1. Conditioning and Learning Theory

2. What is Learning ? Definition: a relatively permanent change in behavior or knowledge that occurs as a result of an experience Difference between Learning & Performance: Performance is an exhibited behavior Learning can be inferred from performance; but not an accurate measure of learning

3. Learning Theory Learning occurs when the following are present: Stimulus: -a feature in the environment that is detected by an organism & produces a reaction - Example  a loud noise heard by a baby Response: - an observable reaction to a stimulus - Example  the bay begins to cry StimulusResponse

4. Habituation: learned behavior when an individual does not respond to a stimulus “tuning out” to non-essential stimulus to focus attention to things that demand attention Example  You “spritz” on some perfume in the morning before you leave for work. After a short period of time, you no longer notice the scent of your own perfume. A co-worker pops by your office for a quick chat and comments that she really like your perfume. Because you have habituated to the scent, you no longer notice it. Your co-worker, who is encountering the scent for the first time, notices it right away Learning Theory

5. Types of Learning: Trial and Error (doing something over and over again until you get it right) Observational (watching as someone else showed you or modeled how to do it) Rote Learning (sheer memorization) Cognitive (retaining info via differentiated techniques i.e. touching, listening, experiencing) Classical Conditioning (learning by association) Operant Conditioning (learning from consequences)

6. Definition: learning that takes place when an originally neutral stimulus comes to produce a conditioned response because of its association with an unconditioned stimulus Classical Conditioning

7. Terminology & Examples Neutral Stimulus: stimulus that doesn’t produce an automatic response a neutral stimulus turns into a conditioned stimulus. Example  ringing a bell and the dog does nothing

8. Terminology & Examples Unconditioned Stimulus: a stimulus that causes a response is automatic Example  the food Unconditioned Response: automatic response to the unconditioned stimulus Example  the dog salivates

9. Terminology & Examples Conditioned Stimulus: a stimulus that has come to elicit a conditioned response Example  the bell rings after conditioning Conditioned Response: learned response to a stimulus that was previously neutral Example  the dog salivates

10. Pavlov’s Dogs Ian Pavlov: Russian psychologist (1849-1936) wanted to learn about learning with emphasis on nervous system and digestion performed experiment with dogs in harness and collecting of saliva The dogs salivating in response to the bell demonstrate d classical conditioning

11. Types of Classical Conditioning TypeDefinitionExample Taste Aversion Extinction Spontaneous Recovery Generalization Discrimination Task  Use your textbook to complete the chart below.

12. Applications of Classical Conditioning - can help people overcome fears of objects & situations Methods: * Flooding: a person is exposed to stimulus until fear responses are stopped * Systematic Discrimination: gradual exposal to stimulus while relaxed until fear responses stopped * Counterconditioning: a pleasant stimulus is paired with a fearful one to counter the fear

13. Operant Conditioning Definition: a method of learning that occurs through rewards and punishments for behavior Developed by B.F. Skinner (1904-1990) Behavioral psychologist examined external causes of behavior referred to any active behavior that operates on the environment to generate consequences as “Operant” his theory explains how we acquire learned behaviors

14. Skinner Box B.F. Skinner studied the effects of reinforcement on behavior. Studied rats and pigeons because their simple brains & behaviors give us a clear view of conditioned behaviors Would place Pigeons in a “Skinner Box” where they had to complete a simple task in order to receive the reinforcement.

15. Instrumental Learning Developed by Edward Thorndike (1874-1949) American psychologist developed the law of effect Law of Effect: behaviors are encouraged when they are followed by rewarding consequences and discouraged when they are followed by punishing consequences Operant Conditioning is sometimes referred to as “Instrumental Learning” organisms behavior is instrumental in producing an environmental change that in turns affects the organisms behavior

16. Based on: Reinforcement: process by which stimulus increases the chances that a behavior will occur again Two Types: Positive Reinforcement: certain behavior increases as a result of the presentation of something pleasant after the behavior Negative Reinforcement: behavior increases as the result of removing something unpleasant after the behavior Example If a child is given praise for picking up a toy the child will then be more likely to pick up the toy in the future If a child takes out the garbage and her mother stops nagging the child then the more likely the child will take out the garbage in the future

17. Reinforcers: Definition: stimulus that encourages a behavior to occur again Two Types: Primary Reinforcers: biologically relevant stimuli that increase probability of behavior without learning Example Food, Water, Warmth Secondary Reinforcers: stimuli that increase the probability of response due to association with primary reinforcer Example Money because its needed to purchase food and water

18. Reinforcers: Can also be Positive or Negative Two Types: Postive Reinforcers: encouraging stimuli that increase likelihood of a behavior when they are presented Example - Social Approval - Candy -Trophy/Award Negative Reinforcers: an unpleasant stimuli that increases the likelihood of a behavior once its removed Example - Discomfort - Fear - Social Disapproval

19. Reward vs. Punishment Reward: like positive reinforcers, increase the likelihood of a desired behavior (can be used interchangeably) Punishment: differ from negative reinforcers due to being unwanted events that decrease the likelihood of behavior they follow Positive Punishment: presenting a stimulus that leads to a lowered likelihood for a response to occur in future Positive Punishment: presenting a stimulus that leads to a lowered likelihood for a response to occur in future Negative Punishment – removing a stimulus that leads to a lowered likelihood for a response to occur in the future Negative Punishment – removing a stimulus that leads to a lowered likelihood for a response to occur in the future

21. Schedule of Reinforcement Task  Use your textbook to complete the chart below. Definition: the factors in determining how effective reinforcement will be on behavior TypeDefinitionExample Continuous Partial Fixed Ratio Variable Ratio Fixed Interval Variable Interval

22. Applications Shaping: Explanation  Example  Programmed Learning Explanation  Example  Classroom Management Explanation  Example  Task  Use your textbook to research the types below.

23. Summary of Conditioning

24. Cognitive Factors of Learning Two Kinds: Latent Learning  learning that is NOT a result of effort or reinforcement and remains dormant and only takes place when it is needed Observational Learning  learning by observing and imitating others Sometimes we watch others & see what happens… - Older siblings, peers, & parents - Explicit rewards & punishments - Also: natural rewards & punishments

25. Observational Learning Albert Bandura: born 1925 - (still alive) Cognitive Psychologist founder of social learning theory (Observational Learning) believed people learn by  observing, imitating, & modeling Bobo Doll Experiment: conducted in 1961 and 1963 measured the children's behavior after seeing the model get rewarded, get punished, or experience no consequence for beating up the Bobo doll can apply to video games & violence

26. Observational Learning 2 stages of observational learning - Acquisition - Performance 4 steps of observational learning: -Attention: must be paid to features of another's actions -Retention: behaviors must be remembered in order to be carried out -Reproduction: must be able to carry out the observed behavior -Motivation: must be a reason for carrying out the behavior Behavior is learned & then remains “latent” until needed