1. How do you think modern technology affects learning? How do you think modern technology affects learning?

2. Learning-a relatively permanent change in behavior due to experience. Learning-a relatively permanent change in behavior due to experience. Associative Learning-learning certain events can occur together Associative Learning-learning certain events can occur together Conditioning Conditioning Classical Conditioning-learn that one stimuli predicts another, for example that a bell predicts class change. Sometimes we flinch, as if to get up, at the lunch bell. Classical Conditioning-learn that one stimuli predicts another, for example that a bell predicts class change. Sometimes we flinch, as if to get up, at the lunch bell. Operant Conditioning-behavior is influenced by its consequences. Example- studying gets you good grades. Operant Conditioning-behavior is influenced by its consequences. Example- studying gets you good grades.

3. Classical Conditioning-Pavlov Pavlov did an experiment with dogs, discovering that by associating a tone with food, he could eventually condition dogs to salivate to a tone alone. Pavlov did an experiment with dogs, discovering that by associating a tone with food, he could eventually condition dogs to salivate to a tone alone. http://www.youtube.com/watch?v=hhqumfpxu zI http://www.youtube.com/watch?v=hhqumfpxu zI http://www.youtube.com/watch?v=hhqumfpxu zI http://www.youtube.com/watch?v=hhqumfpxu zI

4. Experiment: Experiment: 1. Neutral Stimulus (bell)-no response 2. Unconditioned stimulus (food) 3. Unconditioned response (drool)- natural response 4. Conditioned stimulus (bell)- formerly neutral 5. Conditioned response (drool) in response to CS 1. http://www.youtube.com/watch?v=Eo7jcI8fAu I http://www.youtube.com/watch?v=Eo7jcI8fAu I http://www.youtube.com/watch?v=Eo7jcI8fAu I http://www.youtube.com/watch?v=WfZfMIHwSkU poor little brother poor little brother

5. Acquisition-pairing NS and UCS (getting classically conditioned) Acquisition-pairing NS and UCS (getting classically conditioned) Extinction-CS no longer elicits the CR when the CS no longer signals the uncond. stimulus Extinction-CS no longer elicits the CR when the CS no longer signals the uncond. stimulus Spontaneous recovery-return of CR that has been extinct for no apparent reason Spontaneous recovery-return of CR that has been extinct for no apparent reason Generalization-respond to anything similar to the CS Generalization-respond to anything similar to the CS Ex. Fearing all dogs if a pit bull bites you Ex. Fearing all dogs if a pit bull bites you

6. Discrimination-ONLY respond to CS and nothing similar Discrimination-ONLY respond to CS and nothing similar Ex. Only fearing Pit Bulls because one bit you Ex. Only fearing Pit Bulls because one bit you

7. Little Albert Experiment John B. Watson wanted to condition a baby to fear a white rat and then see if that fear was generalized to other fluffy white objects. John B. Watson wanted to condition a baby to fear a white rat and then see if that fear was generalized to other fluffy white objects. http://www.youtube.com/watch?v=Xt0ucxOrP QE http://www.youtube.com/watch?v=Xt0ucxOrP QE http://www.youtube.com/watch?v=Xt0ucxOrP QE http://www.youtube.com/watch?v=Xt0ucxOrP QE

8. Operant Conditioning vs. Classical Conditioning Classical ConditioningOperant Conditioning uncontrollable biological based response Ex-flinch, blink, sweat, drool. Stimulus, then learned reaction based on stimulus (human action comes second) Controllable action Ex. Study to get good grades Learned reaction, then consequence Based on consequences (human action comes first)

9. Thorndike and the Law of Effect Behavior is influenced by its consequences Behavior is influenced by its consequences http://www.youtube.com/watch?v=Vk6H7Ukp6 To http://www.youtube.com/watch?v=Vk6H7Ukp6 To

10. Skinner Experiment Skinner experimented with different schedules of reinforcements with animals. Skinner experimented with different schedules of reinforcements with animals. Skinner Box- box animal placed in, usually with a bar or lever to push, resulting in reinforcement for an animal Skinner Box- box animal placed in, usually with a bar or lever to push, resulting in reinforcement for an animal http://www.youtube.com/watch?v=I_ctJqjlrHA http://www.youtube.com/watch?v=I_ctJqjlrHA http://www.youtube.com/watch?v=I_ctJqjlrHA

