1. PowerPoint  Lecture Notes Presentation
CHAPTER 6
Learning
PowerPoint  Lecture Notes Presentation
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2. Lecture Overview Classical Conditioning Operant Conditioning
Cognitive-Social Learning
The Biology of Learning
Using Conditioning & Learning Principles
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3. Introductory Definitions
Learning: Relatively permanent change in behavior or mental processes resulting from practice or experience
Conditioning: Process of learning associations between environmental stimuli & behavioral responses
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4. Classical Conditioning
Ivan Pavlov
Classical Conditioning: learning that occurs when a previously neutral stimulus (NS) is paired (associated) with an unconditioned stimulus (UCS) to elicit a conditioned response (CR)
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5. Pavlov’s Original Experiment
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6. Classical Conditioning--Key Terms
Neutral Stimulus (NS): Before conditioning doesn’t naturally elicit response of interest
Unconditioned Stimulus (UCS): Elicits UCR without prior conditioning
Unconditioned Response (UCR): Unlearned reaction to UCS occurring without prior conditioning
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7. Classical Conditioning--Key Terms (Continued)
Conditioned Stimulus (CS): Previously NS that, through repeated pairings with UCS, now causes a CR
Conditioned Response (CR): Learned reaction to a CS occurring because of prior repeated pairings with an UCS
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9. Pause & Reflect: Psychology at Work
Why study psychology? It helps you understand & enjoy popular cartoons—like this one!
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10. Classical Conditioning (Continued)
Conditioned Emotional Response (CER):
Emotional responses are classically conditioned to a previously neutral stimulus (NS)
John B. Watson
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11. Watson & Rayner Created a CER— Little Albert’s Fear of Rats
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12. Six Basic Principles of Classical Conditioning
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13. Basic Principle—Acquisition and Conditioning Sequences
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14. Basic Principle: Stimulus Generalization
Stimulus Generalization: Learned response to stimuli that are similar to the original conditioned stimuli (CS)
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15. Basic Principles—Extinction & Spontaneous Recovery
Extinction: Gradual weakening or suppression of a previously conditioned response (CR)
Spontaneous Recovery: Reappearance of a previously extinguished conditioned response (CR)
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16. Extinction Vs. Spontaneous Recovery
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17. Basic Principles—Higher Order Conditioning
Neutral stimulus (NS) becomes a conditioned stimulus (CS) through repeated pairings with a previously conditioned stimulus (CS)
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18. Higher-Order Conditioning
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19. Pause & Reflect: Assessment
Using Pavlov’s classic experiment with the salivating dog, can you label the NS, UCS, UCR, CS, & CR?
Compare & contrast stimulus generalization & stimulus discrimination?
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20. Operant Conditioning Operant Conditioning:
Learning in which voluntary responses are controlled by their consequences
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21. Operant Conditioning (Continued)
Thorndike’s Contribution
Law of Effect: Probability of an action being repeated is strengthened when followed by a pleasant or satisfying consequence
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22. Operant Conditioning (Continued)
B. F. Skinner emphasized observable stimuli & responses.
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23. Operant Conditioning’s Basic Principles
Reinforcement: Strengthening a response
Primary & secondary reinforcers
Positive & negative reinforcement
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24. Operant Conditioning’s Basic Principles (Continued)
Primary Reinforcers: Normally satisfy an unlearned biological need (e.g., food)
Secondary Reinforcers: Learned value (e.g., money, praise)
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25. Operant Conditioning’s Basic Principles (Continued)
Positive Reinforcement: Adding (or presenting) a stimulus, which strengthens a response & makes it more likely to recur (e.g., praise)
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26. Operant Conditioning’s Basic Principles (Continued)
Negative Reinforcement: Taking away (or removing) a stimulus, which strengthens a response & makes it more likely to recur (e.g., headache removed after taking an aspirin)
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27. Operant Conditioning’s Basic Principles (Continued)
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28. Operant Conditioning’s Basic Principles: Four Partial Schedules of Reinforcement
1. Fixed Ratio (FR): Reinforcement occurs after a predetermined set of responses; the ratio (number or amount) is fixed (e.g., vending machines)
2. Variable Ratio (VR): Reinforcement occurs unpredictably; the ratio (number or amount) varies (e.g., slot machines)
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29. Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)
3. Fixed Interval (FI): Reinforcement occurs after a predetermined time has elapsed; the interval (time) is fixed (e.g., paycheck)
4. Variable Interval (VI): Reinforcement occurs unpredictably; the interval (time) varies (e.g., pop quizzes)
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30. Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)
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31. Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)
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32. Pause & Reflect: Assessment
If you wanted to increase the overall number of responses, which schedule of reinforcement should you choose?
