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Classical Conditioning Operant Conditioning Social Learning

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Presentation on theme: "Classical Conditioning Operant Conditioning Social Learning"— Presentation transcript:

1 Classical Conditioning Operant Conditioning Social Learning
Learning Principles Classical Conditioning Operant Conditioning Social Learning

2 Bell Ringer Can reinforcement be positive and negative?
Is it possible for punishment to be positive? What is the difference between reinforcement and punishment? How do you model an idea so that others can learn from it?

3 Objectives Describe the principles of classical conditioning.
Outline the techniques of classical conditioning.

4 How we learn Reinforcement: stimulus or event that follows a response and increases the likelihood that the response will be repeated Punishment: unpleasant consequence occurs and decreases the frequency of the behavior that produced it Modeling: learning by imitating others; copying behavior

5 Activity Lemonade Experiment

6 What is learning? The relatively permanent change in behavior that results from experience. Includes… Classical conditioning Operant conditioning Social learning

7 What is classical conditioning?
Learning procedure associated with a natural and neutral stimulus Attributed to Ivan Pavlov Understand why a dog’s stomach prepares to digest food

8 Parts to classical conditioning
Neutral stimulus (NS): stimulus that does not elicit a response Unconditioned stimulus (UCS): event that has a predictable response without training Unconditional response (UCR): automatic/natural reaction to stimulus Conditioned Stimulus (CS): event that produces a response after training Conditioned Response (CR): learned reaction to a conditioned stimulus

9 Applying these principles
NS – the ringing of the bell UCS – the meat UCR – salivation CS – the ringing of the bell CR – salivation How does this work with the lemonade?

10 Additional Principles
Acquisition = more frequent it occurs, the more it brings a conditioned response Generalization = responds to a second stimulus similar to the original Discrimination = respond differently to stimuli Extinction = not reacting to a previously powerful stimulus Spontaneous Recovery = rest period that allows for CR to come back

11 Review Students will review the principles of classical conditioning that were discussed previously. Students will be presented with various scenarios to analyze the parts to classical conditioning.

12

13 Classical Conditioning Operant Conditioning Social Learning
Learning Principles Classical Conditioning Operant Conditioning Social Learning

14 Bell Ringer Learning the Reverse Alphabet

15 Objective Describe the principles of classical conditioning.
Outline the techniques of classical conditioning.

16 Adaptive Values Usefulness of certain abilities that increase their chances of survival. Taste aversion = associating a sensory cue with getting sick Avoid unpleasant situations

17 Conditioned Emotional Response
Positive/negative emotion paired with a pleasant or painful event Associated with John Watson and behaviorism

18 Can we condition emotions?
Little Albert Curious to see how innate emotions can be triggered by stimuli UCS = loud noise, UCR = fear Generalization takes place

19 Theories of Classical Conditioning
Stimulus substitution theory Neutral stimulus becomes the CS Contiguity theory Conditioning occurs when they are paired close in time Cognitive perspective Conditioning occurs b/c they learn what to expect

20 Advertisements Choose 5 different advertisements and complete the following for each: List the NS, UCS, UCR, CS, CR Identify the message of the advertisement and what conditioned emotional response is elicited (explain how the advertisement does this)

21 Classical Conditioning Operant Conditioning Social Learning
Learning Principles Classical Conditioning Operant Conditioning Social Learning

22 Bell Ringer Review Classical Conditioning as seen in “The Office” Season 3: Phyllis’ Wedding How do we see the parts of classical conditioning in Jim’s example with Dwight? Review conditioned emotional response. What type of emotion do these songs elicit?

23 Objectives Outline the principles of operant conditioning.
Describe applications of operant conditioning.

24 Discussion Suppose your dog is wandering around the neighborhood, sniffing trees, checking garbage cans, looking for a squirrel to chase. A kind neighbor sees the dog and tosses a bone out the kitchen door to it. The next day, the dog is likely to stop at the same door on its rounds, if not go directly to it. Why?

