2. Definitions of Learning 1. a persisting change in human
performance or performance potential . . . (brought) about as a
result of the learners interaction with the environment (Driscoll,
1994, pp. 8-9).the relatively permanent change in a persons
knowledge or behavior due to experience (Mayer, 1982, p. 1040). 3.
an enduring change in behavior, or in the capacity to behave in a
given fashion, which results from practice or other forms of
experience (Shuell, 1986, p. 412). 2. 3. Classical Conditioning
Ivan Pavlov (1849-1936) 4. Ivan Pavlov Pavlov, a
Russianphysiologist, first described classical conditioning in 1899
while conducting research into the digestive system of dogs. 5.
Pavlovs Research Pavlov used anapparatus to measure the amount of
saliva produced when a dog ate. The flow of saliva occurred
naturally whenever food was placed in the dogs mouth, as salivation
is an involuntary, reflex response. 6. Pavlovs Observation A
stimulus is any event that elicits a response from an organism. A
response is a reaction by an organism to a stimulus. In Pavlovs
experiment, the stimulus of food initially produced the response of
salivation. The salivation response is controlled by the autonomic
division of the PNS. Involuntary. The salivation had become
associated with, and conditioned to, a new stimulus the lab tech.
7. Pavlovs Basic Principles Acquisition- period during which
aresponse is being learned. Unconditioned Stimulus (UCS)
Unconditioned Response (UCR) Conditioned Stimulus (CS) Conditioned
Response (CR) 8. Before conditioning CarNo fear, no anxietyDuring
conditioning Car (CS) + Traumatic accident (UCS) After
conditioningCars (CS)Fear, AnxietyFear, Anxiety 9. Pavlovs Basic
Principles Extinction- the CS is presentedrepeatedly in the absence
of UCS, causing the CR to weaken and eventually disappear.
(Extinction Trial) Spontaneous Recovery- the reappearance of a
previously extinguished CR after a rest period and without new
learning trials. Generalization- stimuli similar to the initial CS
elicit a CR. 10. Pavlovs Basic Principles Discrimination-
demonstrated when aCR (alarm reaction) occurs to one stimulus
(sound) but not to others. Higher-order Conditioning- a neutral
stimulus becomes a CS after being paired with an already
established CS. 11. Peters ProgressApplicationRabbit anywhere in
room triggers fear Helps us understand human behavior through
Classical Conditioning Rabbit 12 ft away tolerated Acquiring and
Rabbit 3 ft away tolerated overcoming fear Rabbit close in cage
Exposure tolerated TherapiesRabbit free in room patient is exposed
tolerated to a stimulus that Rabbit touched when free arises
anxiety, in room without the Rabbit allowed on tray of presence of
UCS, high chair extinction occur. Holds rabbit on lap 12.
Application Attraction and Aversion Sickness and Health Allergic
Reactions Anticipatory Nausea and Vomiting The Immune System 13.
Operant Conditioning B.F. Skinner 14. Instrumental Learning
Thorndikes Law of effect > In a given situation, a response
followed by a satisfying consequence will become more likely to
occur and a response followed by an annoying consequence will
become less likely to occur. 15. Instrumental Learning A procedure
in which an organismlearns that certain responses are instrumental
in producing desired effects in the environment 16. Operant
Conditioning Came from B.F. Skinners studyon how an organism learns
to operate on its environment to produce an effect Is a type of
learning in which behavior is influenced by the consequence that
follow it. 17. Skinner Box a specialchamber used by Skinner to
study operant conditioning experimentally 18. Events Of The
Three-part Consistency A.) ANTECEDENTS stimuli that are present
before a behavior occurs B.) BEHAVIORS action or response an
organism emits C.) CONSEQUENCES follows the behavior CONTINGENCY is
the relation between the behaviorand consequence 19. Consequences
That Shape Behavior 1. Reinforcement response is strengthened by an
outcome that follows it Reinforcer o The outcome that increases the
frequency of a response 20. Reinforcements 1.1.
