Learning OperantClassicalCognitive

Learning is …  A change in behavior that results from a previous experience  ( behavior can be observable or a thought)

Factors that affect Learning (part of cognitive learning )  Feedback - must be descriptive rather than evaluative, - must be descriptive rather than evaluative, timely, timely, welcome, welcome, Useful Useful specific specific

Attention  Focusing on the correct thing

Practice  Doing something over and over again

Mental Practice  Going over something in your mind

Classical Conditioning A learning process in which something that had not previously produced a particular response (NS) becomes associated with something that produces the response(UCS). As a result, the conditioned stimulus will elicit the response that the unconditioned stimulus produces.

Classical Cond. examples 1) Learning to feel upset at the sight of flashing police lights in your rearview mirror 2) Learning to feel anxiety when you hear the sounds at the dentist’s office 3) Feeling tender emotions when you hear a song that was associated with your first romance

Operant conditioning  Learning in which the consequence that follows a behavior increases or decreases the likelihood that the behavior happens again

Cognitive Learning  Learning which involves mental processes such as attention and memory may be learned through observation or imitation  may not involve external rewards  (remember there are factors that affect this)

What type of learning? Completing an algebra problem  Increased heart rate when going to the dentist  Getting hungry everyday at 12:00  Leaving class when the bell rings  Showing up late for class, getting a detention and not showing up late again

Classical Conditioning  What is it?  Have you been classically conditioned?  How can we classically condition someone?  Can you put it into the formula?  What are the important CC experiments?

Neutral Stimulus  NS- (Neutral stimulus) something that causes a sensory response but doesn’t produce the reflex being tested

Conditioned Stimulus  CS (Conditioned stimulus) formerly the NS that now has the ability to elicit (trigger) the response that was previously elicited (triggered) by the UCS

Unconditioned stimulus  UCS (unconditioned stimulus) the stimulus that triggers or elicits a physiological response

Conditioned Response  CR- the response that is elicited (triggered) by the CS This response is similar to the ucr

Unconditioned Response  UCR- an unlearned involuntary physiological response that is elicited, or triggered by, the unconditioned stimulus

Classical Conditioning Formula NS + UCS  UCR CS  CR

clips/0jnov0/the-office-the-jim-trains-dwight

Put the mint experiment into the formula  Complete Review

Pavlov’s experiment

Pavlov’s dogs  pxuzI&feature=related pxuzI&feature=related pxuzI&feature=related

 Generalization- a stimulus similar to the CS triggers a response similar to the CR  Discrimination- when an organism learns to make a response to some stim uli but not others  Extinction- when the conditioned response dies out

 Adaptive Value- usefulness of traits that increase the survival of humans or animals  Taste Aversion- associating a particular sensory cue with getting sick and therefore avoiding it in the future

Baby Albert ( and Watson) The Little Albert Experim#E641A

Copy these notes  SB- (Spontaneous behavior) a voluntary or non-reflexive action  C- (Consequence) positive or negative results of a behavior  R- (Response)- a unit of behavior  S- (stimulus) something in the environment that causes a response

Operant Conditioning Learning that takes place when a spontaneous behavior is reinforced or punished Learning that takes place when a spontaneous behavior is reinforced or punished Classical conditioning deals with reflexive, physiological behaviors Classical conditioning deals with reflexive, physiological behaviors

What type of conditioning?

a voluntary or non-reflexive action a unit of behavior positive or negative results of a behavior something in the environment that causes a response

Operant conditioning in a formula  Spontaneous behavior->Consequence  Stimulus->Response

Identify if it is a stimulus or a response  1. _____ A flashing light  2. _____ Answering this practice exercise  3. _____ A stop sign  4. _____ An ant crawling on your arm  5. _____ Vomiting

 6. _____ Coughing  7. ____ Laughing  8. ____ Screaming  9. ____ A feather tickling your arm  9. ____ A feather tickling your arm

Put the following in the Operant Conditioning formula  Joe looked under the seat in a Dr’s office and found $100. Whenever he is in that office, he check under the seat cushions  Jim took out his packet without Mrs. Anderson asking him to. He received candy. When he goes into her room, he is always the first to have his packet out