25 APB Video #8 – 44 minutes What is operant conditioning?
How do we see this in experiments?

26 Activity A Fill in the blanks labeling each examples as either a stimulus or a response.

27 What is operant conditioning?
In order for the behavior to occur again there must be a consequence (punishment, reinforcement) Edward Thorndike Law of Effect B.F. Skinner Antecedent + Behavior = Consequences Providing a response that can be easily measured

28 The Skinner Box

29 Principles of Op. Conditioning
Target the Behavior – set a goal Preparation – be consistent Reinforce – give praise Shaping – taking over the process

30 Why are consequences important?
Reinforcement Positive: presentation of a stimulus, increases chances it will occur again Negative: unpleasant stimulus whose removal increases chances it will occur again

31 Primary and Secondary Reinforcers
Stimulus that is innately satisfying, requires no learning Secondary: Stimulus that requires a reinforcing factor through experiences

32 What does punishment do?
Positive: presenting an unpleasant stimulus to decrease the chances it will recur. Negative: removing a reinforcing stimulus to decrease the chances it will recur.

33 Assignment Complete Activity B

34 Classical Conditioning Operant Conditioning Social Learning
Learning Principles Classical Conditioning Operant Conditioning Social Learning

35 Bell Ringer OC Experiment (E)

36 Objectives Outline the principles of operant conditioning.
Describe applications of operant conditioning.

37 Controlling Behavior Important factors are timing and frequency
Predictable schedule = fixed Unpredictable schedule = variable Number of correct responses = ratio Based on time = interval

38 Schedules of Reinforcement
Fixed-ratio Specific number of responses Variable-ratio Unpredictable number of responses Fixed-interval Specific amounts of time Variable-interval Changing amounts of time

39 Other Principles Chaining Aversive Control
Learned reactions that follow in sequence Aversive Control Influence behavior by means of unpleasant stimuli Escape v. Avoidance Conditioning

40 Aversive Control Punishment Disadvantages
Can produce unwanted side effects Change more than one behavior Avoidance of person delivering punishment

41 Classical Conditioning Operant Conditioning Social Learning
Learning Principles Classical Conditioning Operant Conditioning Social Learning

42 Bell Ringer Quiz over Reinforcement, Punishment and Schedules in Operant Conditioning

43 Objectives Outline the principles of social learning.
Describe applications of social learning.

44 Viewpoints of Cognitive Learning
B.F. Skinner Focus on observable behavior Edward Tolman Explore hidden mental processes through cognitive mapping and latent learning Albert Bandura Learning results from watching, imitating, and modeling No reward necessary

45 Does effort matter? Learned helplessness
Belief that the situation is uncontrollable Elements Stability – permanent characteristic Globality – internal reason External – outside reason

46 Model Learning Learn by imitating others; copying behavior
Increase chances it will occur again through practice (no learning) Imitation, perform later (observational learning) The Bobo Doll experiment Disinhibition Behavior that does not bring punishment

47 Bobo Doll Experiment

48 Learning versus Performance
Refer to the Bobo Doll experiment Girls were more likely to perform the behavior when it was rewarded Learning-performance distinction Learning occurs but the subject does not perform the behavior Example: swearing

49 Bandura’s Theory Social Cognitive Theory
Emphasizes observation, imitation, and self- reward Not necessary to perform observable behaviors No rewards necessary

50 Processes of Social Learning
Attention: focus on what is said Memory: store information Imitation: use information to guide actions Motivation: incentives presented

51 Processes of Social Learning
Attention Memory Imitation Motivation The Suzuki Method Bandura and Suzuki focus on how children can learn by watching, imitating

52 Changing Behavior Behavior Modification Computer Assisted Instruction
Series of well-defined steps Computer Assisted Instruction Learning through frames Token Economies Desirable behavior is reinforced with valueless objects Self-Control Set up personal system of rewards

53 Biological factors Insight Sudden, unexpected solution “ah-ha”
Different for animals and humans Imprinting Inherited tendencies at birth Critical Period Most important time to learn Preparedness Recognize, attend to, and store certain cues over others What is the best way to deal with noncompliance?

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