Learning = 7-9 % of AP Exam

you must work on your own to complete it Rat Maze Activity Time yourself as you complete the maze starting at the ear and ending at the tail you must work on your own to complete it receive a piece of candy when maze completed if you beat your previous time Try again—you can complete as many mazes as possible in the time allotted

A Demonstration in Instrumental Learning and Operant Conditioning Rat Mazes A Demonstration in Instrumental Learning and Operant Conditioning This is an example of trial and error learning instrumental learning/conditioning Thorndike = response to a stimulus is strengthened when they are instrumental in producing rewards operant conditioning B. F. Skinner = positive reinforcers strengthen a response if experienced after the response occurs Each time a completed maze was handed in, candy was received as positive reinforcement

Homework = perform your own classical or operant conditioning experiment or observation Turn it into a video project for extra credit (see sample below) http://www.youtube.com/watch?v=e6JE8s1-w-Y

What is Learning? Learning refers to the relatively permanent change in subject’s behavior to a given situation brought about by repeated experience in that situation We learn by association (Associative Learning) Our minds naturally connect events that occur in sequence learning that two events occur together

Classical Conditioning VS Operant Conditioning Process of learning based on producing positive consequences and avoiding negative ones Measured by rate of response Skinner (pigeons) Classical Neutral stimulus is paired with a stimulus that elicits response Eventually the neutral stimulus causes the response Pavlov (dog saliva) Watson (little Albert)

Lemonade Experiment in Classical Conditioning https://vimeo.com/35754924

Classical (AKA Pavlovian) Conditioning We learn to associate two stimuli

Classical Conditioning Terms Unconditioned Stimulus (UCS) stimulus that unconditionally--automatically and naturally--triggers a response Unconditioned Response (UCR) unlearned, naturally occurring response to the unconditioned stimulus Conditioned Stimulus (CS) originally irrelevant stimulus that, after association with an unconditioned stimulus, triggers a conditioned response Conditioned Response (CR) learned response to a previously neutral conditioned stimulus Acquisition the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus (CS) comes to elicit a conditioned response

Pavlov’s Classic Experiment http://education-portal.com/academy/lesson/classical-conditioning.html#lesson Pavlov’s Classic Experiment Before Conditioning UCS (food in mouth) Neutral stimulus (tone) UCR (salivation) No salivation During Conditioning After Conditioning UCS (food in mouth) CS (tone) Neutral stimulus (tone) UCR (salivation) CR (salivation)

A Classic Study John B. Watson Conditioned “emotion” Fear response in humans (1920) Little Albert Crash Couse link: https://www.youtube.com/watch?v=qG2SwE_6uVM

UCS==== UCR

N + UCS====== UCR

Repeated pairings. . . CS (originally irrelevant!) === CR

SO. . . Who gives the shots? WHY?

Extinction The gradual weakening and eventual disappearance of the CR Involves repeatedly presenting the CS without pairing it with the UCS (like if you hear the name Pavlov over the weekend)

Spontaneous Recovery Occurs when a previously extinguished CR suddenly reappears after a period of no training

Generalization Tendency to respond to stimuli similar to the CS. Ex. A child who has been bit by a dog may fear all dogs. After 9/11, people responded anxiously to the sight or sound of planes. Generalization can be adaptive toddlers are taught to fear moving cars in the street and would respond similarly to trucks and motorcycles.

Discrimination Occurs when stimuli similar to the CS do NOT produce a CR The more similar the stimuli are to the CS, the greater the difficulty of discrimination Being able to recognize these differences is adaptive. Ex. Confronted by a pit bull, your heart may race; confronted by a golden retriever, it likely will not.

A song on classical conditioning for your enjoyment… http://www.youtube.com/watch?v=94lWxsfKErM

Classical Conditioning Quick review of the differences between Classical and Operant Conditioning: Operant Conditioning Classical Conditioning UCS + UCR + CS + CR Acquisition Extinction Spontaneous Recovery Biological Predisposition Pavlov Watson Voluntary (nonreflexive), goal seeking Association of response with consequence Responding decreases especially when consistent reinforcement stops Instinctive drift = Best learned behaviors are similar to natural behaviors Skinner Thorndike

Operant Conditioning We learn to associate a response and its consequence Type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment Law of Effect Thorndike’s principle that behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely

Operant Conditioning Shaping operant conditioning procedure in which reinforcers guide behavior toward desired goal Reinforcer (shaper) any event that strengthens the behavior it follows Punishment (shaper) Event that decreases the behavior it follows

Principles of Reinforcement Primary Reinforcer innately reinforcing stimulus i.e., satisfies a biological need (food for hunger) Conditioned Reinforcer stimulus that gains its reinforcing power through its association with primary reinforcer