11. Shaping-reward for closer and closer approximations to a desired behavior Shaping-reward for closer and closer approximations to a desired behavior http://www.youtube.com/watch?v=cAtDw87bhc w http://www.youtube.com/watch?v=cAtDw87bhc w

12. Principles of Reinforcement Principles of Reinforcement Primary reinforcer-naturally rewarding Primary reinforcer-naturally rewarding

13. Secondary reinforcer-it is rewarding because it can help one get a primary reinforcer Secondary reinforcer-it is rewarding because it can help one get a primary reinforcer

14. Both Positive AND Negative Reinforcement always increases behavior Positive reinforcement-increase behavior to get a reward Positive reinforcement-increase behavior to get a reward Ex. Do chores to get an allowance Ex. Do chores to get an allowance Ex. Giving candy to a child throwing a tantrum in Walmart Ex. Giving candy to a child throwing a tantrum in Walmart

15. Negative Reinforcement-increasing a behavior to STOP or AVOID something bad Negative Reinforcement-increasing a behavior to STOP or AVOID something bad Ex. Clean room to AVOID lecture Ex. Clean room to AVOID lecture Ex. Click seatbelt to AVOID annoying dinging sound Ex. Click seatbelt to AVOID annoying dinging sound Punishment-decreases behavior that it follows Punishment-decreases behavior that it follows

16. Schedules of Reinforcement ScheduleDescriptionResulting Behavior ContinuousReinforce every timeQuickest to become extinct when the reinforcement stops Fixed RatioReward after a specific number of tries Frantic response that could exhaust the organism Variable RatioReward after random number of tries (Gambling) Hardest behavior to extinguish even after the reinforcement stops Fixed intervalReward after a specific time period Behavior increases only when it is close to reward time Variable intervalReward after a random amount of time Behavior is slower, but steady

17. skinner box and video games skinner box and video games Punishment skinner box and video games A punishment is any consequence that decreases a behavior A punishment is any consequence that decreases a behavior Ex. Jail time for stealing to stop a person from doing it again Ex. Jail time for stealing to stop a person from doing it again Presentation-should be directly after behavior to be effective Presentation-should be directly after behavior to be effective Drawbacks-when punishment stops, behavior returns Drawbacks-when punishment stops, behavior returns http://www.youtube.com/watch?v=VKBGVV6PDX4 http://www.youtube.com/watch?v=VKBGVV6PDX4 http://www.youtube.com/watch?v=VKBGVV6PDX4

18. Social/Observational Learning Modeling- copying a person’s behavior Modeling- copying a person’s behavior You must COPY a behavior not listen to instructions and carry them out. You must COPY a behavior not listen to instructions and carry them out. BoBo Doll experiment-done by Albert Bandura to test the effect of modeling violence on children. BoBo Doll experiment-done by Albert Bandura to test the effect of modeling violence on children. BoBo clip BoBo clip

19. Is violence on television making children more violent? Is violence on television making children more violent? Number of murders seen on TV by the time an average child finishes elementary school:8,000 Number of murders seen on TV by the time an average child finishes elementary school:8,000 Number of violent acts seen on TV by age 18: 200,000 Number of violent acts seen on TV by age 18: 200,000 Count the violent acts in the following cartoon clip. Count the violent acts in the following cartoon clip. http://www.youtube.com/watch?v=HeG_LSrjI X4 http://www.youtube.com/watch?v=HeG_LSrjI X4 http://www.youtube.com/watch?v=HeG_LSrjI X4 http://www.youtube.com/watch?v=HeG_LSrjI X4

20. E.C. Tolman believed that we all have a cognitive map of our surroundings, meaning a mental map that we create. E.C. Tolman believed that we all have a cognitive map of our surroundings, meaning a mental map that we create. Latent learning-learning without direct effort, such as remembering how to get to a place that you have passed by but never directly tried to get to. Latent learning-learning without direct effort, such as remembering how to get to a place that you have passed by but never directly tried to get to.