Transcript learning - baileyda

LEARNING- a permanent
change in behavior due to
experience
• http://www.youtube.com/watch?v=hhqumf
pxuzI
• http://www.youtube.com/watch?v=nE8pF
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• http://www.youtube.com/watch?v=2c4_l2o
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How do we learn?
Most learning is associative learning
• Learning that certain events occur together.
Three Main Types of Learning
Classical Conditioning
Operant Conditioning
Observational Learning
Latent Learning
Abstract Learning
Insight Learning
Classical Conditioning
It all started with:
Ivan Pavlov
Unconditioned Stimulus (US): a
stimulus that naturally and automatically
triggers a response.
Unconditional Response
(UR): the unlearned,
naturally occurring
response to the US.
Conditioned Stimulus (CS): an
originally irrelevant stimulus that, after
association with the UCS, comes to
trigger a response.
Conditioned
Response (CR): the
learned response to a
previously neutral
stimulus.
Pavlov
• http://www.youtube.com/watch?v=hhqumf
pxuzI
Come up with your own examples
of Classical Conditioning
Figure 6.4 An unexpected CS Onion breath does not usually arouse romantic feelings. But when
repeatedly paired with a kiss, it can become a CS and do just that.
© 2011 by Worth Publishers
Pavlov spent the rest of his life outlining
his ideas. He came up with 5 critical
terms that together make up classical
conditioning.
• Acquisition
• Extinction
• Spontaneous Recovery
• Generalization
• Discrimination
Acquisition
• The initial stage of learning.
• The phase where the neutral stimulus is associated with
the UCS so that the neutral stimulus comes to elicit the
CR (thus becoming the CS).
• Higher order conditioning- a new neutral stimulus can
become a new conditioned stimulus example if a tone
signals salivation then a light with the tone can do the
same
Does timing matter?
•The CS should come before the UCS
•They should be very close together in timing.
Extinction
• The diminishing of a conditioned
response.
• Will eventually happen when the UCS
does not follow the CS.
Is extinction permanent?
Spontaneous Recovery
• The reappearance of a weakened CR after
a pause. Only occurs after extinction.
Generalization
• The tendency, once a response has been
conditioned, for stimuli similar to the CS to
elicit similar responses.
Discrimination
• The learned ability to distinguish between
a CS and other stimuli that does not signal
UCS.
Application of Classical
Conditioning
• John Watson’s and Raynor’s experiment
Baby Albert
• http://www.youtube.com/watch?v=FMnhy
GozLyE&list=PL2920A92123EAF834&ind
ex=108&feature=plpp_video&safety_mode
=true&persist_safety_mode=1&safe=activ
e
Extending Pavlov’s
Understanding
• Cognitive: the way one thinks
• Martin Seligmen- Added learned helplessness to
behaviorism. When faced with a hopeless situation in
which one has not control- roots od depression
• The awareness of the presence of a conditioning agent
may also affect the outcome: if one knows that they are
being conditioned it will not work
• Simply the CS – US association is not enough Thought
counts
Taste Aversion
•
•
•
•
•
John Garcia
Aversion to food
If after getting sick on something
tend not to eat it but you do not
develop an aversion to the
restaurant, plates etc. which is
associated with the food.
Also develop an aversion to
sights, sounds associated with an
event: chemo
Concept used environmentally:
Used to keep wolves from eating
sheep
Learned Associations
Darwin was right!
• Natural selection favors
traits that aid survival
• Red indicates sexuality
• In the animal kingdom
and ours
• Red lipstick? Red
districts? Valentine’s
hearts? All red
Who is prettier?
Figure 6.9 Biopsychosocial influences on learning Today’s learning theorists recognize that our
learning results not only from environmental experiences, but also from cognitive and biological
influences.
© 2011 by Worth Publishers