Transcript presentation name - biggerstaffintropsych

UNDERSTANDING PSYCHOLOGY
10TH EDITION
By Robert Feldman
Powerpoint slides by Kimberly Foreman
Revised for 10th Ed by Cathleen Hunt
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 CHAPTER
SIX:
LEARNING
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MODULE 17:
Classical Conditioning
 What
is learning?
 How
do we learn to form associations
between stimuli and responses?
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MODULE 17:
Classical Conditioning
 Learning
› Relatively permanent change in behavior that is
brought about by experience
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The Basics of Classical
Conditioning
 Type
of learning in which a neutral stimulus
comes to elicit a response after being paired
with a stimulus that naturally brings about
that response
 Ivan
Pavlov
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The Basics of Classical
Conditioning





Neutral stimulus
Unconditioned stimulus
(UCS)
Unconditioned response
(UCR)
Conditioned stimulus
(CS)
Conditioned response
(CR)
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Applying Conditioning Principles
to Human Behavior
 “Little Albert”
› John B. Watson and Rosalie Rayner (1920)
 Phobias
 Post-traumatic
Stress Disorder (PTSD)
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Acquisition, Extinction & Spontaneous Recovery
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Extinction
 Occurs
when a previously conditioned
response decreases in frequency and
eventually disappears
› Spontaneous Recovery
 Reemergence of an extinguished conditioned
response after a period of rest and with no further
conditioning
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Generalization and Discrimination
 Stimulus
Generalization
› Occurs when a conditioned response follows a
stimulus that is similar to the original conditioned
stimulus
 Stimulus
Discrimination
› Occurs if two stimuli are sufficiently distinct from
one another that one evokes a conditioned
response but the other does not
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Beyond Traditional Classical Conditioning:
Challenging Basic Assumptions
 John
Garcia
› Found that some organisms – including humans
– were biologically prepared to quickly learn to
avoid foods that smelled or tasted like something
that made them sick
 Learned taste aversion
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MODULE 18:
Operant Conditioning
 What
is the role of reward and punishment in
learning?
 What
are some practical methods for bringing
about behavior change, both in ourselves and
in others?
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Operant Conditioning
 Learning
in which a voluntary response is
strengthened or weakened, depending on its
favorable or unfavorable consequences
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Thorndike’s Law of Effect

Responses that lead to
satisfying consequences
are more likely to be
repeated
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The Basics of Operant Conditioning
 Reinforcement
› Process by which a stimulus increases the
probability that a preceding behavior will be
repeated
 Reinforcer
 Primary
 Secondary
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Reinforcement & Punishment
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The Basics of Operant Conditioning
 Positive
Reinforcers
› Stimulus added to the environment that brings
about an increase in a preceding response
 Negative
Reinforcers
› Unpleasant stimulus whose removal leads to an
increase in the probability that a preceding
response will be repeated
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The Basics of Operant Conditioning
 Punishment
› Stimulus that decreases the probability that a
prior behavior will occur again
 Positive punishment
 Adding something
 Negative punishment
 Removing something
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Pros & Cons of Punishment:
Why Reinforcement Beats Punishment
 Pros of Punishment:
› Appropriate for dangerous behaviors
› Temporary suppression may provide opportunity
to reinforce more desirable behavior
 Cons of Punishment:
› Frequently ineffective
› Physical punishment has harmful side-effects
 Fear, lowered self-esteem
› Does not relay information about alternative,
more desired behavior
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Schedules of Reinforcement
 Continuous
reinforcement schedule
› Reinforced every time it occurs
 Partial
(intermittent) reinforcement schedule
› Reinforced some but not all of the time
› Two Categories
 number of response
 amount of time
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Schedules of Reinforcement

Fixed-Ratio Schedule
› Reinforcement is given
only after a specific
number of responses

Variable-Ratio
Schedule
› Occurs after a varying
number of responses
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Schedules of Reinforcement
 Fixed-Interval
Schedule
› Provides reinforcement for a response only if a
fixed time period has elapsed
› Overall rates of response are relatively low
 Variable-Interval
Schedule
› Time between reinforcements varies around
some average rather than being fixed
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Discrimination and Generalization in
Operant Conditioning
 Stimulus
control training
› Behavior is reinforced in the presence of a
specific stimulus, but not in its absence
 Discriminative
stimulus
› Signals the likelihood that reinforcement will
follow a response
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Shaping:
Reinforcing What Doesn’t Come Naturally
 Process
of teaching a complex behavior by
rewarding closer and closer approximations
of the desired behavior
› Animal training
› Textbook organization
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Biological Constraints on Learning
 You
Can’t Teach an Old Dog Just Any Trick
› Biological Constraints
› Evolutionary explanations of behavior
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Comparing Classical & Operant Conditioning
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Behavior Analysis and Behavior
Modification

Behavior Modification
› Technique for promoting frequency of desirable
behaviors and decreasing unwanted ones

Techniques
› Identify goals and target behaviors
› Design a data-recording system and record
›
›
›
›
preliminary data
Select a behavior-change strategy
Implement the program
Keep careful records after the program is
implemented
Evaluate and alter the ongoing program
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MODULE 19:
Cognitive Approaches to Learning
 What
is the role of cognition and thought in
learning?
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Cognitive Learning Theory
 Approach
that states learning is best
understood in terms of thought processes, or
cognitions
 People
develop an expectation that they will
receive a reinforcer after making a response
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Latent Learning

New behavior is learned
but not demonstrated
until some incentive is
provided for displaying it

Learning occurs without
reinforcement
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Observational Learning:
Learning Through Imitation
 Learning
by watching the behavior of another
person, or model
› Social cognitive approach
 Albert
Bandura
 Mirror
Neurons
› Fire when one observes another person carrying
out a behavior
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Violence in Television and Video Games:
Does the Media’s Message Matter?
 Recent
research supports the claim that
watching high levels of media violence makes
viewers more susceptible to acting
aggressively
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Does Culture Influence How We
Learn?
 Relational
learning style
› People master material best through exposure to
a full unit or phenomenon
 Analytical
learning style
› People master material best when they can carry
out an initial analysis of the principles and
components underlying a phenomenon or
situation
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Relational vs. Analytical Styles
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