Transcript Chapter 06: Learning

Learning
Chapter 6
Psyc103
Jen Wright
learning
• What is learning?
T/F: Having experiences that result in a
(relatively) permanent change in the mental
states and behavior of the learner.
These changes have to be relevant to the
experiences.
• How do we determine when an organism has
learned something?
types of learning
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Habituation
Associative learning
Classical conditioning
Operant conditioning
Observational learning
Implicit learning
habituation
• What is habituation?
– A) Decreased response to a stimulus after repeated or prolonged
exposure.
– B) Increased response to a stimulus after repeated or prolonged
exposure.
– C) Having the same response to a stimulus over and over again.
– D) Having the same response to different stimuli.
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Ceasing to hear traffic running by house on freeway
Ceasing to flinch at loud bangs on gun range
Ceasing to feel nervous when talking in public
Ceasing to get aroused at sight of romantic partner
• Why do we habituate?
Our attentional resources are limited
– Needed to recognize, identify, and deal with novel
stimuli
– Therefore, habituation to regularities in our
environment = decreased energy required
associative learning
• Learning to
associate two
(or more) events
• Take pain meds 
back pain goes
away.
• Drink a beer 
find that you
suddenly have a
wonderful sense of
humor.
classical conditioning
• T/F: Form of learning that builds upon
associative learning
• Find original (natural) association
Unconditioned stimulus (US) 
Unconditioned response (UR)
– Sight of food  salivation
• Introduce conditioned stimulus
– Sound of bell (CS) + sight of food (US) 
salivation (UR)
• Create conditioned association
– Conditioned stimulus (CS)  Conditioned
response (CR)
– Sound of bell (CS)  salivation (CR)
Project
Manager
T/F: Conditioned Stimulus
T/F: Conditioned Stimulus
• This sort of conditioning seems straightforward.
But there are more surprising examples:
• Pain medication (US) decrease in back pain (UR)
• But, what would happen if I introduced a
conditioned association?
– Pain medication (US) + strong flavor (CS)  decrease in
back pain (UR)
• Could I get to where all I needed was the strong
flavor to get relief from back pain?
– Strong flavor (CS)  decrease in back pain (CR)
• Weds 5:15-6:30 Psyc Club
– Getting into Graduate School
– ECTR 114
• Weds 6:45-7:30 Study Session for Exam02
– Maybank 100
placebo effect?
• This gives us a new understanding of the
placebo effect.
• It also explains many other phenomena
• Drug overdoses
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Drug  experience of getting high
Drug + overall environment  high
Drug tolerance = drug + environment
New environment  lower drug tolerance
here’s one you can try at home…
• Dark light  dilated pupils
• Dark light + bell  dilated pupils
– 20-30 trials
• Now watch your pupils closely in a mirror
• Bell alone  dilated pupils!
• And here’s something to try on your roommate:
• http://www.youtube.com/watch?v=Eo7jcI8fAuI
higher-order conditioning
Second-order conditioning
1. Money  fancy new car
2. Fancy new car  admiration of other
people
3. Fancy new car  thrill of driving fast
4. Money  admiration/thrill
Third-order conditioning
• Vegas  money  admiration/thrill
higher-order conditioning
• bell + food  salivating
– bell  salivating
• light  bell
– light  salivating
• The light can bring about salivating, even
though it was never actually associated
directly with the food.
influencing factors
• Neural element
– Role of emotion (amygdala)
• Cognitive element
– T/F: Anything can be a conditional stimulus if
associated with another stimulus.
• False: Not everything can be a CS
– Must be an unfamiliar and reliable stimulus
role of cognition?
• CS  expectation (MS)  CR
without an expectation, no conditioning can occur
• Evolutionary element
– Biological preparedness
– T/F: easiest to develop phobias for things that
are the most dangerous
operant conditioning
• When consequences of behavior determine whether
the behavior will be repeated in the future.
• Reinforcers – increase the likelihood behavior
repeated
• Punishers – decrease the likelihood behavior repeated
• Positive – presentation of a stimulus into environment
• Negative – removal of a stimulus from environment
Giving people
something they
want
Taking away
something they
don’t want
Giving people
something they
don’t want
Taking away
something they
want
• Think of a behavior you really wish you could
stop doing.
– Now consider: what is the reinforcement that
keeps you doing it?
• Think of a behavior you really wish you could
start doing.
– Now consider: what is the punishment that keeps
you from doing it?
• For professor, having lively student discussion
in class is:
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A) positive reinforcer
B) negative reinforcer
C) positive punishment
D) negative punishment
• Dropping an exam in exchange for good class
attendance:
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A) positive reinforcer
B) negative reinforcer
C) positive punishment
D) negative punishment
• Shutting someone out of a conversation
because they tend to say inappropriate things:
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A) positive reinforcer
B) negative reinforcer
C) positive punishment
D) negative punishment
• Making someone the designated driver
because they got out of control the weekend
before:
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A) positive reinforcer
B) negative reinforcer
C) positive punishment
D) negative punishment
shaping
• Learning that
results from the
reinforcement of
successive
approximations
to a final desired
behavior.
– Higher-order
conditioning
Youtube clips
• Rat basketball
• http://www.youtube.com/watch?v=g6F0bRTurPk
• http://www.youtube.com/watch?v=2QY2UxBStvo
• Dog roll over
• http://www.youtube.com/watch?v=fLoHH03QAAI
schedules of reinforcement
Continuous reinforcement
– Coke machine
• Problem with continuous reinforcement is
that the behavior stops shortly after the
reinforcement stops.
• Learning requires a (relatively) permanent
change in behavior.
Intermittent reinforcement – more powerful
learning mechanism
– Slot machine
Continuous reinforcement
– Coke machine
Intermittent reinforcement
– Slot machine
• Why use intermittent reinforcement?
– A) More powerful learning mechanism for learner
– B) Cheaper investment for teacher
– C) Both
• Fixed interval schedule
– Getting a raise every January 1st
• Variable interval schedule
– Random searches of school lockers
• Fixed ratio schedule
– Punishment after three transgressions
• Variable ratio schedule
– Slot machine
superstitious behavior
• Reinforcement of
coincidental
connection between
two variables
– e.g. lucky t-shirt and
homerun
• Why is superstitious
behavior so hard to
break?
• Role of expectations?
rewards
• Extrinsic vs. intrinsic
rewards
– Implications for
development?
• Neural element
– Pleasure/pain centers
of brain (dopamine)
observational learning
• Learning without direct
experience
• Social learning
• Cultural norms
• Role models
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Adults
Elders
Peers
Celebrities
Virtual reality
What kind of learning is this?
• Mirror neurons
• Imagination
• Creativity
• Learning that
– Penguins can’t fly
– Charleston is in SC
– The best instructor for Psyc103 is Dr. Wright
• Learning how
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To ride a bike
To eat at a restaurant
To ski or windsurf
To play chess
• Learning that
• Semantic/propositional knowledge
• Typically explicit
– Tied to explicit memory
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Learning how
Procedural knowledge
“know how”
Typically implicit
– Tied to implicit memory