1. Unit 6: Learning

2. What is Learning???  Learning is the modification through experiences of pre- existing behavior and understanding  We do this all the time, every day

3. How do we learn: Insight  In our youngest ages, we just kind of figure out how things work  We call this insight  While we do this throughout our lifetime, it is most common in our formative years

4. How do we Learn: Observation  As we age, we learn, we learn more by observing others around us  We call this Observational Learning  Since we never know what children will learn, we must be aware of what they are exposed to

5. How do we Learn: Vicarious Conditioning  In Vicarious Conditioning, we learn conditioned responses by watching what happens to others  This may, in turn, effect our behavior

6. How do we learn: Classical Conditioning  Classical Conditioning is a method of learning where a neutral impulse is repeatedly paired with a stimulus that elicits a reflex or other response until the neutral stimulus alone comes to elicit a similar response  In other words, we are learning to do something without something forcing us to do it

7. Unconditioned Stimulus  A stimulus that elicits a response without conditioning EX: A small explosion will elicit a response of fear in most horses

8. Unconditioned Response  The automatic response or unlearned response to a stimulus. EX: A small explosion will elicit a response of fear in most horses

9. Conditioned Stimulus  The originally neutral stimulus that, through pairing with the unconditioned stimulus, comes to elicit a conditioned response EX: by constant exposure to small explosions, the horse will now be able to function normally even then small explosions are occurring

10. Conditioned Response  The response that the conditioned stimulus elicits EX: by constant exposure to small explosions, the horse will now be able to function normally even then small explosions are occurring

11. Extinction and Reconditioning:  Extinction: The gradual disappearance of a conditioned response when a conditioned stimulus no longer predicts the appearance of an unconditioned stimulus  Reconditioning: The quick relearning of a conditioned response following extinction EX: When the war is over, and the horse is no longer exposed to explosions, the horse will no longer exhibit any behavior previously learned unless the horse returns to combat.

12. Spontaneous Recovery:  The reappearance of the conditioned response after extinction and without further pairings of the conditioned and unconditioned stimuli EX: A soldier who learned how to survive fighting in the Pacific during WW2, but his behavior went extinct after the war suddenly begins to dig trenches and traps around his yard to keep the “Japs” out

13. Stimulus Generalization:  A phenomenon in which a conditioned response is elicited by stimuli that are similar but not identical to the conditioned stimulus. EX: A dog that comes when its owner calls it begins to run to its owner any time it hears a voice

14. Stimulus Discrimination:  A process through which individuals learn to differentiate among similar stimuli and respond appropriately to each one. EX: If my children come when I whistle, but run away when I yell, they have begun to discriminate

15. Second Order Conditioning:  When a conditioned stimulus acts like an unconditioned stimulus, creating conditioned stimuli out of events associated with it. EX: If I have a bad accident I may become afraid of driving.

16. How do we learn: Operant Conditioning  In Operant Conditioning, we learn through a system of rewards (reinforcement) and punishments  In theory, we will modify our behavior in a way to gain the reward while simultaneously avoiding the punishments

17. Shaping  The process of reinforcing responses that come successively closer to the desired response  In other words, the process of conditioning must be repeated until something is learned

18. Positive Reinforcement  A Positive Reinforcement is a stimuli that strengthens the response if they follow that response EX: When my son goes peepee on the potty, I give him a cookie. He is more likely to repeat that behavior if he thinks he will get the reward.

19. Negative Reinforcement  A Negative Reinforcement is when an unpleasant stimuli, such as pain is removed. EX: I get a booboo in my soccer game. My mommy gives me an Advil and the pain goes away. The next time I get a booboo I take an Advil.

20. Punishment  A Punishment is when we add a stimulus that causes discomfort or we take away a stimulus that is pleasant. EX: My mommy takes away my PS 4 because my grades are horrible (What a fascist!!!)

21. Primary Reinforcement  A Primary Reinforcer is any reinforcer that meets the basic needs of an individual EX: food/water/shelter

22. Secondary Reinforcement  A Secondary Reinforcer is any reward that is not a primary reinforcer that the learner likes. EX: Mr. Creech loves candy. If you want him to learn something, use candy. A Happy Mr. Creech

23. Reinforcement Schedules  Continuous Reinforcement Schedule: A pattern in which a reinforcer is delivered every time a conditioned response occurs  Partial Reinforcement Schedule: A pattern in which a reinforcer is only delivered some of the time after a conditioned response

24. Types of Partial Reinforcement Schedules  Fixed-Ratio (FR): A partial reinforcement schedule that provides reinforcement following a fixed number of responses  Variable-Ratio (VR): A partial reinforcement schedule that provides reinforcement following a varied number of responses  Fixed-Interval (FI):A partial reinforcement schedule that provides reinforcement following the first response that occurs after a fixed amount of time since the last response  Variable-Interval (VI):A partial reinforcement schedule that provides reinforcement for the first response after varying periods of time

25. Learned Helplessness  Learning that responses do not effect consequences, resulting in failure to try to exert control over the environment EX: Yoshi tries his hardest to please his “Tiger Mom”, but she only responds with criticism and punishments for “…dishonoring the family name.” Over time, Yoshi will learn that he will never be good enough, so he just gives up. Yoshi’s Revenge!!!

26. Cognitive Mapping  A Cognitive Map is a mental representation of our environment EX: Navigating our house with the lights off represents our cognitive map of the house. Mr. Creech’s house at night

27. Law of Effect  A law stating that if a response made in the presence of a particular stimulus is followed by satisfaction, that response is more likely to be seen the next time the stimulus is encountered. EX: When I do well on a test (in 1 st grade), Mr. Nelson tells me “great job!!!” and puts a shiny sticker on my paper. I am most likely to try harder in the future.

28. From the 2011 AP Exam: 1. A researcher designs a study to investigate the effect of feedback on perception of incomplete visual figures. Each participant stares at the center of a screen while the researcher briefly projects incomplete geometric figures one at a time at random positions on the screen. The participant’s task is to identify each incomplete figure. One group of participants receives feedback on the accuracy of their responses. A second group does not. The researcher compares the mean number of figures correctly identified by the two groups. A.Identify the independent and dependent variables in the study. B.Identify the role of each of the following psychological terms in the context of the research. Foveal vision Feature detectors Gestalt principle of closure C. Describe how each of the following terms relates to the conclusions that can be drawn based on the research. Random assignment Statistical significance