Thorndike’s law of Effect Thorndike’s Law of Effect  - behaviors followed by positive consequences are strengthened, while behaviors followed by negative consequences are weakened  Lre-8 Lre-8 Lre-8

Did we prove Thorndike’s Law of effect?  Explain.  Give another real life example to defend his Law of Effect

Operant conditioning focus  Rather than looking at what comes before a behavior ( the antecedent)  We should look at what follows the behavior ( the consequence)

Skinner’s Operant conditioning  Operant response - a meaningful unit of behavior that can be measured and is modified by its consequences

What do you need to know for your quiz  SB/C/R/S- term matching  Be able to put things into the Operant conditioning formula  The difference between Operant and classical conditioning  The law of effect  The focus of Operant conditioning

Shaping  - a procedure in which an experimenter successfully reinforces behaviors that lead up to or approximate the desired behavior ( the operant response)  HA&NR=1 HA&NR=1 HA&NR=1

Pigeons playing ping pong  6fQQ4 6fQQ4 6fQQ4

Superstitious behavior  A behavior increases in frequency because it is accidentally paired with a reinforcer

Reinforcement 1. A consequence occurs after a behavior and INCREASES the chance that the behavior will happen again

Reward  Not the same thing as a reinforcer  Does not necessarily increase the chance that the behavior will happen again

Reinforcer or reward  Joe hits a home run and gets a new bat ( his home run hitting does not increase) Jim is given candy in class for raising his hand- he raises his hand more often Helen falls out of her seat in class- everyone laughs. She does this everyday.

Punishment  3. Punishment  - consequence following the behavior decreases the likelihood that the behavior will happen again

 Write 3 scenarios  One where a person is being reinforced  One where a person is being rewarded  One where a person is being punished  Highlight the part of the scenario which shows if they are being rewarded, punished or reinforced

Types of Reinforcers a. Primary - something such as food or water something innately satisfying b. Secondary - any stimulus that acquired it’s reinforcing power through experience ex. Stickers, grades, money

Read page 221

Schedules of Reinforcement  Schedules of reinforcement a. Continuous reinforcement every occurrence of the operant response results in delivery of the reinforcement every occurrence of the operant response results in delivery of the reinforcement

 b. Partial Reinforcement - refers to a situation in which responding is reinforced only some of the time Fixed- set, doesn’t change Fixed- set, doesn’t change Variable –changes Variable –changes Ratio- numbers Ratio- numbers Interval-time Interval-time

Ratio Schedules 1. Fixed Ratio - reinforcement occurs only after a fixed number of responses - Results in fast rates of work (factory worker)

2. Variable ratio - a different number of responses is needed before reinforcement occurs - - results in consistent response (gambling)

Interval schedules 3. Fixed Interval - a reinforcement occurs after a predetermined amount of time - Rapid responding near time for reinforcement

Variable Interval - the time in which reinforcement occurs changes slow and steady responding

Identify the schedule  Someone who works at a fast food restaurant  A Pigeon pecks at a key, it increases the rate of pecking at the end of a 2 minute period and then increases again at the end of the next 2 minute period  Slot machines

 Think back to the candy and name activity.  1. Was it continuous or partial reinforcement?  2. Explain how reinforcement would look for each of the reinforcement schedules

Complete schedules of reinforcement worksheet

Psychology Carnival  Identify how your game would be played based on 2 different schedules of reinforcement  1. Identify your game  2. Identify your reinforcement schedules  3. Explain how your game would work according to them

Review Reinforcement- the behavior increases Punishment- the behavior decreases Reward- no change in behavior

Write 3 scenerios  One where a person is being reinforced  One where a person is being rewarded  One where a person is being punished  Highlight the part of the scenario which shows if they are being rewarded, punished or reinforced

Positive and Negative Consequence  Positive- consequence (reinforcement or punishment) is added  Negative- consequence (reinforcement or punishment) is taken away

Identify the term consequence is added consequence is taken away behavior increases behavior decreases No change in behavior or behavior and consequence are not linked

 Positive- consequence is added  Negative- consequence is taken away  Reinforcement- behavior increases  Punishment- behavior decreases

Positive reinforcement  - consequence is ADDED which increases the likelihood that the behavior will occur again

 Sue studied for an exam and received an A. B- C-  Will Sue study more often?

