Transcript Learning - Hale

Learning
HSP3M
Conditioned Learning
 Definition: Acquiring patters of behaviour
in the presence of an environmental
stimulus
 i.e. learning to respond to a particular
stimulus in a particular way
 Two types:
 Classical Conditioning
 Operating Conditioning
Classical Conditioning
 Key figure: Ivan Pavlov
 Pavlov’s dog
 Sounded bell right before giving the dog
food
 Initially, the food caused the dogs to salivate
 Eventually the dogs salivated at the sound of
the bell alone
Classical Conditioning

An unconditioned stimulus (US) is
paired with a conditioned stimulus (CS)
to turn an unconditioned response (UR)
to a conditioned response (CR)
1. US  UR
2. US + CS  UR
3. CS  CR
Operant Conditioning
 Key figure: BF Skinner
 Skinner realized that most behaviour is not the
result of the pairing of unrelated stimuli
 Skinner put a rat in a cage that had a bar that,
when pushed, would drop a food pellet into the
cage
 The rat randomly pushed the bar and got food
 The next time it pushed the bar, it got more food
 Eventually it pushed the bar constantly, knowing it
would get food
Operant Conditioning
 Using rewards to reinforce behaviours, and
punishments to discourage them
 Positive reinforcement: an event/condition that
increases the likelihood that a certain
behaviour will reoccur
 Negative reinforcement: an event/condition that
decreases the likelihood that a certain
behaviour will reoccur
Operant Conditioning
 Which do you think is more effective,
rewards, or punishment?
Observational Learning
 Behaviour that is not conditioned, but
repeated based on seeing someone else
do it
 Think about playing sports, driving a car etc.
 Most of our early skills are learned
through observation
 See “Imitating Violence” on p. 57
 Impact of violence on TV/video games?
Observational Learning
1. Attention: Paying attention to the behaviour
of others
2. Retention: Remembering what you’ve
observed (how they did it, the result)
3. Reproduction: Trying it yourself (practicing)
4. Motivation: Believing that the skill is useful
enough to practice (can be internal or
external)
Memory
See if you can remember
this:
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Draw the image on a
loonie from memory
Can you remember the names of
all your teachers from grade
school?
Memory
 The capacity to acquire, retain, and recall
knowledge and skills
 Episodic memory: remembering things
from the past
 Semantic memory: knowledge of how the
world works
 Procedural memory: knowing how to do
things
3 Levels of Memory
 Sensory Memory
 Based on 5 senses
 Only recorded for a few seconds – once
you’ve recorded the necessary information,
the sensory memory fades
 Examples:
 Taste of sandwich in your mouth
 Sight of a squirrel crossing the road
 Feel of chair against your back
3 Levels of Memory
 Short-term memory
 What’s going on in your conscious mind right
now
 Holds information for 15-20 seconds
 Most people can remember about 7 separate,
unorganized items in short term memory
 Can work with more if you organize it into
groups
 Example: someone tells you their phone
number and you punch it into your cell
phone
3 Levels of Memory
 Long-term Memory
 Which is easier to remember, the name
of a friend, or the name of the waiter at
the last restaurant you dined at?
 If it’s important to you, you’ll remember it
 Long-term memory is unlimited, but we
not always be able to recall the
information
3 Levels of Memory
 Tricks to improving your long term
memory?
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Ascribe personal meaning
Mnemonic device
Recall items regularly
Organization