1. Learning
Learning
relatively permanent change in an organism’s behavior due to experience

2. To Gain Knowledge, Understanding or Skill by Study, Instruction or Experience2

3. Association We learn by association Associative Learning
Our minds naturally connect events that occur in sequence
Aristotle 2000 years ago
John Locke and David Hume 200 years ago
Associative Learning
learning that two events occur together
two stimuli
a response and its consequences

4. Association Learning to associate two events Event 1 Event 2
Sea snail associates splash with a tail shock
Seal learns to expect a snack for its showy antics

5. Classical or Pavlovian Conditioning
We learn to associate two stimuli

6. Frasier Clip
oe22U
2 min

7. Operant Conditioning
We learn to associate a response and its consequence

8. Classical Conditioning
organism comes to associate two stimuli
a neutral stimulus that signals an unconditioned stimulus begins to produce a response that anticipates and prepares for the unconditioned stimulus
Ivan Pavlov

9. Classical Conditioning
Ivan Pavlov
Russian physician/ neurophysiologist
Nobel Prize in 1904
studied digestive secretions

10. Classical Conditioning
Pavlov’s device for recording salivation

11. Pavlov’s Classic Experiment
Before Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation) No
salivation
During Conditioning
After Conditioning
UCS (food
in mouth) CS
(tone)
Neutral
stimulus
(tone)
UCR
(salivation)
CR (salivation)

12. Classical Conditioning
UNCONDITIONED STIMULUS
REFLEX ACTION
will
elicit a
NEUTRAL STIMULUS
CONDITIONED STIMULUS
CONDITIONED
RESPONSE
elicit
NO REACTION
Hockenbury slides (Schulman)
A neutral stimulus, a bell did not elicit the unconditioned response--salivating.
An unconditioned stimulus, food, did elicit the unconditioned response--salivating.
By pairing the neutral stimulus with the unconditioned stimulus a number of times, the dog became conditioned to elicit a conditioned response with only the presentation of the now conditioned stimulus--the bell.

13. The Office Clip
2 min

14. Classical Conditioning
Unconditioned Stimulus (UCS)
stimulus that unconditionally--automatically and naturally--triggers a response
Unconditioned Response (UCR)
unlearned, naturally occurring response to the unconditioned stimulus
salivation when food is in the mouth

15. Classical Conditioning
Conditioned Stimulus (CS)
originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response
Conditioned Response (CR)
learned response to a previously neutral conditioned stimulus

16. Classical Conditioning
Acquisition
the initial stage in classical conditioning
the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response
in operant conditioning, the strengthening of a reinforced response

17. Classical Conditioning
Extinction
diminishing of a CR
in classical conditioning, when a UCS does not follow a CS
in operant conditioning, when a response is no longer reinforced

18. Classical Conditioning
Strength
of CR
Pause
Acquisition
(CS+UCS)
Extinction
(CS alone)
Spontaneous
recovery of CR

19. Variations Within Classical Conditioning
Extinction
If a stimulus is never reinforced, then the response will go away.
Spontaneous Recovery
After extinction, a response will suddenly reappear.
Generalization
A response can be generalized to other like stimuli.

20. Generalization is a behavior that spreads from one situation to a similar one.
(A baby will call Daddy “Dada.” When the baby sees any man, the baby calls out “Dada.”)
Discrimination is the reverse of generalization. Some stimuli have pleasant consequences and some do not.
(A baby gradually learns that only one person responds with a smile when called “Dada.”)

21. Cognitive Processes
Conditioning occurs best when the CS and UCS have just the sort of relationship that would lead a scientist to conclude that the CS causes the UCS. — even in classical conditioning, it is not only the simple stimulus-response association but also the thought that counts.
Conditioning in advertising

22. Behaviorism John B. Watson viewed psychology as objective science
generally agreed-upon consensus today
recommended study of behavior without reference to unobservable mental processes
not universally accepted by all schools of thought today

23. Watson took a a baby named Albert and conditioned him to be
afraid of white furry objects using Pavlov’s techniques.
DiscPsy Fig5.2a p170
Watson & Raynor with Little Albert

24. Little Albert Experiment
XACsOI
7 min

25. Conditional Training: Albert and Peter
Conditioned fear experiments such as Albert’s experience would never occur today because of the existing ethical standards.

26. Mary Cover Jones Mary Cover Jones used an
early form of desensitization
to prove that fears (phobias)
could be unlearned.
Peter, a young boy, had an extreme fear of rabbits. Jones gave Peter his favorite food while slowly bringing the rabbit closer and closer. Eventually Peter no longer panicked around rabbits.

