2. CP PSYCHOLOGY CHAPTER 2 Learning Theories Section 2Q1 Glencoe Publishers

3. Learning Theory (2Q1)  Learning  relatively permanent change in an organism’s behavior due to experience

4. Classical Conditioning (2Q1)  Ivan Pavlov  1849-1936  Russian physician/ neurophysiologist  Nobel Prize in 1904  studied digestive secretions

5. Classical Conditioning (2Q1)  Classical Conditioning (Pavlovian)  an old response becomes attached to a new stimulus  organism comes to associate two stimuli together  a neutral stimulus (NS) (unlearned) that signals an unconditioned response (UCR) which then begins to produce a response that anticipates and prepares for the unconditioned stimulus (UCS)  Pavlov Rang a tuning fork (neutral stimulus) as meat powder placed on dog’s tongue  Dog salivated even if no food was given with sound

6. Classical Conditioning (2Q1)

7. Unconditioned Stimulus (UCS): event that leads to a predictable response without training Unconditioned Response (UCR): reaction that occurs automatically to Unconditioned Stimulus Conditioned Stimulus (CS): neutral event that with training leads to a learned response Conditioned Response (CR): this is a learned response to a stimulus UCS (passionate kiss) UCR (sexual arousal) CS (onion breath) CS (onion breath) CR (sexual arousal) UCS (passionate Kiss) UCR (sexual arousal)

8. Classical Conditioning (2Q1) Generalization: responding to a stimulus similar to the original one without training Drops of saliva in 30 seconds 60 50 40 30 20 10 0 Hind paw PelvisShoulderFront paw ThighTrunkForeleg Part of body stimulated Strongest responses come from areas stimulated nearest the thigh

9. Classical Conditioning (2Q1) Discrimination: is responding differently to different, but similar, stimuli Generalization and Discrimination are “adaptive” and may aid in survival Practical Human Application: Problem of Bedwetting

10. Strength of CR Pause Acquisition (CS+UCS) Extinction (CS alone) Extinction (CS alone) Spontaneous recovery of CR Extinction: is when a conditioned response dies out if not regularly linked to the unconditioned stimulus

11. Classical Conditioning (2Q1) “ Little Albert” Classical Conditioning: J. B. Watson and Raynor

12. CP PSYCHOLOGY CHAPTER 2 Learning Theories Section 2Q2 Richard Martel, NHS Glencoe Publishers

13. Operant Conditioning (2Q2) operates Operant Conditioning: learning from the consequences of behavior (operates on the environment) BF Skinner is most closely associated with this system of rewards and punishments

14. Operant Conditioning (2Q2) Reinforcement: an event or stimulus that increases the chance a recent behavior will be repeated Schedules of Reinforcement: The timing and frequency of reinforcement Continuous Schedule: reinforces every time the desired behavior occurs Skinner Box

15. Operant Conditioning (2Q2) Partial Schedule: reinforcing behavior intermittently to make it more predictable and last longer Four Basic Partial Schedules: Two based on time intervals, two based on number of responses - Fixed-Ratio Schedule: reinforcement depends on a fixed quantity of responses - Variable-Ratio Schedule: number of responses required varies from one time to the next - Fixed-Interval Schedule: reinforces the first response after a fixed time has elapsed - Variable-Interval Schedule: the time at which reinforcement becomes available changes

16. Operant Conditioning (2Q2) Effects of Different Reinforcement Schedules - Fixed-Ratio: Organism responds at high steady rate … Ex. Piecework type jobs - Variable-Ratio: Organism responds at very high rate. Hard to extinguish. Ex. Gamblers in Casino - Fixed-Interval: Slow, steady responding … gets faster near reinforcement time. Ex. Schoolwork - Variable-Interval: Slowest but steady responding … doesn’t vary much over time. Ex. E-mail

17. Operant Conditioning (2Q2) Variable Interval Number of responses 1000 750 500 250 0 10203040506070 Time (minutes) Fixed Ratio Variable Ratio Fixed Interval Steady responding Rapid responding near time for reinforcement 80

18. Operant Conditioning (2Q2) Primary Reinforcer: satisfies a basic, natural need, such as hunger, thirst etc. Secondary Reinforcer: a conditioned reinforcer that was previously a neutral stimulus Stimuli associated with rewards or punishments often become signals for particular behavior

19. Operant Conditioning (2Q2) Aversive Control: unpleasant events or consequences are used to influence behavior Negative Reinforcement: Painful/unpleasant stimulus is removed or not applied in order to elicit behavior Escape Conditioning: Correct behavior causes an unpleasant event to stop Avoidance Conditioning: Correct behavior prevents unpleasant stimulus from being applied

20. Operant Conditioning (2Q2)

21. Punishment: Unpleasant consequence is applied in order to decrease or eliminate undesired behavior Punishment can produce unwanted side effects such as rage, aggression and fear.

22. Operant Conditioning (2Q2)

23. CP PSYCHOLOGY CHAPTER 2 Learning Theories Section 2Q3 Richard Martel, NHS Glencoe Publishers

24. Factors that Impact Learning (2Q3) Feedback: Finding out the results of an action or performance Transfer: Previously learned responses that affect ability to learn a new response or skill Positive Transfer: Transfer: When previously learned responses helps you learn a new task Negative Transfer: Transfer: When a previously learned response hinders learning a new task Practice: the repetition of a task, helps bind responses together over time

25. Factors that Impact Learning (2Q3)

26. Learning Strategies (2Q3) Learning to learn (problem solve) is often more important than what you’ve learned Learned Helplessness: Results from repeated failures causing a person to give up on life or trying hard Learned Laziness: Results from repeatedly being rewarded without effort (welfare critics)

27. Learning Strategies (2Q3) Learning Complicated Skills Shaping: using reinforcement to mold new responses out of an old response Reward responses that closely & successively approximates desired new responses Response Chains: Responses that follow one another in a specific sequence

28. Modeling (2Q3) Modeling: learning by imitating others in one of three ways 1. Behavior of others increases chance we will do the same thing (clapping) 2. Observational learning, or imitation, results from copying behaviors we observe 3. Disinhibition results from seeing others engage in threatening behaviors without harm

29. Observational Learning (2Q3)  Alfred Bandura  Pioneering researcher of observational learning  Experiment with Bobo doll; brought out aggression in children Modeling  we look and we learn

30. Observational Learning (2Q3) This 14-month-old boy is imitating behavior he has seen on TV  Antisocial Behavior  family, neighborhood, TV, cultural models may have antisocial effects on a child  Prosocial Behavior  positive, constructive, helpful behavior may also be modeled