1. ©1999 Prentice Hall Learning Chapter 7

2. ©1999 Prentice Hall Learning Classical conditioning. Classical conditioning in real life. Operant conditioning. Operant conditioning in real life. Learning and the mind

3. ©1999 Prentice Hall Watson’s Extreme Environmentalism “Give me a dozen healthy infants, well- formed, and my own special world to bring them up in, and I’ll guarantee to take any one at random and train him to be any type of specialist I might select - doctor, lawyer, artist, merchant-chief, and yes, beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.” John Broadus Watson, 1928

4. ©1999 Prentice Hall Classical Conditioning Defining learning, behaviorism, and conditioning. New reflexes from old Principles of classical conditioning What is actually learned in classical conditioning?

5. ©1999 Prentice Hall Defining Learning, Behaviorism and Conditioning Learning A relatively permanent change in behavior (or behavior potential) due to experience. Behaviorism. Research on learning has been influenced by this approach to psychology that emphasizes the study of observable behavior and the role of the environment as a determinant of behavior. Conditioning the association between environmental stimuli and the organisms responses.

6. ©1999 Prentice Hall Classical Conditioning The process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar or related response.

7. ©1999 Prentice Hall Pavlov’s Apparatus Harness and fistula (mouth tube) help keep dog in a consistent position and gather uncontaminated saliva samples. They do not cause the dog discomfort.

8. ©1999 Prentice Hall New Reflexes from Old Unconditioned stimulus (US). Elicits a response in the absence of learning. Unconditioned response (UR). The reflexive response to a stimulus in the absence of learning.

9. ©1999 Prentice Hall A neutral stimulus is then regularly paired with an unconditioned stimulus. New Reflexes from Old

10. ©1999 Prentice Hall Conditioned stimulus (CS). An initially neutral stimulus that comes to elicit a conditioned response after being paired with an unconditioned stimulus. Conditioned response (CR). A response that is elicited by the conditioned stimulus. Occurs after the CS is associated with the US. Is usually similar to US New Reflexes from Old

11. ©1999 Prentice Hall Principles of Classical Conditioning Extinction. Higher-order conditioning. Stimulus generalization. Stimulus discrimination.

12. ©1999 Prentice Hall Extinction The weakening and eventual disappearance of a learned response. In classical conditioning, it occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus.

13. ©1999 Prentice Hall Acquisition and Extinction

14. ©1999 Prentice Hall Higher-Order Conditioning A neutral stimulus can become a conditioned stimulus (CS) by being paired with an existing conditioned stimulus (CS).

15. ©1999 Prentice Hall Stimulus Generalization In classical conditioning, occurs when a new stimulus that resembles the conditioned stimulus, elicits the conditioned response.

16. ©1999 Prentice Hall Stimulus Discrimination The tendency to respond differently to two or more similar stimuli. In classical conditioning, it occurs when a stimulus similar to the condition stimulus (CS) fails to evoke a conditioned response (CR).

17. ©1999 Prentice Hall What is learned in classical conditioning? For classical conditioning to be most effective, the stimulus to be conditioned should precede the unconditioned stimulus. We learn that the first event (stimulus) predicts the second.

18. ©1999 Prentice Hall Classical Conditioning in Real Life Learning to like. Learning to fear.

19. ©1999 Prentice Hall Learning to Like. Where do sentimental feelings come from? Objects have been associated in the past with positive feelings.

20. ©1999 Prentice Hall Learning to Fear Research suggests we can learn fear through association. Watson and Raynor conditioned “Little Albert” to be afraid of white rats by pairing the neutral stimulus (rats) with a unconditioned stimulus (loud noise). Within days, Albert was not only afraid of the rats, his fear had generalized to other furry objects.

21. ©1999 Prentice Hall Unlearning Fear Counterconditioning. The process of pairing a conditioned stimulus with a stimulus that elicits a response that is incompatible with an unwanted conditioned response. Another child’s fear of rabbits was removed by pairing the stimulus which elicited fear with a stimulus that elicited happiness.

22. ©1999 Prentice Hall Operant Conditioning Defining operant conditioning. The consequences of behavior. Reinforcers and punishers. Principles of operant conditioning. Schedules of reinforcement. Shaping. Operant conditioning in real life.

