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CHANGING DIRECTIONS IN THE STUDY OF CONDITIONING.

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Presentation on theme: "CHANGING DIRECTIONS IN THE STUDY OF CONDITIONING."— Presentation transcript:

1 CHANGING DIRECTIONS IN THE STUDY OF CONDITIONING

2 RECOGNIZING BIOLOGICAL CONSTRAINTS ON CONDITIONING Instinctive drift: occurs when an animal’s innate response tendencies interfere with conditioning processes Breland’s Miserly Raccoons

3 CONDITIONED TASTE AVERSION Conditioned only through the pairing of taste stimuli and stimuli inducing nausea Shows that just any stimulus and just any response will not necessarily condition

4 PREPAREDNESS DEF: a species-specific predisposition to be conditioned in certain ways and not others May influence instinctive drift, conditioned taste aversion, and phobias…

5 PHOBIAS Can be about anything Martin Seligman: evolutionary forces programmed acquisition of certain fears

6 EVOLUTIONARY PERSPECTIVE ON LEARNING Mechanisms of learning are similar across species Adapted to environment Used to increase survivability and sexual reproduction

7 COGNITIVE PROCESSES IN CONDITIONING Signal Relations: CS-UCS relations that influence whether a CS is a good signal “Good” signal allows for accurate prediction of the UCS Helped change view of conditioning from reflexive response to information processing

8 RESPONSE-OUTCOME RELATIONS AND CONDITIONING Organisms try to discover what leads to what (contingencies) in the world around them Stimuli are signals that help minimize aversive experiences and maximize pleasant experiences

9 DEF: OCCURS WHEN AN ORGANISM’S RESPONDING IS INFLUENCED BY THE OBSERVATION OF OTHERS, WHO ARE CALLED MODELS OBSERVATIONAL LEARNING

10 ALBERT BANDURA Demonstrated both classical and operant conditioning can take place vicariously through observational learning We are conditioned by observing other’s conditioning

11 BASIC PROCESSES OF OBSERVATIONAL LEARNING Attention: you must pay attention to another’s behavior and its consequences Retention: you must store a mental representation of what you witnessed Reproduction: enact a modeled response; depends on ability Motivation: must be motivated to enact the modeled response

12 ACQUISITION VS. PERFORMANCE We have many acquired learned responses We choose which will be reinforced Reinforcement influences performance, not learning necessarily

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