Transcript Visualizing Psychology

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©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Visualizing
Psychology
by Siri
Carpenter &
Karen Huffman
PowerPoint  Lecture Notes Presentation
Chapter 6: Learning
Siri Carpenter, Yale University
Karen Huffman, Palomar College
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Lecture Overview
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Classical Conditioning
Operant Conditioning
Cognitive-Social
Learning
The Biology of Learning
Conditioning and
Learning in Everyday
Life
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Introductory Definitions
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Learning: relatively permanent change in
behavior or mental processes resulting
from practice or experience
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Conditioning: process of learning
associations between environmental
stimuli and behavioral responses
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning
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Ivan Pavlov
•
Classical Conditioning:
learning that occurs
when a neutral
stimulus (NS) becomes
paired (associated)
with an unconditioned
stimulus (UCS) to elicit
a conditioned response
(CR)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pavlov’s Original Experiment
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning--Key Terms
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Neutral Stimulus (NS):
before conditioning
doesn’t naturally elicit
response of interest
Unconditioned Stimulus
(UCS): elicits UCR
without previous
conditioning
Unconditioned Response
(UCR): unlearned reaction to
UCS occurring without prior
conditioning
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning--Key Terms
(Continued)
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Conditioned Stimulus
(CS): previously NS
that, through repeated
pairings with UCS,
now causes a CR
Conditioned Response
(CR): learned reaction to
a CS occurring because of
previous repeated pairings
with an UCS
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Why Study Psychology?

It helps you
understand
and enjoy
popular
cartoons!
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning (Continued)
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Conditioned Emotional
Response (CER):
emotional responses
are classically
conditioned to a
previously neutral
stimulus (NS)
John B. Watson
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Watson and Rayner Created a Conditioned
Emotional Response (CER)--Fear of Rats
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning’s Basic
Principles
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Stimulus
Generalization:
learned response
to stimuli that are
similar to the
original conditioned
stimuli (CS)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
ALL
Snakes
bite!
Classical Conditioning’s Basic
Principles (Continued)

Stimulus
Discrimination:
learned response
to a specific
stimulus, but not to
other, similar
stimuli
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Now I know
that some
snakes are
nice!
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Extinction: UCS withheld when
CS presented leads to gradual
weakening or suppression of a
previously conditioned response
(CR)
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Spontaneous Recovery:
reappearance of a previously
extinguished conditioned
response (CR)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning’s Basic Principles
(Continued)

Higher-Order Conditioning:
neutral stimulus (NS) becomes a conditioned
stimulus (CS) through repeated pairings with
a previously conditioned stimulus (CS)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning’s Basic Principles
(Continued) Higher-Order Conditioning
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Check & Review
1. Using Pavlov’s classic experiment with the
salivating dog, can you label the NS, UCS,
UCR, CS, and CR?
2. Compare and contrast stimulus
generalization and stimulus discrimination.
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning
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Operant
Conditioning:
learning in which
voluntary
responses are
controlled by their
consequences
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning (Continued)
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Thorndike’s Contribution
•
Law of Effect: probability
of an action being
repeated is strengthened
when followed by a
pleasant or satisfying
consequence
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning (Continued)
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B. F. Skinner
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic
Principles

Reinforcement:
strengthening a
response
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic
Principles (Continued)

Primary Reinforcers:
normally satisfy an
unlearned biological
need (e.g., food)