Reinforcing Penny’s behavior  a-WHk a-WHk a-WHk  Identify Penny’s Behavior and the consequence  Is this positive reinforcement?

Which is an example of positive reinforcement?  Steven rarely smiled. His mom started giving him M&Ms when he would smile. Steven smiled more often.  Steven rarely smiled. His mom started giving him M&Ms when he would smile. Steven enjoyed the M&M’s

 Which one is an example of Positive reinforcement? A. Martha was a five-year-old girl who seldom played with the other children. Workers at the preschool began praising and admiring Martha more than they had before. As a result of this procedure, Martha's level of cooperative play with the other children increased. B. Martha was a five-year-old girl who seldom played with the other children. Workers at the preschool began praising and admiring Martha when she engaged in cooperative play with other children. As a result of this procedure Martha's level of cooperative play with the other children increased.

Complete positive reinforcement  Review worksheet with Phoenecia and disruptive students

With a partner…  Write an example of positive reinforcement  Remember- positive reinforcement means..  The consequence is added and the behavior increases

Negative Reinforcement  - consequence is taken away which increases the likelihood that the behavior will happen again

Example Sue studies so she does not get yelled at by her parents B-C- Why is this negative reinforcement?

Negative Reinforcement continued a. Avoidance - preventing the onset of a stimulus

b. Escape - stopping the unpleasant stimulus Was Sue using escape or avoidance? (Sue studied so she didn’t get yelled at by her parents)

Escape or Avoidance? Sue studied so she didn’t get yelled at by her parents

Is this negative reinforcement?  I had a headache so I took Tylenol. The headache went away. Whenever I get headaches, I take tylenol. What is the B-C Is this escape or avoidance?

 B taking tylenol  C- headache goes away  My behavior of taking tylenol has increased  If I take the tylenol before I have a headache I am ….  If I take it when I have the headache I am …

Is this Neg. reinforcement?  Sue and Dave got into an argument and Sue ran out of the room and slammed the door. The fight is over. Now whenever Dave starts to raise his voice, she leaves the room.  B-C-  Escape or avoidance

 B- leave room  C- fight is over  Sue leaves the room more often to end fights.

How is this negative reinforcement? /04/the-simpsons-negative-reinforcement/ /04/the-simpsons-negative-reinforcement/

Punishment A consequence is added or taken away which decreases the likelihood that the behavior will happen again

Positive Punishment - a consequence is added which decreases the likelihood that the behavior will occur again

Positive punishment example ex. Your sister comes home late and your parents tell her she must watch your little brother the following weekend. Your sister never comes home late again. Your sister’s behavior…  B- C-  Babysitting was added and this made her not come home late again

Negative Punishment  Consequence is taken away which decreases the likelihood you will do the behavior again

Negative Punishment Sue stayed out late and lost her car privileges. She never stayed out late again.  B- C- Car was taken away which decreased the likelihood that she would come home late again.

Practice questions in packet

Come up with your own examples Negative reinforcement- escape Negative reinforcement- avoidance Positive punishment Negative punishment

Negative reinforcement escape or avoidance  Changing the radio station when there is a song you do not like  Putting on a blanket in my classroom before you get cold  Eating breakfast so you are not hungry in school

Review punishment vs reinforcement wkst

Social Cognitive Theory - people learn through watching, modeling and imitating - rewards are not necessary

Albert Bandura  BOBO Doll experiment  _Xfzg _Xfzg _Xfzg  gntnI&p=5EF67686C4E463FD&playnext= 1&index=51 gntnI&p=5EF67686C4E463FD&playnext= 1&index=51 gntnI&p=5EF67686C4E463FD&playnext= 1&index=51

Things involved in the SCT Attention - watch what the model does Memory - retaining information

Imitation learning to do something by watching someone learning to do something by watching someoneMotivation there must be a reason to imitate the behavior

Using the white board, Identify something you have learned that supports the SCT  Attention- what did you focus on  Memory- what did you need to remember  Motivation- what motivated you to do it

Apply the Social Cognitive Theory  Using the SCT, explain why people bully others