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33. Operant Conditioning’s Basic Principles (Continued)
Shaping: Reinforcement is delivered after successive approximations of the desired response
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34. Operant Conditioning’s Basic Principles (Continued)
Punishment: Weakening a response
Positive & negative punishment
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35. Operant Conditioning’s Basic Principles (Continued)
Positive Punishment: Adding (or presenting) a stimulus that weakens a response & makes it less likely to recur (e.g., shouting)
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36. Operant Conditioning’s Basic Principles (Continued)
Negative Punishment:
Taking away (or removing) a stimulus that weakens a response & makes it less likely to recur (e.g., restriction, jail)
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37. Operant Conditioning’s Basic Principles (Continued)
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38. Pause & Reflect: Assessment
Using the chart on the following slide, can you fill in the blanks with the appropriate terms?
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39. ???
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40. Numerous Side Effects of Punishment
Judging by this woman’s expression, is she experiencing increased aggression, passive aggressiveness, avoidance behavior, modeling, temporary suppression, or learned helplessness?
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42. Pause & Reflect: Assessment
Briefly explain how classical conditioning differs from operant conditioning.
Give a personal example of positive reinforcement, negative reinforcement, positive punishment, & negative punishment.
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43. Cognitive-Social Learning
emphasizes the roles of thinking & social learning in behavior
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44. Cognitive-Social Learning (Continued)
Kohler’s chimps insight learning (sudden understanding of a problem that implies the solution).
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45. Cognitive-Social Learning (Continued)
Tolman’s rats built a cognitive map (a mental image of a three-dimensional space). They also displayed latent learning (hidden learning that exists without behavioral signs).
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46. Cognitive-Social Learning (Continued)
Bandura's Famous Bobo Doll study
Observational Learning: Learning new behaviors or information by watching & imitating others
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47. Pause & Reflect: Critical Thinking
Note the increasing bicep circumference of these G.I. Joe action figures. How might young boys & adult men be affected by this type of modeling & observational learning?
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48. Cognitive-Social Learning (Continued)
Observational Learning involves four processes:
Attention
Retention
Motor Reproduction
Reinforcement
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50. The Biology of Learning: Neuroscience & Learning
General findings: Learning leads to new synaptic connections & alterations in many brain structures.
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51. The Biology of Learning: Neuroscience & Learning
Enriched vs deprived environments lead to biological changes in both behavior and mental processes.
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52. The Biology of Learning: Evolution & Learning
Biological Preparedness: Built-in (innate) readiness to form associations between certain stimuli & responses
Taste Aversion: Classically conditioned negative associations of food with illness
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53. The Biology of Learning: Evolution & Learning (Continued)
Instinctive Drift: conditioned responses shift (or drift) back toward innate response patterns
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54. Using Conditioning & Learning Principles
Classical Conditioning can be seen in:
Marketing
Prejudice
Medical Treatments
Phobias
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56. Using Conditioning & Learning Principles (Continued)
Operant Conditioning can be seen in:
Prejudice
Biofeedback
Superstitions
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57. Using Conditioning & Learning Principles (Continued)
Cognitive-Social Learning can be seen in:
Prejudice
Media Influences
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58. Pause & Reflect: Critical Thinking
Has reading Chapter 6, or viewing these Power Point slides, changed your beliefs or attitudes about using conditioning to control behavior? Why or why not?
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59. PowerPoint  Lecture Notes Presentation
End of CHAPTER 6
Learning
PowerPoint  Lecture Notes Presentation
©John Wiley & Sons, Inc. 2010