Secondary Reinforcers:
learned value (e.g.,
money, praise)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles
(Continued)
•
Positive
Reinforcement:
adding (or presenting)
a stimulus, which
strengthens a
response and makes it
more likely to recur
(e.g., praise)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles
(Continued)
•
Negative Reinforcement:
taking away (or
removing) a stimulus,
which strengthens a
response and makes it
more likely to recur (e.g.,
headache removed after
taking an aspirin)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles
(Continued)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles:
Four Partial Schedules of Reinforcement
1. Fixed Ratio (FR): reinforcement occurs
after a predetermined set of responses;
the ratio (number or amount) is fixed
2. Variable Ratio (VR): reinforcement
occurs unpredictably; the ratio (number
or amount) varies
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles:
Four Partial Schedules (Continued)
3. Fixed Interval (FI): reinforcement occurs
after a predetermined time has elapsed;
the interval (time) is fixed
4. Variable Interval (VI): reinforcement
occurs unpredictably; the interval (time)
varies
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles:
Four Partial Schedules (Continued)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Check & Review
1. If you want to
increase the overall
number of
responses, which
schedule of
reinforcement should
you choose?
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles
(Continued)
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Shaping:
reinforcement by
a series of
successively
improved steps
leading to desired
response
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles
(Continued)

Punishment:
weakening a
response
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles
(Continued)
•
Positive Punishment:
adding (or presenting)
a stimulus that
weakens a response
and makes it less
likely to recur (e.g.,
shouting)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles
(Continued)
•
Negative Punishment:
taking away (or
removing) a stimulus
that weakens a
response and makes
it less likely to recur
(e.g., restriction)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Check & Review
1. Using the chart on the following slide,
can you fill in the blanks with the
appropriate terms?
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
???
???
???
???
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Side Effects of Punishment
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Judging by this boy’s
expression, is he
experiencing
increased aggression,
passive
aggressiveness,
avoidance behavior,
modeling, temporary
suppression, or
learned
helplessness?
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Check & Review
1.
Briefly explain how classical conditioning
differs from operant conditioning.
2.
Give a personal example of positive
reinforcement, negative reinforcement,
positive punishment, and negative
punishment.
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Cognitive-Social Learning

Cognitive-Social
Theory:
emphasizes thinking
and social learning in
behavior
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Cognitive-Social Learning (Continued)
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Kohler’s chimps
demonstrated
insight learning
(sudden
understanding of a
problem that implies
the solution).
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Cognitive-Social Learning (Continued)
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Tolman’s rats built a cognitive map
(a mental image of a three-dimensional
space). They also displayed latent
learning (hidden
learning that exists
without behavioral
signs).
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Cognitive-Social Learning (Continued)
Bandura's Famous
Bobo Doll study

Observational
Learning: learning
new behaviors or
information by
watching others
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Critical Thinking

Note the increasing bicep circumference of these
G.I. Joe action figures. Are young boys affected by
this type of modeling and observational learning?
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Cognitive-Social Learning (Continued)
•
Observational Learning involves four
processes
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
The Biology of Learning:
Neuroscience and Learning

Learning leads to new
synaptic connections and
alterations in many brain
structures.
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
The Biology of Learning: Evolution
and Learning

Classical Conditioning

Taste Aversion:
classically
conditioned
negative
associations of food
with illness
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
The Biology of Learning: Evolution
and Learning (Continued)

Biological Preparedness: built-in (innate)
readiness to form associations between
certain stimuli and responses

Instinctive Drift: conditioned responses
shift (or drift) back toward innate response
pattern
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Conditioning and Learning in
Everyday Life

Classical Conditioning
can be seen in:
•
Marketing
Prejudice
Medical Treatments
Phobias
•
•
•
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Conditioning and Learning in
Everyday Life (Continued)

Operant
Conditioning
can be seen in:

Prejudice
Biofeedback
Superstitions
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
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Conditioning and Learning in
Everyday Life (Continued)

Cognitive-Social
Theory
can be seen in:
•
Prejudice
Media Influences
•
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Critical Thinking

Has reading Chapter 6, or viewing these
Power Point slides, changed your beliefs or
attitudes about using punishment to control
behavior? Why or why not?
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Visualizing
Psychology
Siri Carpenter &
Karen Huffman
by
PowerPoint  Lecture Notes Presentation
End of
Chapter 6: Learning
Siri Carpenter, Yale University
Karen Huffman, Palomar College
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology