WHY AM I DROOLING? CONDITIONING VERSUS COGNITIVE LEARNING Lesson Plan 5

Competency Describe conditioning from a behaviorist perspective. Differentiate between classical and operant conditioning. Summarize cognitive learning concepts. Explore the dissonance between conditioning and cognitive learning.

Overview John Watson, who was an extreme environmentalist—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.

Behaviorism Research on learning is influenced by this school of thought Human behavior defined by observable acts or events Does not take into account mental capabilities such as mind, will, or thought Conditioning- associations between environmental stimuli Stimulus-response (S-R) Psychology Classical and operant conditioning explains much of human behavior Environmental rewards and punishers maintain or discourage specific behaviors

Classical Conditioning Learning, behaviorism, and conditioning all related to form classical conditioning Learning is a relatively permanent change in behavior Behaviorism 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 Conditioning 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 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. A neutral consequence neither increases nor decreases the probability that the response will recur. Reinforcement (which is a consequence of choices we make) strengthens the response, increasing the probability that it will recur. Punishment (which is also a consequence of choices we make), weakens the response, decreasing the probability that it will recur.

Operant Conditioning 2 types of reinforcement Positive reinforcement is any pleasant consequence following a response that makes the response more likely to occur again. Negative reinforcement is the removal of any unpleasant consequence following a response that makes the response more likely to occur again. 2 types of punishers A positive punisher is at work when something unpleasant or aversive occurs as a consequence following a chosen behavior. A negative punisher is applied when something pleasant is removed as a consequence following a chosen behavior.

Principles of Operant Conditioning 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 Concepts Most learning theories heavily influenced by behaviorism. Learning theories thought most learning could be explained by Behavioral ABC’s Antecedents (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 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 Theories 1950- Dollard and Miller proposed a major shift in radical behaviorism New prospective- social-learning theory Most 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 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.

Homework Readings: 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 February 7 14

Video 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