1. Chapter 7 Conditioning and Learning

2. Some Key Terms Learning: Relatively permanent change in behavior due to experience –Does NOT include temporary changes due to disease, fatigue, injury, maturation, or drugs, since these do NOT qualify as learning, even though they can alter behavior

3. Motivation Reinforcement: Any event that increases the probability that a response will recur Response: Any identifiable behavior –Internal: Faster heartbeat –Observable: Eating, scratching

4. Learning: More Key Terms Antecedents: Events that precede a response Consequences: Effects that follow a response

5. Classical Conditioning and Ivan Pavlov Russian physiologist who studied digestion Used dogs to study salivation when dogs were presented with meat powder Also known as Pavlovian or respondent conditioning Reflex: Automatic, non-learned response

6. Fig. 7-1, p. 220

7. Video: Basics of Classical Conditioning

8. Pavlovian Terms Neutral stimulus: Stimulus that does not evoke a response Conditioned stimulus (CS): Stimulus that evokes a response because it has been repeatedly paired with an unconditioned stimulus Unconditioned stimulus (UCS): A stimulus innately capable of eliciting a response

9. More Pavlovian Terms Unconditioned response (UCR): An innate reflex response elicited by an unconditioned stimulus (UCS) Conditioned response (CR): A learned response elicited by a conditioned stimulus

10. Fig. 7-2, p. 220

11. Fig. 7-3, p. 221

12. Principles of Classical Conditioning Acquisition: Training period in conditioning when a response is strengthened Higher-order conditioning: A conditioned stimulus (CS) is used to reinforce further learning; the CS is used as though it were a UCS Expectancy: Expectation about how events are interconnected

13. Extinction Weakening of a conditioned response through removal of reinforcement

14. Spontaneous Recovery Reappearance of a learned response following apparent extinction

15. Video: Features and Phases of Classical Conditioning

16. Fig. 7-4, p. 222

17. Fig. 7-5, p. 222

18. More Principles of Classical Conditioning Stimulus generalization: A tendency to respond to stimuli that are similar, but not identical, to a conditioned stimulus (e.g., responding to a buzzer when the conditioning stimulus was a bell) Stimulus discrimination: The learned ability to respond differently to similar stimuli (e.g., Anya will respond differently to various bells: alarms, school, timer)

19. Fig. 7-6a, p. 223

20. Fig. 7-6b, p. 223

21. Classical Conditioning in Humans Phobia: Fear that persists even when no realistic danger exists (e.g., arachnophobia; fear of spiders) Conditioned emotional response (CER): Learned emotional reaction to a previously neutral stimulus

22. Fixing Phobias Desensitization: Decreasing fear or anxiety by exposing phobic people gradually to feared stimuli while they stay calm and relaxed Vicarious classical conditioning: Learning to respond emotionally to a stimulus by observing another’s emotional reactions

23. Fig. 7-7, p. 224

24. Video: Classical Conditioning and Emotional Responses

25. Operant Conditioning (Instrumental Learning) Learning is based on the consequences of responding; we associate responses with their consequences Law of effect (Thorndike): The probability of a response is altered by the effect it has: responses that lead to desired effects are repeated; those that lead to undesired effects are not

26. Video: Watson and Rayner's Research with Little Albert

27. Operant Reinforcer Any event that follows a response and increases its likelihood of recurring

28. More Operant Conditioning Terms Conditioning chamber (Skinner box): Apparatus designed to study operant conditioning in animals Response-contingent reinforcement: Reinforcement given after a desired response occurs

29. Fig. 7-8, p. 226

30. Fig. 7-9, p. 226

31. Video: Rat in a Skinner Box

32. Timing of Reinforcement Operant reinforcement most effective when given immediately after a correct response Response chain: A linked series of actions that leads to reinforcement Superstitious behaviors: Behaviors that are repeated because they appear to produce reinforcement, even though they are not necessary

33. Shaping Molding responses gradually in a step-by- step fashion to a desired pattern Successive approximations: Ever-closer matches

34. Operant Extinction When learned responses that are NOT reinforced gradually fade away Negative attention seeking: Using misbehavior to gain attention

35. Reinforcement Positive reinforcement: When a response is followed by a reward or other positive event Negative reinforcement: When a response is followed by the removal of an unpleasant event (e.g., the bells in Fannie’s car stop when she puts the seatbelt on); ends discomfort

36. Punishment Any event that follows a response and decreases the likelihood of it recurring (e.g., a spanking) Response cost: Removal of a positive reinforcer after a response is made (e.g., Bob losing Xbox360 privileges)

37. Operant Reinforcers Primary reinforcer: Non-learned and natural; satisfies physiological needs (e.g., food, water, sex) Intracranial stimulation (ICS): Natural primary reinforcer; involves direct activation of brain’s “pleasure centers” Secondary reinforcer: Learned reinforcer (e.g., money, grades, approval, praise); gains reinforcing properties by associating with a primary reinforcer

