PRS Slides for PowerPoint Chap 4 The original slides in this presentation were created by Dr. Melissa Acevedo (for Ciccarelli & Myer's Psychology) and Dr. Diane Martichuski (for Lilienfeld, Lynn, Lamy, & Woolf’s Psychology). They have been combined here and adapted by Dr. Noland White to reflect changes for Ciccarelli & White's Psychology: An Exploration. Learning Copyright © Pearson Education, 2010
Definitional and Application Slides The original slides in this presentation were created by Dr. Melissa Acevedo (for Ciccarelli & Myer's Psychology) and Dr. Diane Martichuski (for Lilienfeld, Lynn, Lamy, & Woolf’s Psychology). They have been combined here and adapted by Dr. Noland White to reflect changes for Ciccarelli & White's Psychology: An Exploration. Copyright © Pearson Education, 2010 Copyright © Pearson Education, 2010
Copyright © 2010, Pearson Education LO 4.2 A researcher decides to classically condition a rabbit by presenting a sound each time before delivering a puff of air to the rabbit’s eye. He finds that the rabbit starts to blink upon hearing the sound. What function does the air puff have? Conditioned stimulus Unconditioned stimulus Conditioned response Unconditioned response Neutral stimulus Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.2 A researcher decides to classically condition a rabbit by presenting a sound each time before delivering a puff of air to the rabbit’s eye. He finds that the rabbit starts to blink upon hearing the sound. What function does the air puff have? Conditioned stimulus Unconditioned stimulus (p. 117) Conditioned response Unconditioned response Neutral stimulus Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.2 Which of the following is NOT a basic principle of classical conditioning? The CS must come before the UCS. The CS and UCS must come very close together in time (e.g., seconds apart). The neutral stimulus must be paired with the UCS several times before conditioning can take place. The CS should be a stimulus that stands out from other competing stimuli. The CS and UCS should occur together in time. Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.2 Which of the following is NOT a basic principle of classical conditioning? The CS must come before the UCS. The CS and UCS must come very close together in time (e.g., seconds apart). The neutral stimulus must be paired with the UCS several times before conditioning can take place. The CS should be a stimulus that stands out from other competing stimuli. The CS and UCS should occur together in time. (p. 119) Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.2 The phenomena in which a conditioned response reoccurs when the CS is presented after a period of extinction is called: Stimulus generalization Discrimination Spontaneous recovery Higher order conditioning Reinforcement Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.2 The phenomena in which a conditioned response reoccurs when the CS is presented after a period of extinction is called: Stimulus generalization Discrimination Spontaneous recovery (p. 120) Higher order conditioning Reinforcement Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.2-5 Which of the following is NOT an example of classical conditioning? Conditioned emotional response Vicarious conditioning Taste aversion A child that is rewarded for studying A child who begins to salivate upon watching her mother take out the ingredients to bake the child’s favorite cookies Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.2-5 Which of the following is NOT an example of classical conditioning? Conditioned emotional response Vicarious conditioning Taste aversion A child that is rewarded for studying (pp. 117-129) A child who begins to salivate upon watching her mother take out the ingredients to bake the child’s favorite cookies Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.5 One common aspect of all forms of negative reinforcement is that: something pleasurable is added to the situation to reinforce behavior. something unpleasant is added to the situation to reinforce behavior. something aversive is taken away from the situation or avoided to reinforce behavior. something pleasant is taken away from the situation to reinforce behavior. all types of reinforcement work the same. Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.5 One common aspect of all forms of negative reinforcement is that: something pleasurable is added to the situation to reinforce behavior. something unpleasant is added to the situation to reinforce behavior. something aversive is taken away from the situation or avoided to reinforce behavior. (p. 129) something pleasant is taken away from the situation to reinforce behavior. all types of reinforcement work the same. Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.6 Which of the following is NOT true about the use of punishment? Punishment can cause a person to avoid their punisher. Punishment may create fear and anxiety. Punishment may increase aggression from the person being punished. Punishment may encourage behaviors, like lying, to avoid punishment. Punishment is the best method for getting children to behave. Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.6 Which of the following is NOT true about the use of punishment? Punishment can cause a person to avoid their punisher. Punishment may create fear and anxiety. Punishment may increase aggression from the person being punished. Punishment may encourage behaviors, like lying, to avoid punishment. Punishment is the best method for getting children to behave. (pp. 130-132) Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.6 This process is often used when trying to teach complex behaviors by which an individual is rewarded after achieving smaller steps that get him or her closer to the desired behavior: Shaping Spontaneous recovery Extinction Generalization Classical conditioning Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.6 This process is often used when trying to teach complex behaviors by which an individual is rewarded after achieving smaller steps that get him or her closer to the desired behavior: Shaping (p. 132) Spontaneous recovery Extinction Generalization Classical conditioning Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.6 The color of a traffic light usually serves what primary function? Conditioned stimulus Discriminative stimulus Reinforcement Positive punishment Negative punishment Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.6 The color of a traffic light usually serves what primary function? Conditioned stimulus Discriminative stimulus (p. 133) Reinforcement Positive punishment Negative punishment Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.7 On average, a child will receive $10 from her parents every 2 weeks for cleaning her room. What type of reinforcement schedule are the parents using? Variable ratio Fixed interval Variable interval Fixed ratio Continuous reinforcement Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.7 On average, a child will receive $10 from her parents every 2 weeks for cleaning her room. What type of reinforcement schedule are the parents using? Variable ratio Fixed interval Variable interval (pp. 135-136) Fixed ratio Continuous reinforcement Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.7 Which reinforcement schedule produces the highest rate in responding (i.e., more instances of the target behavior)? Variable interval Fixed interval Variable ratio Fixed ratio Continuous reinforcement Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.7 Which reinforcement schedule produces the highest rate in responding (i.e., more instances of the target behavior)? Variable interval Fixed interval Variable ratio (pp. 136-137) Fixed ratio Continuous reinforcement Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.8 Research on ________________ showed that not all behaviors can be learned through experience with the environment (e.g., operant conditioning), as was once thought by the behaviorists. extinction taste aversions instinctive drift punishment behavior modification Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.8 Research on ________________ showed that not all behaviors can be learned through experience with the environment (e.g., operant conditioning), as was once thought by the behaviorists. extinction taste aversions instinctive drift (p. 138) punishment behavior modification Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.10 Knowing the location of the alternative entrances into a building without having ever used them before is an example of: Latent learning Learned helplessness Classical conditioning Operant conditioning Insight Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.10 Knowing the location of the alternative entrances into a building without having ever used them before is an example of: Latent learning (pp. 141-142) Learned helplessness Classical conditioning Operant conditioning Insight Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.10 A biologist has been searching for solution as to what area of the brain is associated with conscious experience. After many years of work, the researcher decides to abandon his efforts. A couple of days later, he suddenly realizes the solution, as though out of nowhere. What type of learning does this demonstrate? Latent learning Insight Classical conditioning Observational learning Operant conditioning Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.10 A biologist has been searching for solution as to what area of the brain is associated with conscious experience. After many years of work, the researcher decides to abandon his efforts. A couple of days later, he suddenly realizes the solution, as though out of nowhere. What type of learning does this demonstrate? Latent learning Insight (p. 143) Classical conditioning Observational learning Operant conditioning Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.10 Seligman performed a study on learned helplessness, which demonstrated: Dogs given inescapable shock did nothing to escape the shock when later given the opportunity for escape. Dogs given inescapable shock did escape the shock when later given the opportunity for escape. Dogs given inescapable shock later became aggressive when given the opportunity for escape. Dogs given inescapable shock later became more active when given the opportunity for escape. There was no difference between dogs given inescapable vs. escapable shock when later given the opportunity for escape. Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.10 Seligman performed a study on learned helplessness, which demonstrated: Dogs given inescapable shock did nothing to escape the shock when later given the opportunity for escape. (p. 143) Dogs given inescapable shock did escape the shock when later given the opportunity for escape. Dogs given inescapable shock later became aggressive when given the opportunity for escape. Dogs given inescapable shock later became more active when given the opportunity for escape. There was no difference between dogs given inescapable vs. escapable shock when later given the opportunity for escape. Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.11 In order for observational learning to occur, all of the following elements need to be present EXCEPT: Attention Intelligence Memory Imitation Motivation Copyright © 2010, Pearson Education
Copyright © 2010, Pearson Education LO 4.11 In order for observational learning to occur, all of the following elements need to be present EXCEPT: Attention Intelligence (p. 145) Memory Imitation Motivation Copyright © 2010, Pearson Education