OC Reinforcement:

OC Punishment

Schedules of Reinforcement Continuous Reinforcement reinforcing the desired response each time it occurs (not practical) 4 Partial (Intermitent) Reinforcement Schedules reinforcing a response only part of the time results in slower acquisition greater resistance to extinction Ratios (based on # of responses) Intervals (time between response) Fixed-Ratio – reinforces behaviors after set # of responses (getting paid for every 5th shirt that is produced) Fixed-Interval – reinforces first response after a fixed time (cookies, mail(snail)) Variable-Ratio – reinforces after an unpredictable # of responses (gambling and fishing) Variable-Interval – reinforces first response after a variable time (e-mail)

Schedules of Reinforcement 1= Fixed Ratio (FR) reinforces a response only after a specified number of responses faster you respond the more rewards you get EX: Buy 10 coffees, get one free 2 = Variable Ratio (VR) reinforces a response after an unpredictable number of responses EX: winning at poker, playing a slot machine

Schedules of Reinforcement 3 = Fixed Interval (FI) reinforces a response only after a specified time has elapsed response occurs more frequently as the anticipated time for reward draws near EX: Allowance every Friday if your chores are completed 4 = Variable Interval (VI) reinforces a response at unpredictable time intervals produces slow steady responses EX: Receiving & Checking email

Which reinforcement schedule is most efficient? Research has shown that both of the RATIO schedules produce very high rates of responding (typically higher than interval schedules). Fixed-interval schedules characteristically from a drop in the rate of responding immediately after each reinforcement.

Schedules of Reinforcement Comic Strips Activity

Group Activity: Apply the concepts of operant conditioning to the following scenario: Operant Conditioning Scenario: Imagine you are the parent of a child between the ages of 3-12 years old. Think of a behavior you might want to change. Describe how you would use operant conditioning to “guide” your child’s behavior in a positive (i.e., socially acceptable) way. Age of child: Describe the behavior you want to shape: In order to increase the preferred behavior, what will your POSITIVE reinforcement plan be? NEGATIVE reinforcement plan be? In order to decrease the undesired behavior, what will your POSITIVE punishment plan be? NEGATIVE punishment plan be? Which of the 4 schedules of reinforcement would you use and WHY would that be the most effective?

A Review of Operant Conditioning: The Gothowitz Deviation

Biological Influence on Learning Learning: Biological & Cognitive Biological Influence on Learning Can limit conditioning Can speed up conditioning

Morning sickness during pregnancy + Cabo Beach Grill = ???? TASTE AVERSION!!!

Taste Aversions: Why? John Garcia’s Research (1950s) irradiating rats to see its effect on their behavior rats didn't want to eat the things they'd been fed shortly before being irradiated theorized that this was because they were getting nauseous from the radiation radiated rats were conditioned to link the taste of sweetened water with nausea and avoided it after only ONE trial When there is a natural aversive (bad!) stimulus, conditioning is immediate! Evolutionary advantage: prevents us from eating something twice that might be toxic.

Keller and Marian Breland trained raccoons to put coins in a piggy bank rewarded with food for successful deposits worked with single coins, but when the researchers gave a raccoon more than one coin, the raccoon would sit and rub the coins together instead by associating the coins with food, the raccoons' natural instinct to 'wash' food by rubbing it together was activated Significance = Classical conditioning can be inhibited by a natural biological response

Summary: Role of Biology in Learning Learning is adaptive = increases ability to survive Biological influence can increase or limit conditioning EXAMPLES: Animals can be trained as long as it doesn't override their instinctive behaviors. Once we've developed distaste for something we associate with getting sick, it's hard to get over it.

Cognitive Learning Emphasizes the role of mental processes such as rule formation and strategies for goal attainment There are several examples of cognitive learning: INSIGHT LATENT OBSERVATIONAL

Insight Learning Insight = acute observation and deduction Insight Learning as described by Wolfgang Kohler is a sudden awareness of the solution to a problem Kohler studied chimps https://www.youtube.com/watch?v=FwDhYUlbxiQ http://www.youtube.com/watch?v=yrPb41hzYdw Sultan the Chimp

Latent Learning As described by E. C. Tolman, is learning in the absence of apparent reward Not demonstrated at the time the learning takes place

Observational Learning Albert Bandura described this as learning by watching another individual and modeling the learned task Potential to be positive or negative http://www.youtube.com/watch?v=GQwJXvlTWDw

Learned Helplessness Martin Seligman a decrease in responding that occurs after exposure to uncontrollable aversive events A tendency to give up