1. Rewind/Reminders Finalize Unit 6/Turn in notes Unit 7
January 5
Rewind/Reminders
Finalize Unit 6/Turn in notes
Unit 7

2. JANUARY 9 NOTEBOOK CHECK/TURN PAPERS IN REWIND
FINALIZE UNIT 6/SCORE NOTES
UNIT 7
TEST REMINDERS

3. Schedules of Reinforcement
26. Delayed Reinforcement
Also called PARTIAL or INTERMITTENT
reinforcing a response only part/some of the time
results in slower acquisition
results in greater resistance to extinction
29. Best, if used after acquisition to MAINTAIN desired behaviors longer.
You check for texts repeatedly hoping for that one reply which eventually comes
You check your post repeatedly hoping for that one “like” or comment or

4. 30. Schedules of Reinforcement
Fixed Ratio (FR)
Fixed = set
Ratio = number of responses
reinforces a response only after a specified number of responses
faster you respond the more rewards you get
like piecework pay (pay per item)

5. Schedules of Reinforcement
Variable Ratio (VR)
Variable = not set (random)
Ratio = number of responses
reinforces a response after an unpredictable number of responses
like gambling
very hard to extinguish because of unpredictability

6. Schedules of Reinforcement
Fixed Interval (FI)
Fixed = set
Interval = amount of time (min, hour, weeks, months)
reinforces a response only after a set time has elapsed
response occurs more frequently as the anticipated time for reward draws near

7. Schedules of Reinforcement
Variable Interval (VI)
Variable = not set (random)
Interval = amount of time
reinforces a response at unpredictable time intervals
produces slow steady responding
like pop quiz

8. Practice Worksheet *5 minutes to do ON YOUR NOTES
Fixed or Variable?
Ratio or Interval?

9. Answers – do not reveal until have tried all 7FI VR
VI (occasionally)/VR (# of texts) FR VI

10. Common Terminology Classical Operant
Acquisition – behavior repeatedly FOLLOWED BY reinforcement/punishment Extinction – behavior no longer reinforced/punished so extinguished Spontaneous Recovery – behavior suddenly reappears (after extinguished) in presence of reinforcer Generalization – will respond to reinforcement/punishment similar to original Discrimination – will ONLY respond to original reinforcement/punishment
Acquisition – repeatedly pair CS with UCS Extinction – CS no longer paired with UCS, CR extinguished Spontaneous Recovery – After period of extinction, CR returns in presence of CS Generalization – Will respond to stimuli similar to CS Discrimination – Will ONLY respond to CS

11. Cognitive and Social Learning Theories
E.C. Tolman
Julian Rotter
Martin Seligman
Walter Mischel
Albert Bandura

12. What did the Behaviorists (Skinner/Watson) miss?
1. Skinner’s emphasis on external control of behavior made him an influential, but controversial figure.
Many psychologists criticized Skinner for underestimating the importance of cognitive and biological constraints.
A. We learn to expect things from our environment. Our environment doesn’t control us.
B. Learning is an internal (cognitive) AND an external (environmental) process.

13. Cognitive Maps (E.C. Tolman)
A mental representation of the layout of one’s environment
Example: after exploring a maze, rats act as if they have learned a cognitive map of it. They get to the rewards offered as quickly as rats who were rewarded at each turn.
Stumble through your house at night in the dark/power outage.
Know which roads to follow after your friend describes how to get to his/her house.
What about Google Maps?

14. Latent Learning
Cognitive Learning emphasizes abstract and subtle learning that could not be achieved through conditioning or social learning alone.
4. Latent Learning:
Some learning is not intentional, but occurs almost accidentally a situation called latent learning.
Learning that occurs, but is not apparent until there is an incentive to demonstrate it
Tolman’s rats that casually explored the maze, did not demonstrate they’d learned the maze until treats were offered on the 11th trial.
Latent means hidden – this type of learning is “hidden” internally (cognitively) until needed.

15. Latent Learning

16. Insight Learning Insight …
The SUDDEN, often novel (new) realization of a solution. AH HA!

17. 6. Riddle 1 *Skip these, will cover next time
What does this say?
YYURYYUBICURYY4ME

18. 6. Riddle 2
10, 4, 3, 11, 15
What comes next? 14 1 17 12

19. 6. Riddles
3: Read aloud 4: Read aloud If you relied on insight – a sudden “ah- ha!” moment, notice that you weren’t rewarded for solving these. You relied on internal, cognitive factors.

20. Cognition and Operant Conditioning
7. Extrinsic Motivation (incentives)
Desire to perform a behavior due to promised rewards or threats of punishments (operant)
Examples
8. Intrinsic Motivation
Desire to perform a behavior for its own sake and to be effective (cognitive)
Examples?

21. Cognition and Operant Conditioning
Overjustification Effect
the effect of promising a reward for doing what one already likes to do
the person may now see the reward, rather than intrinsic interest, as the motivation for performing the task
If you are intrinsically motivated to do something, then an extrinsic reward will actually DECREASE both learning AND motivation.
a. Nunzi
b. Preschool Art

22. Cognitive Learning Personal Control 10. External Locus of Control
our sense of controlling our environments rather than feeling helpless (internal or external factors)
10. External Locus of Control
the perception that chance or outside forces beyond one’s personal control determine one’s fate (external/operant)

23. Cognitive Learning 10. Internal Locus of Control
the perception that one controls one’s own fate (internal/cognitive)
11. Learned Helplessness
the hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events
Seligman

24. Cognitive and Operant Learning
11. Learned Helplessness
Uncontrollable
bad events
Perceived
lack of control
Generalized
helpless behavior

25. Consideration of Future Consequences Scale
Number
1 = Extremely Uncharacteristic
2 = Somewhat Uncharacteristic
3 = Uncertain
4 = Somewhat Characteristic
5 = Extremely Characteristic

26. Scoring Reverse your answers for questions 3, 4, 5, 9, 10, and 11 1=5
2=4
3=3
4=2
5=1
Add your total
Scores range from 12 – 60
Stand up!

27. Delay of Gratification
Delay of Gratification Scale
Intrinsically motivated
Internal locus of control
Cognitive processes govern reward rather than operant processes
12. Marshmallow Study Marshmallow Test
Walter Mischel(Stanford University)
Tracked children longitudinally
Kids that could wait went on to achieve more

28. Observational Learning
14. Observational Learning (Albert Bandura)
learning by observing and imitating others
15. Vicarious Learning
15. Social Learning
16. Modeling
process of observing and
imitating a specific behavior

29. 17. This series of photographs shows children
17. This series of photographs shows children observing and modeling aggressive behavior.
Albert Bandura’s Bobo Doll Experiment

30. DiscPsy p.195

31. Famous last words? Do what I say, not what I do—
This will teach you to hit your brother—
Too much screen time is bad for your brain --
MSOffice Clip art

32. Observational Learning
18. Mirror Neurons
frontal lobe neurons that fire when performing certain actions or when observing another doing so
may enable imitation, language learning, and empathy
Yawning
Modeling
Autism

33. Prosocial and Antisocial Behavior
ChildrenSee.wmv
19. Prosocial Behavior
positive, constructive, helpful behavior
Antisocial Behavior
Negative, destructive, harmful behavior

34. SCORING NOTES (SO YOU CAN KEEP THEM TO STUDY)
Write name
Number 1 - 9
8 pages/5 POINTS EACH (0 – 5 COMPLETION SCALE)
0 – NOTHING WRITTEN
1 – 20%
2 – 40%
3 – 60%
4 – 80%
5 – 100% (ZERO BLANK SPACES)
9. Total each/40 points possible