WHY AM I DROOLING? WHY AM I DROOLING? CONDITIONING VERSUS CONDITIONING VERSUS COGNITIVE LEARNING COGNITIVE LEARNING

Lesson Plan 5

CompetencyCompetencyDescribe conditioning from a behaviorist

perspective. Differentiate between classical and operant

conditioning. Summarize cognitive learning concepts. Explore the dissonance between conditioning

and cognitive learning.

OverviewOverviewJohn Watson, who was an extremeenvironmentalist—meaning he thought the environment had more effect on human behavior than genetics—made this statement in 1928:

Give me a dozen healthy infants, well-formed, and my own special world to bring them up in, and I'll guarantee to take any one of them at random and train him to be any type of specialist I might select—doctor, lawyer, artist, merchant-chief, and, yes, beggarman and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.

BehaviorismBehaviorismResearch on learning is influenced by

this school of thoughtHuman behavior defined by observable

acts or eventsDoes not take into account mental

capabilities such as mind, will, or thought

Conditioning- associations between environmental stimuli

Stimulus-response (S-R) PsychologyClassical and operant conditioning

explains much of human behaviorEnvironmental rewards and punishers

maintain or discourage specific behaviors

Classical ConditioningClassical ConditioningLearning, behaviorism, and conditioning all

related to form classical conditioningLearning is a relatively permanent change in

behaviorBehaviorism emphasizes the study of

observable behavior and the role of environment in changing behavior

Conditioning- association between something in the environment and the organism’s responses

Classical conditioning- process previously neutral stimuli begins to elicit a response because of an association to stimuli that already elicits that response

Ivan Pavlov- most well-known in classical conditioning

Principles of Classical Principles of Classical ConditioningConditioning Acquisition- initial learning stage of classical

conditioning- neutral stimuli become conditioned stimuli that create conditioned responses

Extinction- process of a behavior response being unlearned. Involves the weakening and eventual disappearance of a learned response. Conditioned stimulus is no longer paired with the unconditioned stimulus.

Higher-order conditioning neutral stimulus can become a conditioned stimulus by pairing with an already established conditioned stimulus. (Food bowl/salivate; light and food bowl/salivate; light/salivate)

Stimulus generalization - properties of a new stimulus elicit responses from a previously conditioned stimulus. When a new stimulus that resembles a conditioned stimulus elicits the conditioned response.

Stimulus discrimination - different conditioned stimuli elicit different conditioned responses. Tendency of a subject to respond differently to two or more similar stimuli.

Spontaneous recovery is the re-emergence of the learned response after the obvious extinction.

Operant ConditioningOperant Conditioning Basic Law of Learning- “Behavior becomes more likely or less

likely to occur, depending on its consequences.” Focus on environmental consequences- heart of operant

conditioning Learning process depends on the consequences of the

behavior Operant conditioning responses are complex and not reflexive Operant conditioning is the process by which a response is

more or less likely to occur depending on its consequences. Reinforcement, punishment or neutral consequences are the results of behavior.

1. A neutral consequence neither increases nor decreases the probability that the response will recur.

2. Reinforcement (which is a consequence of choices we make) strengthens the response, increasing the probability that it will recur.

3. Punishment (which is also a consequence of choices we make), weakens the response, decreasing the probability that it will recur.

Operant ConditioningOperant Conditioning2 types of reinforcement1. Positive reinforcement is any pleasant

consequence following a response that makes the response more likely to occur again.

2. Negative reinforcement is the removal of any unpleasant consequence following a response that makes the response more likely to occur again.

2 types of punishers1. A positive punisher is at work when something

unpleasant or aversive occurs as a consequence following a chosen behavior.

2. A negative punisher is applied when something pleasant is removed as a consequence following a chosen behavior.

Principles of Operant Principles of Operant ConditioningConditioning Extinction- weakening and eventual disappearance of a

learned response. In operant conditioning, extinction occurs when a response is no longer followed by a reinforcer.

Stimulus generalization- the tendency for a response has been reinforced (or punished) in the presence of one stimulus to occur (or be suppressed) in the presence of other, similar stimuli. Stimuli that are similar to the original stimulus are more likely to trigger a response.

Stimulus discrimination- tendency of a response to occur in the presence of one stimulus but not in the presence of other, similar stimuli that differ from it on some dimension.

Continuous reinforcement- results in quicker learning. When we first acquire a response, we learn more quickly if the desired response is reinforced each time it occurs. We are learning on a continuous reinforcement schedule. However, once a desired response is occurring reliably, it will be much more resistant to extinction if it is rewarded only part of the time that it actually occurs. Only some of the responses emitted will be directly rewarded. This maintenance schedule of learning is called an intermittent or partial schedule of reinforcement.

Shaping- successive approximations of a desired response are reinforced until that response is learned in its entirety. Shaping is used to teach complex behaviors.

Cognitive Learning Cognitive Learning ConceptsConceptsMost learning theories heavily influenced by

behaviorism.Learning theories thought most learning could

be explained by Behavioral ABC’sAntecedents (events preceding behavior) Behavior Consequences

Behaviorist thought the mind was a “black box”- the inner workings could only be observed

By the 1930s some wanted to begin to study the inner workings

Latent LearningLatent Learning Edward Tolman-behaviorist researcher Watched his rats pausing in their mazes and seemed to

be deciding their direction. He wanted to study decision-making with C.H. Honzik

Results demonstrated latent learning Latent learning is learning which is not immediately

expressed in some observable performance. Latent learning is significant not for the specific

response, but knowledge about responses and their consequences

Much of human learning remains latent until circumstances allow or require its expression

According to Wade and Tavris (2003), we learn how the world is organized through the acquisition of knowledge about responses and their consequences. It is this knowledge that invites creativity and flexibility in planning and goal attainment.

Social-Cognitive Learning Social-Cognitive Learning TheoriesTheories1950- Dollard and Miller proposed a

major shift in radical behaviorismNew prospective- social-learning theoryMost learning acquired through

observing other people in a social context, not through conditioning

Behavior is learned and maintained through observation and imitation of others.

Behavior is learned and maintained through positive consequences.

Such learning is cognitively processed. Humans make decisions and plans;

have expectations and form beliefs through environmental observations.

Conditioning and Cognitive Conditioning and Cognitive Learning Dissonance Learning Dissonance Behavioral and social-cognitive perspectives

differ in philosophy, but both emphasize ability of individuals and societies to grow and change.

We can be proactive. We can change reinforcers

Steven Covey (1990) insists that the basic attribute of self-awareness gives us the ability to choose our responses to the stimuli that enter our lives.

We may not be able to choose that environment at the moment. It is not what happens to us but our response to what happens to us that truly matters. By choosing our actions and reflecting upon them, we can exercise our uniquely human endowments of self-awareness, imagination, conscience and independent will. We can change ourselves and maintain that change over time.

HomeworkHomeworkReadings: Lesson Plan 7 and

supplemental readings and Lesson Plan 8 and supplemental readings

Assignments: Discussion 7.1 or 8.1 or 8.2

Assignment: Breaking the Norm (2-3 page paper) 40pts- Due November 1st

Video OptionsVideo Options

A Beautiful Mind

Crash Girl, Interrupted Thirteen The Experiment The Butterfly

Effect What About Bob

The Long Kiss Goodnight

Analyze This I Am Sam Matchstick Men Ordinary People Prime