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Chapter 5 Learning © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution.

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Presentation on theme: "Chapter 5 Learning © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution."— Presentation transcript:

1 Chapter 5 Learning © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2 Chapter Preview Types of Learning Classical Conditioning
Operant Conditioning Observational Learning Cognitive Factors in Learning Biological, Cultural, and Psychological Factors in Learning © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

3 Learning & Behaviorism
Systematic, relatively permanent change in behavior that occurs through experience Behaviorism Theory of learning that focuses solely on observable behaviors Discounts importance of mental activity © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

4 Types of Learning Associative Learning & Conditioning
Classical Conditioning Association between two stimuli Operant Conditioning Association between behavior and consequence Observational Learning Observing and imitating another’s behavior © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

5 Classical Conditioning
Reflex: Automatic, without prior learning Unconditioned Stimulus (US) Unconditioned Response (UR) Learning: Association, after pairing of stimuli Conditioned Stimulus (CS) Conditioned Response (CR) © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

6 Figure 5.2 - Pavlov’s Classical Conditioning
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

7 Classical Conditioning
Acquisition: Learning of connection between US & CS Continguity  US & CS close in time Contingency  CS as reliable indicator of US Generalization Stimulus similar to CS elicits response similar to CR Discrimination Process of learning to respond only to some stimuli © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

8 Classical Conditioning
Extinction Weakening of CR when US is absent Spontaneous Recovery Recurrence of CR after time delay, without further conditioning © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

9 Figure The Strength of a Classically Conditioned Response During Acquisition, Extinction, and Spontaneous Recovery © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

10 Classical Conditioning in Humans
Explaining and eliminating fears Watson & Rayner: Little Albert Counterconditioning Explaining Pleasant Emotions Aversive Conditioning © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

11 Classical Conditioning in Humans
Placebo Effect Immune and Endocrine Systems Immunosupression Taste Aversion Learning Drug Habituation © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

12 Operant Conditioning Classical Conditioning
Based on involuntary responses Operant (Instrumental) Conditioning Explains voluntary behaviors B. F. Skinner Consequences change probability of behavior Operant = Behavior Consequences contingent on behavior © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

13 Operant Conditioning Thorndike’s Law of Effect The Skinner Box
Positive outcomes strengthen behavior Negative outcomes weaken behavior The Skinner Box Controlled conditions to study operant conditioning Operant (Lever press by rat)  Consequence (food) © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

14 Operant Conditioning Shaping
Rewarding approximations of desired behaviors © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

15 Principles of Reinforcement
Reinforcement increases probability of behavior Positive Reinforcement Presentation (adding) of something pleasant Negative Reinforcement Removal (taking away) of something unpleasant Primary Reinforcer Innately satisfying Secondary Reinforcer Acquires positive value through experience © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

16 Principles of Reinforcement
Generalization Performing reinforced behavior in different situation Discrimination Responding to signal that behavior will (or will not) be reinforced Extinction Behavior no longer reinforced decreased in frequency © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

17 Schedules of Reinforcement
Continuous Reinforcement Behavior is reinforced every time it occurs Partial Reinforcement Reinforcer follows behavior only a portion of the time Partial Reinforcement Schedules Ratio (number of behaviors) vs. Interval (time elapsed) Fixed (predictable) vs. Variable (unpredictable) © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

18 Schedules of Reinforcement
Fixed Ratio Based on set number of behaviors Variable Ratio Based on average (unpredictable) number of behaviors © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

19 Schedules of Reinforcement
Fixed Interval Rewarding behavior after fixed amount of time passes Variable Interval Rewarding after variable amount of time passes © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

20 Figure 5.10 - Schedules of Reinforcement and Different Patterns of Responding
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

21 Punishment Punishment decreases likelihood of behavior
Positive Punishment Presentation (adding) of something unpleasant Negative Punishment Removal (taking away) of something pleasant © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

22 Operant Conditioning: Timing
Immediate vs. Delayed Reinforcement Waiting for delayed, but more highly valued, reinforcers Immediate vs. Delayed Punishment Immediate more effective, but delayed can have effect Immediate Reinforcement vs. Delayed Punishment Immediate consequences usually win © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

23 Applied Behavior Analysis
Also called behavior modification Use of operant conditioning principles to change human behavior All human behavior understood as being influenced by rewards and punishments © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

24 Bandura’s Observational Learning
Also called imitation or modeling Learning when behavior is observed and imitated Vicarious Reinforcement & Vicarious Punishment © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

25 Figure 5.12 - Bandura’s Model of Observational Learning
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

26 Cognitive Factors in Learning
Purposive Behavior (Tolman) Behavior is goal-directed Expectancy Learning and Information Latent (Implicit) Learning Unreinforced learning not immediately reflected in behavior Study: Rats in a maze © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

27 Cognitive Factors in Learning
Studies of Apes “Stick Problem” “Box Problem” Insight Learning (Köhler) Problem solving in which sudden insight, or understanding, occurs Thinking “outside the box” © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

28 Figure 5.13 - Insight Learning
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

29 Biological Constraints in Learning
Structure of an organism’s body: Permits certain kinds of learning Inhibits other kinds of learning Instinctive Drift Tendency of animals to revert to instinctive behavior that interferes with learning Preparedness Species-specific biological predisposition to learn in certain ways but not others © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

30 Cultural Influences in Learning
Principles of conditioning and learning are universal Culture can affect the degree to which various learning processes are used Culture can determine content of learning © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

31 Psychological Constraints in Learning
Mindset Describes way beliefs about ability dictate goals What we think we can learn  What we do learn Fixed Mindset Belief that qualities cannot change Growth Mindset Belief that qualities can change/improve through effort © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

32 Strategies for Developing a Growth Mindset
Understand that your intelligence and thinking skills are not fixed but can change Become passionate about learning and stretch your mind in challenging situations Think about the growth mindsets of people you admire Begin now © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

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