Critical Thinking & Student Opinion Slides The original slides in this presentation were created by Dr. Melissa Acevedo (for Ciccarelli & Myer's Psychology) and Dr. Diane Martichuski (for Lilienfeld, Lynn, Lamy, & Woolf’s Psychology). They have been combined here and adapted by Dr. Noland White to reflect changes for Ciccarelli & White's Psychology: An Exploration. Copyright © Pearson Education, 2010 Copyright © Pearson Education, 2010
What do you think? Is this “learning”? An infant stops sucking its thumb. Yes No Demo 1 These items are from the IM for Kosslyn and Rosenberg (2007). Use the answers to these items to start a discussion about what constitutes learning. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What do you think? Is this “learning”? Children acquire language. Yes No Demo 1 These items are from the IM for Kosslyn and Rosenberg (2007). Use the answers to these items to start a discussion about what constitutes learning. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What do you think? Is this “learning”? A computer program generates random opening moves for its first 100 chess games and tabulates the outcomes of those games. Starting with the 101st game, the computer uses those tabulations to influence its choice of opening moves. Yes No Demo 1 These items are from the IM for Kosslyn and Rosenberg (2007). Use the answers to these items to start a discussion about what constitutes learning. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What do you think? Is this “learning”? A worm is placed in a T maze. The left arm of the maze is brightly lit and dry; the right arm is dim and moist. On the first ten trials, the worm turns right seven times. On the next ten trials, the worm turns right all ten times. Yes No Demo 1 These items are from the IM for Kosslyn and Rosenberg (2007). Use the answers to these items to start a discussion about what constitutes learning. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What do you think? Is this “learning”? A previously psychotic patient is given Dr. K’s patented phrenological surgery and no longer exhibits any psychotic behaviors. Yes No Demo 1 These items are from the IM for Kosslyn and Rosenberg (2007). Use the answers to these items to start a discussion about what constitutes learning. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What do you think? Is this “learning”? A lanky zinnia plant is pinched back and begins to grow denser foliage and flowers. Yes No Demo 1 These items are from the IM for Kosslyn and Rosenberg (2007). Use the answers to these items to start a discussion about what constitutes learning. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What do you think? Is this “learning”? After pondering over a difficult puzzle for hours, Jane finally figures it out. From that point on, she can solve all similar puzzles in the time it takes her to read them. Yes No Discussion Starter: What constitutes “learning”? Relevant topics: learning These items are from the IM for Kosslyn and Rosenberg (2007). Use the answers to these items to start a discussion about what constitutes learning. Based on students’ answers to these scenarios, have them posit their own definition of learning. Then, present them with the text’s definition. How does their definition differ from the text’s? Given the textbook definition, are their choices really examples of learning? Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What do you think? Is this “learning”? After thirty years of smoking two packs a day, Zeb throws away his cigarettes and never smokes again. Yes No Discussion Starter: What constitutes “learning”? Relevant topics: learning These items are from the IM for Kosslyn and Rosenberg (2007). Use the answers to these items to start a discussion about what constitutes learning. Based on students’ answers to these scenarios, have them posit their own definition of learning. Then, present them with the text’s definition. How does their definition differ from the text’s? Given the textbook definition, are their choices really examples of learning? Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What is your experience? I experience a startle response when I see lightning. True False Survey: What is your experience? Relevant topics: learning, classical conditioning Use these questions to compare common experiences of classical conditioning. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What is your experience? There is at least one food that I can’t eat because I got sick after eating it once. True False Survey: What is your experience? Relevant topics: learning, classical conditioning Use these questions to compare common experiences of classical conditioning. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What is your experience? There is at least one alcoholic drink that I can’t drink because I got sick after drinking it once. True False Survey: What is your experience? Relevant topics: learning, classical conditioning Use these questions to compare common experiences of classical conditioning. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What is your experience? I have a phobia. True False Survey: What is your experience? Relevant topics: learning, classical conditioning Use these questions to compare common experiences of classical conditioning. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education
What is your learning style? I can solve a problem best by A. breaking down the problem into different components (analytical) B. viewing the problem as a whole (holistic) C. talking through the problem (verbal) visualizing the problem in my head (spatial) It depends on the problem. Survey: What is your learning style? Relevant topics: learning, learning style Most students should pick E, because many students do NOT fall into only one learning style category, and there are general rules for studying that will work for everyone. Ask students what DOES help them to study, and draw parallels among different student answers. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2010, Pearson Education