23. ©1999 Prentice Hall Operant Conditioning The process by which a response becomes more or less likely to occur depending on its consequences.

24. ©1999 Prentice Hall Consequences of Behavior A neutral consequence neither increases or decreases the probability that the response will recur. Reinforcement strengthens the response or makes it more likely to recur. Punishment weakens a response or makes it less likely to recur.

25. ©1999 Prentice Hall Reinforcement A stimulus strengthens or increases he probability of the response that it follows. Primary reinforcers are inherently reinforcing and typically satisfy a physiological need. Secondary reinforcers are stimuli that have acquired reinforcing properties through associations with other reinforcers.

26. ©1999 Prentice Hall Types of Reinforcement Positive reinforcement when a pleasant consequence follows a response, making the response more likely to occur again. Negative reinforcement when a response is followed by the removal of something unpleasant, making the response more likely to occur again.

27. ©1999 Prentice Hall Punishment The process by which a stimulus or even weakens or reduces the probability of the response that it follows. Primary punisher Something that is inherently punishing such as electric shock Secondary punisher A stimulus that has acquired punishing properties through an association with other punishers.

28. ©1999 Prentice Hall Types of Punishers Positive punisher When something unpleasant occurs after a behavior. Negative punisher When something pleasant is removed after a behavior

29. ©1999 Prentice Hall The Skinner Box

30. ©1999 Prentice Hall Principles of Operant Conditioning Extinction In operant conditioning, it occurs when a response is no longer followed by a reinforcer. Stimulus generalization Stimuli that are similar to the original stimulus are more likely to trigger a response. Stimulus discrimination The tendency of a response to occur in the presence of one stimulus but not another.

31. ©1999 Prentice Hall Schedules of reinforcement Continuous A particular response is always reinforced. Intermittent (Partial) A particular response is sometimes but not always reinforced. Fixed-ratio, variable-ratio, fixed interval, and variable-interval. Best choice for response to continue.

32. ©1999 Prentice Hall Schedules of Reinforcement Simple reinforcement schedules produce characteristic response patterns Steeper lines mean higher response rates Ratio schedules produce higher response rates than interval schedules

33. ©1999 Prentice Hall Partial Reinforcement

34. ©1999 Prentice Hall Shaping To teach complex behaviors, may need to reinforce successive approximations of a desired response. For example, training animals, getting children to make their beds.

35. ©1999 Prentice Hall Classical Conditioning in Real Life The pros and cons of Punishment When punishment works. When punishment fails. The problems with reward.

36. ©1999 Prentice Hall When Punishment Works Immediately punishing a self-destructive behavior eliminates it. Milder punishments appear to work as well as harsh ones. Consistency is important.

37. ©1999 Prentice Hall When Punishment Fails People often administer punishment inappropriately. The recipient responds with anxiety, fear, or rage. The effectiveness is often temporary. Most misbehavior is hard to punish immediately. Punishment conveys little information. An action intended to punish may instead be reinforcing.

38. ©1999 Prentice Hall External and Internal Reinforcers External reinforcers. Reinforcers that are not inherently related to the activity being reinforced. Internal reinforcers Reinforcers that are inherently related to the activity being reinforced. External reinforcers may undermine internal reinforcers.

39. ©1999 Prentice Hall Why Rewards Can Backfire Preschoolers played with felt-tipped markers and observed Divided into 3 groups: Given markers again and asked to draw Promised a reward for playing with markers Played with markers, then rewarded

40. ©1999 Prentice Hall Learning and the Mind Latent learning. Social learning theories

41. ©1999 Prentice Hall Latent Learning Rats: one maze trial/day. One group found food every time (red line). Second group never found food (blue line). Third group found food on Day 11 (green line). Sudden change, Day 12. Learning isn’t the same as performance.

42. ©1999 Prentice Hall Social Learning Social cognitive theories emphasize how behavior is learned and maintained: through observation and imitation of others, positive consequences, cognitive processed such as plans, expectations, and beliefs. Observational learning involves learning new responses by observing the behavior of another rather than through direct experience.

43. ©1999 Prentice Hall Bandura, Ross and Ross, 1963. Nursery school children watched a film of 2 men (Johnny and Rocky) playing with toys. Johnny refuses to share and Rocky hits him, ending up with all the toys. Children who watched the video were significantly more violent than children in a control group.