Stimulus (UCS): elicits UCR without previous conditioningUnconditioned Response (UCR): unlearned reaction to UCS occurring without prior conditioning

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Classical Conditioning--Key Terms (Continued)Conditioned Stimulus (CS):previously NS that, through repeated pairings with UCS, now causes a CRConditioned Response(CR): learned reaction to a CS occurring because of previous repeated pairings with an UCS



Pause and Reflect: Why Study Psychology?

It helps you understand and enjoy popular cartoons!

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Classical Conditioning (Continued)

Conditioned Emotional Response (CER):emotional responses are classically conditioned to a previously neutral stimulus (NS)

John B. Watson


Watson and Rayner Created a Conditioned Emotional Response (CER)--Fear of Rats


Classical Conditioning’s Basic Principles

Stimulus Generalization:learned response to stimuli that are similar to the original conditioned stimuli (CS)

ALLALLSnakes bite!

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Classical Conditioning’s Basic Principles (Continued)

Stimulus Discrimination:learned response to a specificstimulus, but not to other, similar stimuli

Now I know that somesomesnakes are

nice!


Extinction: UCS withheld when CS presented leads to gradual weakening or suppression of a previously conditioned response (CR)

Spontaneous Recovery: reappearance of a previously extinguished conditioned response (CR)


Higher-Order Conditioning:neutral stimulus (NS) becomes a conditioned stimulus (CS) through repeated pairings with a previously conditioned stimulus (CS)

Classical Conditioning’s Basic Principles (Continued)

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Classical Conditioning’s Basic Principles (Continued) Higher-Order Conditioning


Pause and Reflect: Check & Review

1. Using Pavlov’s classic experiment with the salivating dog, can you label the NS, UCS, UCR, CS, and CR?

2. Compare and contrast stimulus generalization and stimulus discrimination.


Operant Conditioning

Operant Conditioning:learning in which voluntary responses are controlled by their consequences

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Operant Conditioning (Continued)

Thorndike’s Contribution

• Law of Effect: probability of an action being repeated is strengthened when followed by a pleasant or satisfying consequence


Operant Conditioning (Continued)

B. F. Skinner


Operant Conditioning’s Basic Principles

Reinforcement:strengthening a response

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Operant Conditioning’s Basic Principles (Continued)

Primary Reinforcers: normally satisfy an unlearnedunlearned biological need (e.g., food)

Secondary Reinforcers: learnedlearned value (e.g., money, praise)



• Positive Reinforcement:adding (or presenting) a stimulus, which strengthens a response and makes it more likely to recur (e.g., praise)



• Negative Reinforcement: taking away (or removing) a stimulus, which strengthens a response and makes it more likely to recur (e.g., headache removed after taking an aspirin)

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Operant Conditioning’s Basic Principles: Four Partial Schedules of Reinforcement

1. Fixed Ratio (FR): reinforcement occurs after a predetermined set of responses; the ratio (number or amount) is fixed

2. Variable Ratio (VR): reinforcement occurs unpredictably; the ratio (number or amount) varies


3. Fixed Interval (FI): reinforcement occurs after a predetermined time has elapsed; the interval (time) is fixed

4. Variable Interval (VI): reinforcement occurs unpredictably; the interval (time) varies

Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)

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Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)



1. If you want to increase the overall number of responses, which schedule of reinforcement should you choose?



Shaping:reinforcement by a series of successively improved steps leading to desired response

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Punishment:weakening a response



• Positive Punishment:adding (or presenting) a stimulus that weakens a response and makes it less likely to recur (e.g., shouting)



• Negative Punishment:taking away (or removing) a stimulus that weakens a response and makes it less likely to recur (e.g., restriction)

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1. Using the chart on the following slide, can you fill in the blanks with the appropriate terms?


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Side Effects of PunishmentJudging by this boy’s expression, is he experiencing increased aggression, passive aggressiveness, avoidance behavior, modeling, temporary suppression, orlearned helplessness?

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1. Briefly explain how classical conditioningdiffers from operant conditioning.

2. Give a personal example of positive reinforcement, negative reinforcement, positive punishment, and negative punishment.


Cognitive-Social Learning

Cognitive-Social Theory:emphasizes thinking and social learning in behavior


Cognitive-Social Learning (Continued)

Kohler’s chimps demonstrated insight learning (sudden understanding of a problem that implies the solution).

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Tolman’s rats built a cognitive map (a mental image of a three-dimensional space). They also displayed latent learning (hidden learning that exists without behavioral signs).



Observational Learning: learning new behaviors or information by watching others

Bandura's Famous Bobo Doll study


Note the increasing bicep circumference of these G.I. Joe action figures. Are young boys affected by this type of modeling and observational learning?

Pause and Reflect: Critical Thinking

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Cognitive-Social Learning (Continued)• Observational Learning involves four

processes


The Biology of Learning: Neuroscience and Learning

Learning leads to new synaptic connections and alterations in many brain structures.


The Biology of Learning: Evolution and Learning

Classical Conditioning

Taste Aversion:classically conditioned negative associations of food with illness

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The Biology of Learning: Evolution and Learning (Continued)

Biological Preparedness: built-in (innate) readiness to form associations between certain stimuli and responses

Instinctive Drift: conditioned responses shift (or drift) back toward innate response pattern


Conditioning and Learning in Everyday LifeClassical Conditioningcan be seen in:

• Marketing• Prejudice• Medical Treatments• Phobias


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Conditioning and Learning in Everyday Life (Continued)

Operant Conditioningcan be seen in:

PrejudiceBiofeedbackSuperstitions


Conditioning and Learning in Everyday Life (Continued)

Cognitive-Social Theory can be seen in:

• Prejudice • Media Influences


Pause and Reflect: Critical Thinking

Has reading Chapter 6, or viewing these Power Point slides, changed your beliefs or attitudes about using punishment to control behavior? Why or why not?

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Visualizing Psychology by Siri Carpenter &

Karen Huffman

PowerPoint ® Lecture Notes Presentation

End ofChapter 6: Learning

Siri Carpenter, Yale UniversityKaren Huffman, Palomar College

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Visualizing Psychology - HCC Learning Web