27. Operant Conditioning Operant Conditioning Law of Effect
type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment
Law of Effect
Thorndike’s principle that behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely

28. Operant Conditioning Operant Behavior Respondent Behavior
operates (acts) on environment
produces consequences
Respondent Behavior
occurs as an automatic response to stimulus
behavior learned through classical conditioning

29. Early Operant Conditioning
E. L. Thorndike (1898)
Puzzle boxes and cats
Scratch at bars
Push at ceiling
Dig at floor
Situation:
stimuli
inside of
puzzle box
Howl
Etc.
Press lever
First Trial
in Box
After Many
Trials in Box
Hockenbury slides (Schulman)
Thorndike put cats into puzzle boxes and made them find the solution to their quandary.
Thorndike did not elicit a response as Pavlov had, he had to wait for the animal to emit the proper response, learn from it and do it again.
The trial and error process through which the animals learned the way to trip the latch was what Thorndike called his law of effect. Responses that produce a satisfying effect in a particular situation become more likely to occur again in that situation, and responses that produce a discomforting effect become less likely to occur again in that situation.
Instrumental responses- actions which function as tools to work some change
in the environment; also called operant responses.
Ex: flipping a switch to light a room; rats pushing a lever to
receive food
Operant conditioning- learning process by which the consequence of an
operant response affects the likelihood that the response will
occur in the future.

30. DiscPsy Photo p179
Edward L. Thorndike ( 1874–1949)

31. Operant Conditioning B.F. Skinner (1904-1990)
elaborated Thorndike’s Law of Effect
developed behavioral technology

32. DiscPsy Photo p179
B. F. Skinner (1904–1990)

33. Operant Chamber Skinner Box
chamber with a bar or key that an animal manipulates to obtain a food or water reinforcer
contains devices to record responses

34. Operant Conditioning
In shaping, successively closer versions of a desired response are reinforced (as in learning to play tennis).
In chaining, each part of a sequence is reinforced; the different parts are put together into a whole (as in learning the steps to a dance).

35. Operant Conditioning Positive Reinforcement Negative Reinforcement
any event that strengthens the behavior it follows
Negative Reinforcement
The removal of a punishment or an aversive stimulus
It STRENGTHENS behavior

36. Operant Conditioning Processes
Primary Reinforcement is unlearned and usually necessary for survival. Food is the best example of a primary reinforcer.
Secondary Reinforcement is anything that comes to represent a primary reinforcer such as praise from a friend or a gold star on a homework assignment. Also called conditioned reinforcer.

37. Schedules of Reinforcement
Immediate Reinforcers
To our detriment, small but immediate reinforcements are sometimes more alluring than big, but delayed reinforcements
Continuous Reinforcement
reinforcing the desired response each time it occurs
Partial (Intermittent) Reinforcement
reinforcing a response only part of the time
results in slower acquisition
greater resistance to extinction

38. Schedules of Reinforcement
Fixed Ratio (FR)
reinforces a response only after a specified number of responses
faster you respond the more rewards you get
different ratios
very high rate of responding
like piecework pay

39. Schedules of Reinforcement
Variable Ratio (VR)
reinforces a response after an unpredictable number of responses
average ratios
like gambling, fishing
very hard to extinguish because of unpredictability

40. Schedules of Reinforcement
Fixed Interval (FI)
reinforces a response only after a specified time has elapsed
response occurs more frequently as the anticipated time for reward draws near

41. Schedules of Reinforcement
Variable Interval (VI)
reinforces a response at unpredictable time intervals
produces slow steady responding
like pop quiz

42. Big Bang theory-positive reinforcement
YvOf90
7 min

43. Schedules of Reinforcement
Variable Interval
Number of
responses
1000
750
500
250 10 20 30 40 50 60 70
Time (minutes)
Fixed Ratio
Variable Ratio
Fixed Interval
Steady responding
Rapid responding
near time for
reinforcement 80

44. Punishment Punishment
aversive event that decreases the behavior that it follows
powerful controller of unwanted behavior

45. Punishment

46. Problems with Punishment
Does not teach or promote alternative, acceptable behavior
May produce undesirable results such as hostility, passivity, fear
Likely to be temporary
May model aggression

47. Updating Skinner’s Understanding
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.

48. 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

49. Cognition and Operant Conditioning
Intrinsic Motivation
Desire to perform a behavior for its own sake and to be effective
Extrinsic Motivation
Desire to perform a behavior due to promised rewards or threats of punishments

50. Social Learning Theory Observational Learning
Observational Learning (Albert Bandura)
learning by observing and imitating others
Modeling
process of observing and imitating a specific behavior
Prosocial Behavior
positive, constructive, helpful behavior
opposite of antisocial behavior

51. Crash Course Psych #12 http://www.youtube.com/watch?v=128Ts 5r9NRE
10 min