2. Types of Learning 1) Habituation 2) Classical Conditioning
3) Operant Conditioning

4. Operant Conditioning
Edward Thorndike

6. Gradually it escapes quicker
A specific response become “strengthened” by being paired with a pleasant outcome

7. Law of Effect
"Of several responses made to the same situation those which are accompanied or closely followed by satisfaction to the animal will, other things being equal, be more firmly connected with the situation, so that, when it recurs, they will be more likely to recur; those which are accompanied or closely followed by discomfort to the animal will, other things being equal, have their connections to the situation weakened, so that, when it recurs, they will be less likely to occur.
Note: It is missing information about the internal state of the animal
Thorndike used hungry cats and rats!

8. Clark Hull

9. Needs Behavior is not just a function of the environment but also. . .
Properties of the organism

10. All animals have certain needs (food)
Creates drives (drive for food)
Reducing drive (by eating) reinforces the behavior (eating)

11. Learning
Both Hull and Thorndike felt their learning was the same as Pavlov’s classical conditioning

12. Hot and Cold Game

13. Skinner

14. B. F. Skinner Noted differences between the types of learning.
How is classical conditioning different then either Thorndike’s or Hull’s theories?

15. Operant Conditioning
Classical = animal does nothing to its environment.
Operant = The animal alters its environment.

16. Reinforcement Theory Operant Conditioning Behavior Reward
Used to control behavior
Behavior
Reward
Behaviors that are rewarded are more likely to be performed in the future

17. Reinforcement Theory
Operant Conditioning

18. Reinforcement Theory
Operant Conditioning

19. Skinner Box

20. Skinner Box

21. Skinner Box

22. Skinner Box
Sniffy Program

23. Operant Conditioning Superstitious behavior Shaping behavior
Baseball players
Shaping behavior
Getting him to open the car door
Skinner legend

24. Group Activity
Identify one behavior in yourself that you would like to change
Determine a system of rewards and punishments that you could use to change this behavior
Do you think this would work?

25. Did Skinner really raise his daughter in a Skinner Box?
Picture from Ladies' Home Journal: "Baby in a Box.”

26. Question Why are you going to college? What are you dating someone?
Why are you listening to this lecture?
You do all of these things because of a long history of rewards and punishments!

27. Classical vs. Operant Conditioning
“Reactions” to the world
Emotions
Traits: anxiousness, neuroticism, depression
Operant
“Actions” toward the world
Behaviors
Traits: Extraversion, argumentativeness, kindness

28. Behaviorism Pros Cons Controlling behavior Focus on the observable
Mental life
Motivation
Thought
Cognition

31. Next theories Keep the empirical rigor of behaviorism and add. . . .
Cognition, thought, motivation, etc.
Social learning
In Skinner box animals are alone
We learn by watching others!
Treat humans as active in selecting their environment
In Skinner box a rat is placed in there
We select our environments and they will change because we are in them
You at a party!

32. Theories Dollard and Miller’s Social Learning Theory
Rotter’s Social Learning Theory
Bandura’s Social Learning Theory

33. Dollard & Miller

34. Dollard and Miller
Combines behaviorism and Freudian theory!

35. Habit Hierarchy All the behaviors a person might do
From most likely to least likely

36. Habit Hierarchy Talk to Ponch Get a drink Talk to a woman Comb hair
In a bar
Comb hair
But, this can change based on reinforcement or punishment
Flex muscles

37. Activity Create your own habit hierarchy for being in the classroom
List Top 5 habits
Why do you think these are the top 5?
How do you think we could change these?

38. In order to learn -- John (an organism) must
1) Want something (a woman)
2) Notice something (perceive the woman)
3) Do something (talk to the woman)
4) Get something (a smile)

39. Note This is already different than behaviorism Dollard and Miller
Motivation (want something)
Perception (notice something)

40. Note This is already different than behaviorism Behaviorism
Learning changes behavior
Dollard and Miller
Learning changes the HH
HH is a non-observable psychological entity

41. What do you want?
Drives
A psychological tension that feels good when it is reduced.
Need
Drive

42. Drives Primary Drives Biologically built-in drives Secondary Drives
Food, water, sex, avoid pain, etc.
Secondary Drives
Psychologically based
Love, prestige, money, power, etc.
Learned by being paired with primary drives

43. Imagine John asks the Charlie's Angels out on a date
John gets rejected!
Is upset so he goes riding with Ponch
Arrests a person for no reason at all!

44. Why? Freud Frustration-Aggression Hypothesis
Natural reaction for any person (or animal) to being blocked from a goal, will be the urge to lash out or injure.
The more important the goal, the greater will be the aggressive impulse

45. Frustration-Aggression Hypothesis
Different than Freud
No ID is needed (or ego)
Same as Freud
Displacement
e.g., riots
Sublimation (can be constructive)

47. What is fun?
The story about me in the book

48. Approach-Avoidance Conflict
Conflict between desire and fear
Changes over time

49. Approach-Avoidance Conflict
1) An increase in drive strength will increase the tendency to approach or avoid a goal
VS.
If John wants to relieve a drive more than Ponch, John will also want the goal more!