PositiveReinforcement when the response is strengthened bythe
subsequent Presentation of a stimulus 1.2. Negative Reinforcement a
response is strengthened by the subsequent Removal of an aversive
stimulus 21. Shaping And Chaining 1. Shapingreinforcing successive
approximations toward a final response2. Chaining use to develop a
sequence of responses by reinforcing each responses with the
opportunity to perform the next response 22. Shaping And Chaining
23. Immediate And Delayed Reinforcers 1. ImmediateReinforcers
Occurs INSTANTLY after a behavior2.Delayed Reinforcers Delayed in
time for a certain behavior Man is inclined to pursue small
immediate reinforcers rather than large delayed reinforcers. 24.
Reinforcement Schedules Continuous Reinforcement Every response of
a particular type is reinforced 2. Partial (Intermittent)
Reinforcement1. only a portion of the responses of a particular
type are reinforced 25. Ratio Schedule 2.1. Fixed-ratio Schedule
(FR) Reinforcement is given after a fixednumber of responses2.2
Variable-ratio Schedule (VR) Reinforcement is given after a
variable(unpredictable)number of responses Averaged around some
mean 26. Ratio Schedule 2.3. Fixed-interval Schedule (FI)
Reinforces the first response displayed after a fixed time interval
2.4. Variable- Interval Schedule (VI) reinforces a response at
unpredictable time intervals ( averaged around a mean) Produces
slow, steady responses 27. Consequences That Shape Behavior 2.
Punishment When response is weakened byoutcomes that follow it
PUNISHER o Consequence that weakens the behavior 28. Punishments
2.1 . Aversive Punishment o Positive punishment or punishment by
application o A response is weakened by the subsequent presentation
of a stimulus 2.2. Response Cost o Negative punishment or
punishment by removal o Response is weakened by a subsequent
removal of a stimulus 29. Consequences That Shape Behavior 3.
Extinction weakening and eventual disappearance of aresponse
because it is no longer reinforced A good alternative for
punishment Resistance To Extinction o Degree to which nonreinforced
responses still persist low resistance high resistance 30.
Consequences That Shape Behavior 31. Generalization And
Discrimination 1. GENERALIZATIONOccurs to a new antecedent stimulus
or situation that is similar to the original one2.DISCRIMINATION
Operant response will occur to oneantecedent stimulus but not to
another STIMULUS CONTROL obehavior that is influenced by
discriminative stimuli 32. Observational Learning Albert Bandura
(1925- present) 33. Observational Learning Identified by Albert
Bandura Learning through observation and imitation Most common
during childhood Significant role in the socialization process
Belief that people can adapt new informationwithout committing new
behaviors. 34. Factors That Influence Observational Learning People
we perceive as warm and nurturing People who receive rewards for
theirbehavior When you have been rewarded for imitatingthe behavior
in the past When we lack confidence in our ownknowledge or
abilities 35. Factors That Influence Observational Learning People
who are in a position of authority overour lives People who are
similar to us in age, sex, andinterests People who we admire or who
are of a highersocial status When the situation is confusing,
ambiguous,or unfamiliar 36. Social-learning theory Also known as
Social-cognitive theory Learning that processes through
observationof a certain models behavior Acquiring belief that
people can produce behaviors to influence events in their lives
Modeling mans ability to learn by observation Self-efficacy peoples
belief in their capability toproduce a particular situation they
desired 37. Three basic models of observational learning 1. A live
model an individual demonstrating abehavior 2. A verbal
instructional model descriptions andexplanations of a behavior 3. A
symbolic model real or fictional charactersdisplaying behaviors 38.
Factors in the Four-step process of modeling Attention paying
attention to the modelsbehavior Retention storing the information
in memory Reproduction performing the modelsbehavior Motivation
being motivated to display the 39. Levels of AnalysisBiological
LevelEnvironmental LevelPsychological Level 40. Sources Social
Learning Theory - An Overview of Bandura's Social Learning
Theoryhttp://psychology.about.com/od/developmentalpsychology/a/sociallearning.htm
What Is Observational
Learning?http://psychology.about.com/od/oindex/fl/What-Is-Observational-Learning.htm
What Is
Self-Efficacy?http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm
Classical Conditioning
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Michael W. Passer, Ronald E.Smith. 41. Members Deuna, Ina Francesca
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