Transcript File - Yip the Great

Behaviorism and Learning
Behaviorism – emphasized overt actions, or
behaviors as the study of Psychology
Learning – relatively permanent change in
behavior
- Classical Conditioning
- Operant Conditioning
Classical Conditioning
Ivan Pavlov (1849-1936) – Nobel Prize-winning
Russian physiologist
Classical Conditioning - learning process
involving association of neutral stimulus and
response-producing stimulus until neutral stimulus
causes same response
Before conditioning
bell (neutral stim.)
food (UCS)
------- no salivation (no
response)
-------
salivation (UCR)
During conditioning
bell (neutral stim.) +
food (UCS)
-------
salivation (UCR)
After conditioning
bell (CS)
-------
salivation (CR)
Unconditioned Stimulus (UCS) – Always causes a
reflexive response
Unconditioned Response (UCR) – the reflex or
innate response
Conditioned Stimulus (CS) – formerly neutral
stimulus that now causes a response due to
association with another stimulus
Conditioned Response (CR) – the reflexive
response to the conditioned stimulus
When 4-year-old Katie was watching a storm outside her home,
she saw a bolt of lightning. She did not have any reaction.
However, the lightning was followed by a loud boom of thunder.
Katie jumped and cried. After being calmed by her mother,
another lightning appeared. It was followed by another boom
and she cried. Two weeks later, somebody flashed a light in her
face and she cried.
UCS – the noise, the boom
UCR – the crying to the boom
CS – light
CR- the crying to the light
NS - lightning
One of Mrs. Yip’s favorite dishes was her wonderful husband’s
fabulous awesome teriyaki steak. She experienced hormonal
changes (woman get crazy when they are pregnant) when she
was pregnant. One day her great husband made teriyaki steak
and when she got home, she yelled irrationally at her wonderful
husband that something was rancid in the house. She made her
thoughtful husband throw away the steak.
Today she gets nauseous when she smells teriyaki sauce.
NS – teriyaki steak
UCS – smell of the steak when she was pregnant
UCR – yelling and throwing the steak
CS – smell of teriyaki sauce
CR - nausea
Key Concepts
stimulus generalization – respond to or associate with
similar stimuli
stimulus discrimination – respond only to or associate
only with a particular stimuli
extinction – decrease in learned response due to no
longer pairing UCS w/ CS
spontaneous recovery – reappearance of an
extinguished response after a passage of time without
further training
Edward Thorndike and the Law of
Effect
- Studied trial-and-error learning
- believed trail-and-error learning is the
most basic type of learning
- most learning is incremental, not
insight
- Placed hungry cat in
“puzzle box”
- cat would initially
displayed random behaviors
- Cat would eventually produce
behavior Thorndike wanted and
door would open (hit paddle in
box)
- Successive trials would take less
time to hit paddle – cat learned
by trial and error
Law of Effect - actions are
more likely to reoccur with
pleasurable consequences and
less likely with painful ones
- Behavior becomes “stamped
in” or “stamped out”
Operant Conditioning
B. F. Skinner (1904-1990)
American psychologist,
author, inventor, philosopher
- Inventor of Skinner Box
(operant chamber), teaching
machines, etc.
- wrote Walden Two
Operant Conditioning
use of consequences to
change the occurrence
and form of behavior –
behavior modification
Reinforcement is a consequence that causes a behavior to occur with
greater frequency.
Punishment is a consequence that causes a behavior to occur with
less frequency.
Extinction is the lack of any consequence following a behavior. When
a behavior is inconsequential, producing neither favorable nor
unfavorable consequences, it will occur with less frequency. When a
previously reinforced behavior is no longer reinforced with either
positive or negative reinforcement, it leads to a decline in the
response.
Reinforce
Behavior
Apply Stimulus
Take Away Stimulus
Positive Reinforcement
Negative Reinforcement
response is followed by addition
of stimulus which increases
likelihood of response
response is followed by removal Increase
of punishing stimulus which
Behavior
increases behavior
* Give money for doing
homework
* Remove chores for doing
homework
Punishment by Application
Punish
Behavior
response is presented with
punishing stimulus which
decreases likelihood of
repeating response
* Additional chores for playing
too much pokémon
Punishment by Removal
response is followed by removal
Decrease
of positive stimulus which
Behavior
decreases likelihood of
repeating response
* Time out for playing too much
pokémon
Ratio ( # of responses)
Fixed (rate stays
the same)
Fixed-Ratio
Reinforcement after fixed # of
responses
periods of steady responses until
reinforcement, rapid responses
towards reinforcement, then a
brief pause before starting again
low resistance to extinction
being paid on piecework basis
Variable (rate
changes)
Variable-Ratio
Interval (time)
Fixed-Interval
Reinforcement for next correct
response after a fixed amt of time
since last reinforcement
Intially slow rate of response,
gradually increasing to rapid
response as time for reinforcement
approaches; pause after
reinforcement
low resistance to extinction
checking mailbox, prepping for
final exam
Variable-Interval
Reinforcement after a varying
(unpredictable) number of
responses
Reinforcement for next correct
response after varying
(unpredictable) amt of time since
last reinforcement
continuous, rapid responses with
little or no pause after
reinforcement
high resistance to extinction
continuous, steady level of
responses with little or no pause
after reinforcement
high resistance to extinction
slot-machine, sales commission
watching a football game waiting for
a TD, prepping for surprise quizzes
Comparison of Classical and Operant Conditioning
Classical
Conditioning
Operant Conditioning
Type of
behavior
Reflexive, involuntary
behavior
Nonreflexive, voluntary
response
Source of
behavior
Elicited by stimulus
Emitted by organism
Basis of
Learning
Associating two stimuli –
UCS & CS
Associating a response with
a consequence
Responses
Physiological & emotional
Conditioned responses
Conditioned responses
Extinction
decreases as CS is
Process
presented without UCS
Active behaviors that
operate on the environment
Cognitive
Aspects
Performance of behavior is
influenced by expectation
of consequence
Expectation that CS is
predicted by UCS
Responses decrease with
elimination of consequences
Learning from the Cognitive Perspective
An alternative to the behaviorism
Edward Tolman
American Psychologist – behaviorist
- However drew from cognitive
perspective
- most famous work was with rats in
mazes
- More to learning than stimulus
and response
Cognitive Learning
- Rats “learn” maze
- do not demonstrate until
there is a reason
- Latent Learning
- learning not explicitly
expressed in overt
behavior
- no obvious
reinforcement needed for
learning
- Cognitive Map
- mental image of
environment
- learned but not
demonstrated
immediately
Cognitive Learning
Albert Bandura & Observational Learning
Bobo Doll Experiment
- Children exposed to adult model playing
aggressively with Bobo Doll (five-foot tall
inflatable doll
- 3 variations filmed – model rewarded for
aggressive play
- model punished for aggressive play
- no consequence
- Rewarded group  displayed aggressive play with
doll
- Punished group  showed few aggressive play
- when asked to imitate, punished group imitated
behaviors
Cognitive Learning
Observational Learning
- Need to pay attention
- need to remember behavior
- need to be able to imitate behavior
- Motivation
Considerations – should
society censor the media in
regards to what children
see??