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Ch 7 Learning
- 1. 1 PSYCHOLOGY (9th Edition) David Myers PowerPoint Slides Aneeq Ahmad Henderson State University Worth Publishers, © 2010
- 3. 3 Learning How Do We Learn? Classical Conditioning  Pavlov’s Experiments  Extending Pavlov’s Understanding  Pavlov’s Legacy
- 4. 4 Operant Conditioning  Skinner’s Experiments  Extending Skinner’s Understanding  Skinner’s Legacy  Contrasting Classical & Operant Conditioning
- 5. 5 Learning by Observation  Bandura’s Experiments  Applications of Observational Learning
- 6. 6 Definition Learning is a relatively permanent change in an organism’s behavior due to experience. Learning is more flexible in comparison to the genetically-programmed behaviors of Chinooks, for example.
- 7. 7 How Do We Learn? We learn by association. Our minds naturally connect events that occur in sequence. 2000 years ago, Aristotle suggested this law of association. Then 200 years ago Locke and Hume reiterated this law.
- 8. 8 Associative Learning Learning to associate one stimulus with another.
- 9. 9 Associative Learning Learning to associate one stimulus with another.
- 10. 10 Associative Learning Learning to associate a response with a consequence.
- 11. 11 Associative Learning Learning to associate a response with a consequence.
- 12. 12 Ideas of classical conditioning originate from old philosophical theories. However, it was the Russian physiologist Ivan Pavlov who elucidated classical conditioning. His work provided a basis for later behaviorists like John Watson. Classical Conditioning Ivan Pavlov (1849-1936) Sovfoto
- 13. 13 Pavlov’s Experiments Before conditioning, food (Unconditioned Stimulus, US) produces salivation (Unconditioned Response, UR). However, the tone (neutral stimulus) does not.
- 14. 14 Pavlov’s Experiments During conditioning, the neutral stimulus (tone) and the US (food) are paired, resulting in salivation (UR). After conditioning, the neutral stimulus (now Conditioned Stimulus, CS) elicits salivation (now Conditioned Response, CR)
- 15. 15 Acquisition Acquisition is the initial learning stage in classical conditioning in which an association between a neutral stimulus and an unconditioned stimulus takes place. 1. In most cases, for conditioning to occur, the neutral stimulus needs to come before the unconditioned stimulus. 2. The time in between the two stimuli should be about half a second.
- 16. 16 Acquisition The CS needs to come half a second before the US for acquisition to occur.
- 17. 17 Extinction When the US (food) does not follow the CS (tone), CR (salivation) begins to decrease and eventually causes extinction.
- 18. 18 Spontaneous Recovery After a rest period, an extinguished CR (salivation) spontaneously recovers, but if the CS (tone) persists alone, the CR becomes extinct again.
- 19. 19 Stimulus Generalization Tendency to respond to stimuli similar to the CS is called generalization. Pavlov conditioned the dog’s salivation (CR) by using miniature vibrators (CS) on the thigh. When he subsequently stimulated other parts of the dog’s body, salivation dropped.
- 20. 20 Stimulus Discrimination Discrimination is the learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditioned stimulus.
- 21. 21 Extending Pavlov’s Understanding Pavlov and Watson considered consciousness, or mind, unfit for the scientific study of psychology. However, they underestimated the importance of cognitive processes and biological constraints.
- 22. 22 Cognitive Processes Early behaviorists believed that learned behaviors of various animals could be reduced to mindless mechanisms. However, later behaviorists suggested that animals learn the predictability of a stimulus, meaning they learn expectancy or awareness of a stimulus (Rescorla & Wagner, 1972).
- 23. 23 Biological Predispositions Pavlov and Watson believed that laws of learning were similar for all animals. Therefore, a pigeon and a person do not differ in their learning. However, behaviorists later suggested that learning is constrained by an animal’s biology.
- 24. 24 Biological Predispositions John Garcia Garcia showed that the duration between the CS and the US may be long (hours), but yet result in conditioning. A biologically adaptive CS (taste) led to conditioning but other stimuli (sight or sound) did not. CourtesyofJohnGarcia
- 25. 25 Biological Predispositions Even humans can develop classically to conditioned nausea.