38. Other Types of Reinforcers Token reinforcer: Tangible secondary reinforcer (e.g., money, gold stars, poker chips) Social reinforcer: attention and approval (reinforcers) provided by other people

39. Fig. 7-11, p. 228

40. Video: B. F. Skinner Shaping a Pigeon

41. Fig. 7-12, p. 230

42. Fig. 7-13, p. 231

43. Fig. 7-14, p. 231

44. Feedback Information about the effect of a response Knowledge of results (KR): Informational feedback; almost always improves learning and performance

45. Programmed Instruction Any learning format where information is presented in small amounts, gives immediate practice, and provides continuous feedback Computer-assisted instruction (CAI): Learning is aided by computer-presented information and exercises Educational simulations: Explore imaginary situations or “microworld” that simulates real- world problems (e.g., The Sims)

46. Fig. 7-15, p. 232

47. Fig. 7-16, p. 234

48. Reinforcement Concepts Schedules of reinforcement: Plans for determining which responses will be reinforced Continuous reinforcement: A reinforcer follows every correct response Partial reinforcement: Reinforcers do NOT follow every response Partial reinforcement effect: Responses acquired with partial reinforcement are more resistant to extinction

49. Partial Reinforcement Schedules

50. Fixed Ratio Schedule (FR) A set number of correct responses must be made to obtain a reinforcer

51. Variable Ratio Schedule (VR) Varied number of correct responses must be made to get a reinforcer

52. Fixed Interval Schedule (FI) A reinforcer is given only when a correct response is made after a set amount of time has passed since the last reinforced response

53. Variable Interval Schedule (VI) Reinforcement is given for the first correct response made after a varied amount of time has passed since the last reinforced response

54. Fig. 7-17, p. 235

55. Stimulus Control Stimuli that consistently precede a rewarded response tend to influence when and where the response will occur Operant stimulus generalization: Tendency to respond to stimuli similar to those that preceded operant reinforcement Operant stimulus discrimination: Occurs when one learns to differentiate between antecedent stimuli that signal either an upcoming reward or a nonreward condition

56. Punishment Punisher: Any consequence that reduces the frequency of a target behavior –Keys: Timing, consistency, and intensity Severe punishment: Intense punishment, capable of suppressing a response for a long period Mild punishment: Weak punishment; usually slows responses temporarily

57. Punishment Concepts Aversive stimulus: Stimulus that is painful or uncomfortable (e.g., a shock) Escape learning: Learning to make a response to end an aversive stimulus Avoidance learning: Learning to make a response to avoid, postpone, or prevent discomfort (e.g., not going to a doctor or dentist) Punishment may also increase aggression

58. Fig. 7-20, p. 240

59. Cognitive Learning Cognitive learning: Higher-level learning involving thinking, knowing, understanding, and anticipating Cognitive map: Internal images or other mental representations of an area (maze, city, etc.) that underlie an ability to choose alternate paths to the same goal

60. More Learning Styles Latent learning: Occurs without obvious reinforcement and is not demonstrated (or is hidden) until reinforcement is provided Rote learning: Takes place mechanically, through repetition and memorization, or by learning a set of rules Discovery learning: Based on insight and understanding

61. Fig. 7-21, p. 242

62. Fig. 7-22, p. 243

63. Modeling or Observational Learning (Albert Bandura) Model: Someone who serves as an example in observational learning Occurs by watching and imitating actions of another person or by noting consequences of a person’s actions –Occurs before direct practice is allowed

64. Fig. 7-23, p. 244

65. Steps to Successful Modeling Pay attention to model Remember what was done Observer must be able to reproduce modeled behavior If a model is successful or his/her behavior is rewarded, behavior more likely to recur Bandura created modeling theory with classic Bo-Bo doll (inflatable clown) experiments

66. Fig. 7-24, p. 245

67. Self-Managed Behavioral Principles Choose a target behavior Record a baseline Establish goals Choose reinforcers

68. Self-Managed Behavioral Principles (continued) Record your progress Reward successes Adjust your plan as you learn more about your behavior

69. Premack Principle Any high-frequency response can be used to reinforce a low-frequency response (e.g., no Nintendo DS until you finish your homework) Self-recording: Self-management based on keeping records of response frequencies

70. How to Break Bad Habits Alternate responses: Try to get the same reinforcement with a new response Extinction: Try to discover what is reinforcing an unwanted response and remove, avoid, or delay the reinforcement Response chains: Scramble the chain of events that leads to an undesired response Cues and antecedents: Try to avoid, narrow down, or remove stimuli that elicit the bad habit

71. How to Break Bad Habits (cont): Behavioral Contracting Behavioral contract: Formal agreement stating behaviors to be changed and consequences that apply; written contract State the rewards you will get, privileges you will forfeit, or punishments you must accept Type the contract, sign it, and get a person you trust to sign it