1. Learning
Chapter 5 (6)

2. EQ: Are your behaviors based on nurture or nature?
Before the Bell:
Can you come up with 10 behaviors at your table that you think are solely based on nature? You have 2 minutes.

3. Learned and Innate Behaviors
Learned and Innate Behaviors
Some things in life are just inborn or “innate” behaviors that we are preprogrammed to engage in at points in maturation.
All humans have reflexive behaviors (yawning, sucking, stretching)
Learned behaviors a relatively permanent change in behavior as a result of practice or experience
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4. Classical Conditioning
Does your mouth water when you see this?
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5. Learning http://www.youtube.com/watch?v=Xt0ucxOrPQE&feature=related
Little Albert
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6. Discuss at your table: What in life do we do that we have been conditioned to do?
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7. Classical Conditioning A. Principals of Classic Conditioning
1. Simple learning in which one stimulus calls forth the response. Two stimuli have previously been associated with each other
BRAINSTORM – how have we been conditioned in life?
*** often these responses are biological responses
Did you ever hear a song that “took you back” to another place?
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8. Classical Conditioning
2. Pavlov's Dogs - Ivan Pavlov ( ) found that dogs associated things
3. Stimulus and Response
a. unconditioned stimulus (US) – Pavlov – a stimulus that causes a response that is automatic, not learned. (things you do naturally)
b. conditioned response (CR) –
a learned response to a stimulus that was previously neutral or meaningless (the bell)
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9. 3. Stimulus and Response c
3. Stimulus and Response c. conditioned stimulus – through repeated association becomes a learned stimulus (team move sports- pick and roll) d. conditioned emotional response- (think commercials)
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10. Unconditioned Stimulus (US) – causes and automatic response
Unconditioned Response (UR) – an automatic response to a stimulus
Neutral Stimulus (NS) – does not cause a response
Conditioned Stimulus (CS) a learned Stimulus
Conditioned Response (CR) learned response to a neutral stimulus
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11. Good Morning
Type 1 Tell me what you learned as you did your dances. What are you worried about? What do you think you will do well? Minimum of 6 lines numbered.
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12. B. Adapting to the Environment
1. Taste Aversions – learned to avoid a particular food (food makes you ill)
2. Extinction – when conditions in the environment change, response may also change. When a CS (scent of an animal) is no longer followed by an US (a dangerous animal) it loses its ability to bring about a CR…extinction
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13. B. Adapting to the Environment
3. Spontaneous Recovery – an extinguished response, but it is not necessarily gone forever. – sometimes display responses that were extinguished earlier. (song example)
4. Generalization – the act of responding in the same ways to stimuli that seem to be similar (dogs – circles/squares)
5. Discrimination – responding differently to stimuli that are not similar to each other.
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14. C. Applications of Classical Conditioning (can help get over fears) 1
C. Applications of Classical Conditioning (can help get over fears) 1. Flooding – person is exposed to the harmless stimulus until fear response to that stimulus are extinguished…usually effect…but unpleasant 2. Systematic Desensitization – people are taught relaxation techniques, then they are exposed gradually to the stimulus…takes longer…not as unpleasant. 3. Counterconditioning – a pleasant stimulus is paired repeatedly with a fearful one
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15. Operant Conditioning http://www.youtube.com/watch?v=JXcaFC1vF0Q
A. Operant Conditioning and Reinforcement
1. People learn to do certain things and not to do others – because of the results of what they do.
a. learn to engage in behavior that results in desirable consequences
b. learn to avoid behaviors that results in undesirable consequences.
2. These are voluntary responses- behaviors that people and animals have more control over that are conditioned.
3. B.F. Skinner – Skinner Box – reinforcement – process by which a stimulus increases the chances that the preceding behavior will occur again
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16. Review reienforcers

17. B. Types of Reinforcers (stimulus that encourages a behavior to occur again ) 1. Primary Enforcer a. they work due to the biological makeup of an organism – i.e. food, water, warmth) b. don’t have to teach people to appreciate the value. 2. Secondary reinforcers – must be learned – acquire their value through being paired with established reinforcers and may be chain like: i.e. good grades, good college, good job, more money, social approval
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18. Howdy
Need notes
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19. 3. Positive Reinforcers – increase the frequency of the behavior they follow when they are applied ** Different reinforcers work for different people. 4. Negative Reinforcers – something unwanted stops happening or is removed following the behavior. a. increase the frequency of the behavior that follows when they are removed. b. unpleasant in some way, discomfort, fear, and social disapproval.
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20. D. Schedules of Reinforcement 1. Continuous a
D. Schedules of Reinforcement 1. Continuous a. every time the behavior occurs b. new behaviors learned more rapidly this way. c. not always practical 2. Partial - get rewarded at least some of the time a. Interval schedules - 1. fixed interval 2. variable interval b. Ration Schedules 1. fixed ratio: 5:1 behavior occurs 5xs for 1 2. variable ratio:
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21. C. Rewards and Punishments 1
C. Rewards and Punishments 1. Rewards increase the frequency of a behavior and psychologist do use the term interchangeably 2. Punishments – different than negative reinforcers a. unwanted events that, when they are applied decrease the frequency of the behavior that follows b. learned helplessness – result of constant unavoidable punishment
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22. E. Applications of Operant Conditioning 1. Shaping a
E. Applications of Operant Conditioning 1. Shaping a. teaching complex behaviors in which one first reinforces small steps in the total activity. b. teach each separately 2. Chaining – each step of a sequence must be learned and must lead to the next until the final action is achieved. (riding a bike) a. can learn forward or backward b. Psychologists use to teach animals
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23. 3. Programmed Learning – BF Skinner (based on shaping and changing a
3. Programmed Learning – BF Skinner (based on shaping and changing a. Assumes any task can be broken down into small steps b. each step can be shaped and combined c. teaching machine – teaches student small steps which is called a frame d. each frame requires the student to make some kind of response…immediately informed if incorrect…must go back and complete until right (think video game)
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24. III. Cognitive Factors in Learning Get into groups of 3
Decide who’s peanut butter, who’s jelly, and who’s the bread.
PB Latent Learning
J Observational learning
Bread Behavior modification
Your job is to read your article, highlight and be ready to teach your group.
Create a 9 question quiz over the three articles (three questions for each article)
Whole Brain Learning
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25. Good Afternoon
Type 1 what you think the biggest ideas of this section on Learning are about? Must have at least three concepts with explanations. Minimum of 6 sentences numbered.
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26. Goal To take the other groups quiz and evaluate it
1. How well do the questions represent the “big/whole” concepts of the articles? 1-10
2. How well are the questions asked? Do you understand them? Are they clear? 1-10
3. Ease of question 1-10 (10 is hard)