1. Chapter 5 Learning

2. Overview Classical Conditioning Operant Conditioning
Learning through association of stimuli
Operant Conditioning
Learning through consequences
Cognitive Learning
Observational Learning
Learning through watching others 2

3. Learning
A relatively permanent change in behavior, knowledge, capability, or attitude
acquired through experience
cannot be attributed to illness, injury, or maturation

4. Classical Conditioning
LO 5.1
A type of learning through which an organism learns to associate one stimulus with another
A stimulus is any event or object in the environment to which an organism responds
A type of learning in which a response naturally ELICTED by 1 stimulus comes to be ELICITED by a different, formerly neutral stimulus
5.1 How does the kind of learning Pavlov discovered happen?

5. Figure The Experimental Apparatus Used in Pavlov’s Classical Conditioning Studies In Pavlov’s classical conditioning studies, the dog was restrained in a harness in the cubicle and isolated from all distractions. An experimenter observed the dog through a one-way mirror and, by remote control, presented the dog with food and other conditioning stimuli. A tube carried the saliva from the dog’s mouth to a container where it was measured. 5

6. Pavlov and the Process of Classical Conditioning cont…
Neutral stimulus (NS)
Causes no response
Unconditioned stimulus (UCS) (US)
Elicits an unconditioned response without learning
Unconditioned Response (UCR) (UR)
elicited by an unconditioned stimulus without learning

7. Pavlov and the Process of Classical Conditioning cont…
Conditioned stimulus (CS)
Neutral stimulus that, after repeated pairing with UCS, becomes associated with it and elicits a conditioned response
Conditioned response (CR)
Learned response that comes to be elicited by a conditioned stimulus

8. Figure Classically Conditioning a Salivation Response A neutral stimulus (a tone) elicits no salivation until it is repeatedly paired with the unconditioned stimulus (food). After many pairings, the neutral stimulus (now called the conditioned stimulus) alone produces salivation. Classical conditioning has occurred. 8

9. Changing Conditioned Responses
LO 5.2
Extinction
weakening and disappearance of CR as a result of repeated presentation of CS without UCS
Spontaneous Recovery
reappearance of extinguished CR when organism is exposed to CS following rest period
5.2 What causes classically
conditioned responses to
change?

10. Changing Conditioned Responses
LO 5.2
Generalization
tendency to make a CR to a stimulus that is similar to the original CS
Discrimination
learned ability to distinguish between similar stimuli
CR occurs only in response to the original CS, not to similar stimuli.
5.2 What causes classically
conditioned responses to
change?

11. John Watson Watson and Rayner (1920) "Little Albert" Study
LO 5.3
Watson and Rayner (1920) "Little Albert" Study
3 important findings:
Humans can be classically conditioned
Fear can be learned.
Fear can be generalized.
5.3 What did Watson's "Little
Albert" experiment show?

12. Human Behavior and Classical conditioning
Psychological drug dependence
Music
Smells
Can you think of others??

13. Classical Conditioning in Everyday Life
LO 5.6
Why can diet soda make people hungry?
The sweet taste of soda becomes a CS.
elicits insulin increase (UCR)
leads to feelings of hunger
The pancreas pumps out insulin (lowers blood sugar) in response to any sweet taste such as diet soda.
5.6 What are some examples
of classical conditioning in
everyday life?

14. Classical Conditioning in Everyday Life
LO 5.6
Why can diet soda make people hungry?
Without real sugar, insulin causes blood sugar to drop below normal.
Insulin drop causes the body to signal to the brain to eat.
5.6 What are some examples
of classical conditioning in
everyday life?

15. Operant Conditioning: Thorndike Skinner and the Consequences of Behavior
LO 5.7
Law of Effect (Thorndike)
Organisms tend to repeat behaviors that bring about pleasant consequences and ignore those that do not.
Law of effect formed the basis for B. F. Skinner's work on operant conditioning.
5.7 What did Thorndike and
Skinner discover about the
consequences of behavior?

16. Learning is influenced by its consequences!!!!
Operant Conditioning: Thorndike, Skinner, and the Consequences of Behavior
LO 5.7
Operant
voluntary behavior that accidentally brings about a consequence
Operant Conditioning
The consequences of behavior are manipulated to INCREASE or DECREASE the frequency of an existing response or shape a new one.
Learning is influenced by its consequences!!!!
5.7 What did Thorndike and
Skinner discover about the
consequences of behavior?

