1. Human Learning & Memory Siena Heights University Chapters 3, 4 & 5 Dr. S.Talbot

2. Chapter 3 – Behaviorism and Classical Conditioning Basic Asssumptions ◦Equipotentiality. ◦Learning should be studied objectively (S-R). ◦Internal processes are excluded from study (SOR). ◦Learning involves a ________ change. ◦Organisms are ______ slates (tabula rasa). ◦Learning/ conditioning is the result of _____________ events. ◦The most useful theories are _______.

3. Classical Conditioning (a.k.a. signal learning) & Pavlov Russian physiologist who initially was studying digestion Used dogs to study salivation when dogs were presented with meat powder Also known as Pavlovian or Respondent Conditioning Reflex: Automatic, nonlearned innate response e.g., an eyeblink Chapter 3 – Behaviorism and Classical Conditioning

4. The classical conditioning procedure.

5. Principles of Classical Conditioning Expectancy: Expectation about how events are interconnected Acquisition: Training period when a response is reinforced Extinction: ________ of a conditioned response through removal of _____________ Spontaneous Recovery: ____________ of a learned response following apparent extinction

6. of of Principles of Classical Conditioning Expectancy: Expectation about how events are interconnected Acquisition: Training period when a response is reinforced Spontaneous Recovery: Reappearance of a learned response following apparent extinction Stimulus Generalization: A tendency to respond to stimuli that are similar, but not identical, to a conditioned stimulus (e.g., responding to a buzzer or a hammer banging when the conditioning stimulus was a bell) Stimulus Discrimination: The learned ability to respond differently to various stimuli (e.g., Paula will respond differently to various bells (alarms, school, timer)) Chapter 3 – Behaviorism and Classical Conditioning

7. Higher – order conditioning ◦Includes combining an NS to an already established CS. Sensory Preconditioning & test anxiety

8. Chapter 3 – Behaviorism and Classical Conditioning Extinction: Weakening of a conditioned response through removal of reinforcement Problems with the use of extinction. ◦The speed of extinction is ___________. ◦Due to second – order conditioning, there may be many associated variables.  Difficult to extinguish all of the tem. ◦Spontaneous recovery. ◦Due to avoidance of feared stimuli, people may not get a chance to unlearn the conditioned response. Alternatives ◦Counterconditioning of more _________ responses.

9. Chapter 3 – Behaviorism and Classical Conditioning Educational Assumptions ◦How do you get to Carnegie Hall? Practice, practice, practice or exposure, exposure, exposure. ◦The academic setting should be a positive and pleasant environment. ◦To break a bad habit, replace one S - R with an more desirable S – R.  Exhaustion method.  Threshold method.  Incompatibility method. ◦Assessment of learning involves the observation of behaviors.

10. Chapter 4 –Operant Conditioning Chapter 4

11. Chapter 4 –Operant Conditioning B.F. Skinner (1938) ◦A response that is followed by a reinforcer is strengthened and therefore more likely to occur again. ◦Reinforcer – a stimulus or event that increases the frequency or likelihood of a response it follows. Instrumental/ Operant Conditioning ◦Reinforcer follows the response (immediately). ◦Reinforcer is contingent on the response. How is this different than Classical Conditioning?

12. Chapter 4 –Operant Conditioning Primary Reinforcer: Nonlearned and natural; satisfies biological needs (e.g., food, water, affection) Secondary Reinforcer: Learned reinforcer (e.g., money, grades, approval) Positive Reinforcement: When a response is followed by a reward or other positive event Negative Reinforcement: When a response is followed by the _______ of an unpleasant event (e.g., the bells in Fannie’s car stop when she puts the seatbelt on) or by an ____ to discomfort (escape behaviors).

13. Chapter 4 –Operant Conditioning Intrinsic Reinforcer Extrinsic Reinforcer ◦Positive Feedback ◦Social Reinforcer? Problems with each?

14. Chapter 4 –Operant Conditioning Punishments: Any consequence that reduces the frequency of a target behavior ◦Positive Punishment/ Punishment I ◦Negative Punishment/ Punishment II ◦Restitution ◦Restitution Overcorrection ◦Positive – practice overcorrection ◦Time – out ◦In-house suspension

15. Chapter 4 –Operant Conditioning Punishments/ Discipline: ◦Any punishment should  Be _______ to the behavior  Be ________ in strength to modify behavior  Indicate the desired behavior  Be immediate & consistent  Convey ______

16. Chapter 4 –Operant Conditioning Punishments which may be innappropriate. ◦Physical and psychological punishment ◦Social isolation (i.e. missing recess, going to the corner of the room, suspensions etc…) ◦Extra coursework

17. Chapter 4 –Operant Conditioning Other Instrumental Conditioning Issues ◦Shaping - Molding responses gradually to a desired pattern ◦Successive Approximations: Ever-closer matches ◦Extinction Antecedents ◦Operant Stimulus Generalization: Tendency to respond to stimuli similar to those that preceded operant reinforcement. How can this lead to superstitions? ◦Operant Stimulus Discrimination: Occurs when one learns to differentiate between the stimuli that signal either an upcoming reward or a nonreward condition. ◦Cueing ◦Setting Events

18. Chapter 4 –Operant Conditioning Instrumental Conditioning Schedules Definition: Reinforcers do NOT follow every response Schedules of Reinforcement: Plans for determining which responses will be reinforced Continuous Reinforcement: A reinforcer follows every correct response Partial Reinforcement Effect: Responses acquired with partial reinforcement are very resistant to extinction

19. Chapter 4 –Operant Conditioning Instrumental Conditioning Schedules Fixed Ratio Schedule (FR): A set number of correct responses must be made to obtain a reinforcer. Variable Ratio Schedule (VR): Varied number of correct responses must be made to get a reinforcer. Fixed Interval Schedule (FI): The first correct response made after a certain amount of time has elapsed is reinforced; produces moderate response rates. Variable Interval Schedule (VI): Reinforcement is given for the first correct response made after a varied amount of time

20. Chapter 5 –Applications of Conditioning Chapter 5

21. Chapter 5 –Application Using Reinforcement Specify the desired or terminal behavior. Use extrinsic reinforcement only when the desired behavior is not already present. Identify truly reinforcing consequences. ◦How do you know? The gain has to be greater than the loss (sufficient strength). Clearly describe the relationship between behavior and consequence. Be consistent. Gradually shape the more complex behaviors. When publicly awarded, make sure all individuals have the potential to earn the reinforcement. Use objective criteria to measure performance (Merit Club). Foster the ability to delay gratification. Gradually wean learners off the reinforcement when the terminal behavior occurs regularly.

22. Chapter 5 –Application Decreasing undesirable behaviors Extinguish the response. Present noncontingent reinforcement. Reinforce other/opposite behaviors. Using punishment/ discipline.

23. Chapter 5 –Application Using Punishment Choose a punishment with sufficient strength without being overly severe. ◦How do you know? The loss has to be greater than the gain (sufficient strength). Clearly describe the behavior to be punished and the relationship between behavior and consequence. Be consistent. Be immediate whenever possible. Apply with an attitude of caring (unconditional regard). Explain or reassert why the behavior is inappropriate. Modify the environment when possible to reduce tempting behavior. Teach more appropriate responses (skill streaming).

24. Chapter 5 –Application Applied Behavior Analysis Instructional Objectives Computer Assisted – Instruction Mastery Learning & PSI

25. Chapter 5 –Application When are the Behavioral approaches best? Students with ◦Limited motivation ◦Elevated levels of anxiety ◦Behavioral issues ◦A developmental disability or learning delay ◦Males?

26. Chapter 2 –Learning& the brain Questions & Discussion