50. Approach-Avoidance Conflict
2) Whenever there are two competing responses, the stronger one (the one with the greater drive) will win out.
Drive: Companionship
Drive: Avoid rejection

51. Approach-Avoidance Conflict
3) The tendency to approach a positive goal increases the closer the one is to the goal
John sees the Angels across the room
John talks to them
John asks them back to his place

52. Approach-Avoidance Conflict
3) The tendency to approach a positive goal increases the closer the one is to the goal

53. Approach-Avoidance Conflict
4) The tendency to avoid a negative goal also increases the closer one is to the goal
John sees the Angels across the room
John talks to them
John asks them back to his place

54. Approach-Avoidance Conflict
5) Tendency 4 is stronger than tendency 3.
Avoidance
Approach

55. Approach-Avoidance Conflict
5) Tendency 4 is stronger than tendency 3.
Avoidance
Approach

56. Approach-Avoidance Conflict
5) Tendency 4 is stronger than tendency 3.
Avoidance
Approach

57. Approach-Avoidance Conflict
5) Tendency 4 is stronger than tendency 3.
Avoidance
Approach

58. Group Activity
Have you ever had something in the future that you were both looking forward to and dreading?
Did your feelings about it change over time in the way Dollard and Miller describe?

59. Defense Mechanisms Freud’s explanation Dollard and Miller
Negative Reinforcement
A reward that consists of the withdrawal of aversive stimuli

60. Defense Mechanisms Negative Reinforcement
Any stopping of pain or anxiety is negatively reinforcing
The behavior that occurred before such cessation will become more likely
Put your hand in the fire!

61. Defense Mechanisms Dollard and Miller
DM are cognitive behaviors that are negatively reinforced because they remove anxiety

62. Defense Mechanism Denial Repression Reaction Formation Projection
Rationalization
Intellectualization

63. Defense Mechanisms Freud vs. Dollard and Miller
Freud was right Perhaps too complicated
Principle of Parsimony

65. Rotter’s Social Learning Theory

66. Markey's Casino

67. Blamoooooo All games cost $10 Jackpot: $100 Jackpot: $1,000
Odds: %
Odds: 50%

68. Rotter Behaviorism would predict you would go for the biggest reward
However, your beliefs (i.e., expectancies) are also important!
Expectancy Value Theory

69. Elements Behavior Potential (BP)
The probability that you will perform the behavior in question
Higher the BP, more likely you will do it!

70. Elements Expectancy (E)
A persons belief about how likely a behavior will bring about a goal

71. Expectancy If you think so: If you do not think so:
If you ask a person out will they say yes?
If you think so:
“Asking out” has high expectancy
If you do not think so:
“Asking out” has low expectancy

72. Expectancy It is a belief
Objective odds matter less then subjective odds
Lottery!

73. Questionnaire
LC questionnaire

74. Expectancy General Expectancy Like a trait
High GE (Internal locus of control)
Energetic, highly motivated
Low GE (External locus of control)
Depressed, low motivation

75. Elements Reinforcement Value (RV) The subjective benefit of a reward
How much do you really care about the outcome?

76. Reinforcement Value How much do you care about getting that date?
How much do you care if you are rejected?
How much do you care about doing school work instead?
Note: RV is a relative term!

77. Putting it all together
How do you predict BP?

78. Putting it all together
How do you predict BP?
Psychological Situation
These values change as a result of the situation

79. Will you dance or take notes?
FUN: E = .01
GOOD GRADES: E = .50
Dance:
FUN: E = .30
GOOD GRADES: E = .01 RV
Fun = .30
Good Grades = .90

80. Will you dance or take notes?
FUN: E = BP = .003
GOOD GRADES: E = BP = .45
Dance:
FUN: E = .30 BP = .009
GOOD GRADES: E = .01 BP = .003 RV
Fun = .30
Good Grades = .90

81. Will you dance or take notes?
FUN: E = .01
GOOD GRADES: E = .20
Dance:
FUN: E = .80
GOOD GRADES: E = .001 RV
Fun = .95
Good Grades = .05

82. Will you dance or take notes?
FUN: E = .01 BP = .009
GOOD GRADES: E = .20 BP = .01
Dance:
FUN: E = .80 BP = .72
GOOD GRADES: E = .01 BP = .009 RV
Fun = .95
Good Grades = .05

83. Imagine
High RV
Low E
What might happen?

84. John wants a date really bad!
Doesn’t think he can get one.

85. Maladjustment Excessive time spent fantasizing
Failure to develop social relationships
Failure to develop social skills
Self-fulfilling prophecy

86. Imagine
Two behaviors have high RV?
What might happen?

87. John wants to dedicate his life to the ladies!
John wants to dedicate his life to police work!

88. Maladjustment Feel conflict Erratic and unpredictable behavior
Neither may be accomplished

89. Therapy Focuses on the conscious and rational mind 1) What can you do?
2) What do you want?
Importance of minimal goal level
Importance of prioritizing desires