17. Operant Conditioning: Thorndike, Skinner, and the Consequences of Behavior
LO 5.7
Reinforcer
Anything that follows a response and strengthens it or increases the probability that it will be repeated
5.7 What did Thorndike and
Skinner discover about the
consequences of behavior?

18. Reinforcement Positive reinforcement Negative reinforcement
A pleasant or desirable consequence that increases the probability that a response will be repeated
Negative reinforcement
Termination of an unpleasant condition after a response, which increases the probability that the response will be repeated

19. Punishment Positive punishment
Punishment is the removal of a pleasant stimulus or the application of an unpleasant stimulus, thereby lowering the probability of a response
Positive punishment
Decrease in behavior that results from an added consequence (usually something person does not want)
Negative punishment
Decrease in behavior that results from a removed consequence (loss of something desirable)

20. TABLE 5.1 The Effects of Reinforcement and Punishment20

21. Alternatives to Punishment
Removing the rewarding consequences of undesirable behavior may be the best way to extinguish it
Not giving in to a child’s demands during a tantrum
Ignoring misbehavior that is performed merely to get attention and giving attention to more appropriate behaviors
Using positive reinforcement can make good behavior more rewarding

22. Making Punishment More Effective
Punishment is most effective when applied during the misbehavior or as soon afterward as possible
Punishment should be of the minimum severity necessary to suppress the problem behavior
To be effective, punishment must be applied consistently

23. Applications of Operant Conditioning
Behavior modification
Changing behavior based on the learning principles of classical conditioning, operant conditioning, or observational learning
Has been used to change self-injurious behavior in children and adults with autism
Token economy
A program that motivates socially desirable behavior by reinforcing it with tokens

24. Classical and Operant Conditioning Compared24

25. Observational Learning
Albert Bandura: Many behaviors are acquired through observational learning
Learning by observing the behavior of others and the consequences of that behavior; learning by imitation
Model is the individual who demonstrates a behavior or whose behavior is imitated (effectiveness of model related to status, competence, and power)

26. Learning from Television and Electronic Games
Bandura’s “Bobo Doll” studies
Children imitate aggressive behavior of an adult model seen on film
Recent research
Individuals who watch the most violence as children are more likely to engage in acts of violence as adults
Children also imitate prosocial behavior
As seen on shows such as Sesame Street

27. Learning from Television and Electronic Games
Recent research suggest that playing violent video games increases feelings of hostility and decreases sensitivity to violent images
But, like television, video games can also teach positive messages and skills
Can teach teenagers to drive more safely
Can enhance spatial cognitive skills

28. Learning from Media: Effects of the Multitasking Environment
LO 5.17
More time spent multitasking may leave a subject less capable of managing thought processes when not multitasking.
May reduce ability to differentiate between relevant and irrelevant information
5.17 What has research shown
regarding learning from media?

29. Learning from Media: Television and Other Entertainment Media
LO 5.17
Recent Research
brain imaging: patterns of neural activation develop by watching violent media
Children also imitate prosocial behavior.
Media may teach children not to engage in aggressive acts.
5.17 What has research shown regarding learning
from media?

30. Learning from Media: Electronic Games
LO 5.17
Recent research suggests that playing violent video games increases feelings of hostility and decreases sensitivity to violent images.
Games can also teach positive messages and skills.
Games often played in male peer groups may be essential for social development.
5.17 What has research shown regarding learning
from media?

31. Learning from Media: Electronic Games
LO 5.17
Games can also teach positive messages and skills.
can teach safe driving skills
can enhance women's spatial cognitive skills
5.17 What has research shown regarding learning
from media?

32. Figure “Gamers” in Four Age Groups Researchers at the Pew Internet & American Life Project track all kinds of media use among children and adults in the United States. One of their findings is that younger adults are more likely to play video games at least occasionally than those who are older. However, older adults who play are more likely to do so every day than younger adults are. Source: Data from Lenhart, A., Jones, S., & Macgill, A. (2008). 32

33. Learning from Media: The Internet
LO 5.17
Educators should not assume that Internet-based instruction is more effective than conventional approaches (Mayer, 2010).
Physical manipulations of the computer distracts online readers.
hinders ability to comprehend and remember what they are reading
5.17 What has research shown
regarding learning from media?

34. Learning from Media: The Internet
LO 5.17
Younger children using Web-based materials are more likely to be distracted by ads than older children.
Conventional classroom lectures and textbooks are just as useful for learning complex material as multimedia presentations.
5.17 What has research shown
regarding learning from media?