- 26. 26 Pavlov’s greatest contribution to psychology is isolating elementary behaviors from more complex ones through objective scientific procedures. Pavlov’s Legacy Ivan Pavlov (1849-1936)
- 27. 27 1. Former crack cocaine users should avoid cues (people, places) associated with previous drug use. 2. Through classical conditioning, a drug (plus its taste) that affects the immune response may cause the taste of the drug to invoke the immune response. Applications of Classical Conditioning
- 28. 28 Watson used classical conditioning procedures to develop advertising campaigns for a number of organizations, including Maxwell House, making the “coffee break” an American custom. Applications of Classical Conditioning John B. Watson BrownBrothers
- 29. 29 Operant & Classical Conditioning 1. Classical conditioning forms associations between stimuli (CS and US). Operant conditioning, on the other hand, forms an association between behaviors and the resulting events.
- 30. 30 Operant & Classical Conditioning 2. Classical conditioning involves respondent behavior that occurs as an automatic response to a certain stimulus. Operant conditioning involves operant behavior, a behavior that operates on the environment, producing rewarding or punishing stimuli.
- 31. 31 Skinner’s Experiments Skinner’s experiments extend Thorndike’s thinking, especially his law of effect. This law states that rewarded behavior is likely to occur again. YaleUniversityLibrary
- 32. 32 Operant Chamber Using Thorndike's law of effect as a starting point, Skinner developed the Operant chamber, or the Skinner box, to study operant conditioning. WalterDawn/PhotoResearchers,Inc. FromTheEssentialsofConditioningandLearning,3rd EditionbyMichaelP.Domjan,2005.Usedwithpermission byThomsonLearning,WadsworthDivision
- 33. 33 Operant Chamber The operant chamber, or Skinner box, comes with a bar or key that an animal manipulates to obtain a reinforcer like food or water. The bar or key is connected to devices that record the animal’s response.
- 34. 34 Shaping Shaping is the operant conditioning procedure in which reinforcers guide behavior towards the desired target behavior through successive approximations. A rat shaped to sniff mines. A manatee shaped to discriminate objects of different shapes, colors and sizes. KhamisRamadhan/Panapress/GettyImages FredBavendam/PeterArnold,Inc.
- 35. 35 Types of Reinforcers Reinforcement: Any event that strengthens the behavior it follows. A heat lamp positively reinforces a meerkat’s behavior in the cold. Reuters/Corbis
- 36. 36 1. Primary Reinforcer: An innately reinforcing stimulus like food or drink. 2. Conditioned Reinforcer: A learned reinforcer that gets its reinforcing power through association with the primary reinforcer. Primary & Secondary Reinforcers
- 37. 37 1. Immediate Reinforcer: A reinforcer that occurs instantly after a behavior. A rat gets a food pellet for a bar press. 2. Delayed Reinforcer: A reinforcer that is delayed in time for a certain behavior. A paycheck that comes at the end of a week. Immediate & Delayed Reinforcers We may be inclined to engage in small immediate reinforcers (watching TV) rather than large delayed reinforcers (getting an A in a course) which require consistent study.
- 38. 38 Reinforcement Schedules 1. Continuous Reinforcement: Reinforces the desired response each time it occurs. 2. Partial Reinforcement: Reinforces a response only part of the time. Though this results in slower acquisition in the beginning, it shows greater resistance to extinction later on.
- 39. 39 Ratio Schedules 1. Fixed-ratio schedule: Reinforces a response only after a specified number of responses. e.g., piecework pay. 2. Variable-ratio schedule: Reinforces a response after an unpredictable number of responses. This is hard to extinguish because of the unpredictability. (e.g., behaviors like gambling, fishing.)
- 40. 40 Interval Schedules 1. Fixed-interval schedule: Reinforces a response only after a specified time has elapsed. (e.g., preparing for an exam only when the exam draws close.) 2. Variable-interval schedule: Reinforces a response at unpredictable time intervals, which produces slow, steady responses. (e.g., pop quiz.)
- 42. 42 Punishment An aversive event that decreases the behavior it follows.
- 43. 43 Punishment 1. Results in unwanted fears. 2. Conveys no information to the organism. 3. Justifies pain to others. 4. Causes unwanted behaviors to reappear in its absence. 5. Causes aggression towards the agent. 6. Causes one unwanted behavior to appear in place of another. Although there may be some justification for occasional punishment (Larzelaere & Baumrind, 2002), it usually leads to negative effects.
- 44. 44 Extending Skinner’s Understanding Skinner believed in inner thought processes and biological underpinnings, but many psychologists criticize him for discounting them.
- 45. 45 Cognition & Operant Conditioning Evidence of cognitive processes during operant learning comes from rats during a maze exploration in which they navigate the maze without an obvious reward. Rats seem to develop cognitive maps, or mental representations, of the layout of the maze (environment).
- 46. 46 Latent Learning Such cognitive maps are based on latent learning, which becomes apparent only when an incentive is given (Tolman & Honzik, 1930).
- 47. 47 Intrinsic Motivation Intrinsic Motivation: The desire to perform a behavior for its own sake. Extrinsic Motivation: The desire to perform a behavior due to promised rewards or threats of punishments.
- 48. 48 Biological Predisposition Biological constraints predispose organisms to learn associations that are naturally adaptive. Breland and Breland (1961) showed that animals drift towards their biologically predisposed instinctive behaviors. Marian Breland Bailey Photo:BobBailey
- 49. 49 Skinner’s Legacy Skinner argued that behaviors were shaped by external influences instead of inner thoughts and feelings. Critics argued that Skinner dehumanized people by neglecting their free will. Falk/PhotoResearchers,Inc.
- 50. 50 Applications of Operant Conditioning Skinner introduced the concept of teaching machines that shape learning in small steps and provide reinforcements for correct rewards. In School LWA-JDL/Corbis
- 51. 51 Applications of Operant Conditioning Reinforcers affect productivity. Many companies now allow employees to share profits and participate in company ownership. At work
- 52. 52 Applications of Operant Conditioning At Home In children, reinforcing good behavior increases the occurrence of these behaviors. Ignoring unwanted behavior decreases their occurrence.
- 53. 53 Operant vs. Classical Conditioning
- 54. 54 Learning by Observation Higher animals, especially humans, learn through observing and imitating others. The monkey on the right imitates the monkey on the left in touching the pictures in a certain order to obtain a reward. ©HerbTerrace ©HerbTerrace
- 55. 55 Mirror Neurons Neuroscientists discovered mirror neurons in the brains of animals and humans that are active during observational learning. ReprintedwithpermissionfromtheAmerican AssociationfortheAdvancementofScience, Subiauletal.,Science305:407-410(2004) ©2004AAAS.
- 56. 56 Imitation Onset Learning by observation begins early in life. This 14-month-old child imitates the adult on TV in pulling a toy apart. Meltzoff,A.N.(1998).Imitationoftelevisedmodelsbyinfants. ChildDevelopment,591221-1229.PhotosCourtesyofA.N.MeltzoffandM.Hanuk.
- 57. 57 Bandura's Experiments Bandura's Bobo doll study (1961) indicated that individuals (children) learn through imitating others who receive rewards and punishments. CourtesyofAlbertBandura,StanfordUniversity
- 59. 59 Applications of Observational Learning Unfortunately, Bandura’s studies show that antisocial models (family, neighborhood or TV) may have antisocial effects.
- 60. 60 Positive Observational Learning Fortunately, prosocial (positive, helpful) models may have prosocial effects. BobDaemmrich/TheImageWorks
- 61. 61 Television and Observational Learning Gentile et al., (2004) shows that children in elementary school who are exposed to violent television, videos, and video games express increased aggression. RonChapple/Taxi/GettyImages
- 62. 62 Modeling Violence Research shows that viewing media violence leads to an increased expression of aggression. Children modeling after pro wrestlers BobDaemmrich/TheImageWorks Glassman/TheImageWorks
Editor's Notes
- Preview Question 1: What are some basic forms of learning?
- Preview Question 2: What is classical conditioning, and how did Pavlov’s work influence behaviorism?
- Preview Question 3: How does a neutral stimulus become a CS, and what are the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination in classical conditioning?
- Preview Question 4: In classical conditioning, what are the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination?
- Preview Question 5: Do cognitive processes and biological constraints affect classical conditioning?
- Preview Question 6: Why is Pavlov’s work important?
- Preview Question 7: What have been some applications of classical conditioning?
- Preview Question 8: What is operant conditioning, and how does it differ from classical conditioning?
- Preview Question 9: What are the basic types of reinforcers?
- Preview Question 10: How do different reinforcement schedules affect behavior?
- Preview Question 11: How does punishment affect behavior?
- Preview Question 12: Do cognitive processes and biological constraints affect operant conditioning?
- Preview Question 13: How might operant conditioning principles be applied at school, in sports, at work, and at home?
- Preview Question 14: What is observational learning, and how is it enabled by mirror neurons?
- Preview Question 15: What is the impact of prosocial modeling and of antisocial modeling?