Transcript Behaviorism Learningx

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
CHAPTER PREVIEW
Observational
Learning
Classical
Conditioning
Operant
Conditioning
Factors That
Affect Learning
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-2
OPERANT CONDITIONING
• https://www.youtube.com/watch?v=Mt4N9GSBoMI
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-3
LEARNING THEORY
Learning
a systematic, relatively permanent change in
behavior that occurs through experience (Relatively
permanent change: Can be altered with future
learning)
• Behaviorism (1913 John Watson)
• Associative Learning /
Conditioning
• Observational Learning
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-4
WHICH IS LEARNED
• Sneezing when dust gets in your nose
• Blinking your eye when a puff of air hits it
• Drooling when you taste a lemon
• Increasing heart rate when you see a spider
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-5
WHAT IS “NOT” LEARNING?
• Instincts: behaviors that occur as a result
of the organism’s genotype
• Reflexes: behaviors that occur as a result
of an automatic reaction to some
environmental change or condition
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-6
TYPES OF LEARNING
Classical Conditioning
Operant Conditioning
• A method of learning that occurs through rewards
and punishments of behaviors .
• Association is made between a particular behavior
and a consequence.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-7
TYPES OF LEARNING
Classical Conditioning
Operant Conditioning
• No behavior is involved. Learning is achieved by repeated pairings
of the neutral stimulus. Modifies involuntary behavior.
• Control of a response [fear] is shifted to a new stimulus [office].
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-8
LITTLE ALBERT EXPERIMENT
• 1. there was a loud noise---naturally elicits a fear reaction
• 2. a loud noise is paired with a rabbit-• 3. after multiple trials, the white rat alone was able to elicit
the fear reaction.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-9
BEFORE CONDITIONING
• The Loud noise is referred to as
unconditioned stimulus (US). It
unconditionally/ automatically triggers a
response.
• The fear reaction is the unconditioned
response (UR)
• The rabbit is the neutral stimulus (NS),
meaning in normal situations it does not
trigger an automated response.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-10
AFTER CONDITIONING
• When the loud noise and the rabbit are paired over time, the
white rat becomes the conditioned stimulus (CS)..and the fear
will be the conditioned response (CR)
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-11
CLASSICAL CONDITIONING
Bang
UCS
UCR
NS
Rabbit
Fear
Learned Association
CS
CR
Phobias
Little albert developed phobias of objects
which shared similar characteristics of a
furry animal. Generalization.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-12
CLASSICAL CONDITIONING
• The puff of air eye blink reflex did not have
to be taught or conditioned
– The puff of air then, is the Unconditioned
Stimulus (UCS)
– The eye blink is the Unconditioned Reflex/
Response (UCR)
– The UCSUCR reflex requires NO
LEARNING
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-13
CLASSICAL CONDITIONING AT THE OPTOMETRIST
• Identify a stimulus  response relationship that
occurs naturally (e.g. eye blink in response to a puff
of air)
• Identify a stimulus that does not elicit the response
naturally (e.g. a tone)
• Present the tone immediately prior to the puff of
several times
• When the tone elicits the blink without the puff, then
Classical Conditioning has occurred
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-14
CLASSICAL CONDITIONING
• The tone did not initially elicit an eye blink.
– The tone eye blink connection was neutral at the onset of the
conditioning
• Following the conditioning trials, the tone was
conditioned to elicit the eye blink
• The tone became the Conditioned Stimulus (CS) and the
eye blink the Conditioned Response (CR).
• CS (tone)  CR (eye blink).
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-15
CLASSICAL CONDITIONING
Food
UCS
(Stimulus)
UCR
NS
Sound
Drool
(Stimulus 2)
CS
Learned Association
(Response)
CR
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-16
CLASSICAL CONDITIONING: PAVLOV
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-17
CLASSICAL CONDITIONING EXAMPLE
• Alex has a startled reaction to the sound of a
loud “pop.” immediately before the loud pop,
a light flashes. After several times, Alex has a
startled reaction to the flash of light.
• What is the UCS?
• What is the UCR?
• What is the CS?
• What is the CR?
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-18
CLASSICAL CONDITIONING EXAMPLE
• Sam fed his dog, Olga, each morning. He would pour
food from the container into her food bowl and Olga
would smell the food and salivate. Soon, the noise
made by the food when Sam poured it into the bowl
would Olga drool .
• What was the UCS?
• What was the UCR?
• What was the CS?
• What was the CR?
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-19
FEAR
• Fear is one the most common classically conditioned
responses experienced by humans.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-20
CLASSICAL CONDITIONING IN ADS
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-21
CLASSICAL CONDITIONING IN ADS
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-22
CLASSICAL CONDITIONING AD
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-23
CLASSICAL CONDITIONING IN ADS
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-24
CLASSICAL CONDITIONING- EXTINCTION
• Terminating the behavior—Extinction
– When the Conditioned Stimulus is presented
repeatedly without the Unconditioned Stimulus,
the Conditioned Response ceases to occur.
– If Sam made the sound of Olga’s food being
poured into the bowl and did not put food into
the bowl Olga would stop running to the kitchen
when she heard the sound.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-25
SPONTANEOUS RECOVERY
• Recovering the behavior—Spontaneous Recovery
– If the CS is withheld for some time and
reintroduced, the CR returns at some level
– If Sam stops making the noise of Olga’s food
dropping in her food bowl for some days and they
makes the noise again, Olga is likely to come. She
will most likely return more slowly and perhaps
only look into the kitchen to check for food.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-26
DISCRIMINATION
• Stimulus Discrimination: the organism
produces the Conditioned Response to one
Conditioned Stimulus but not to a similar but
different stimulus.
– Alex (see above) startles to a flash of red
light (CS) but not to another light of similar
intensity but different color.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-27
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-28
CLASSICAL CONDITIONING LIMITATIONS
• It does not allow any degree of free will in the individual.
According to this theory, a person has no control over the
reactions they have learned from classical conditioning.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-29
CLASSICAL CONDITIONING
Food
UCS
(Stimulus)
UCR
NS
Sound
Drool
(Stimulus 2)
CS
Learned Association
(Response)
CR
Discrimination
- CRs appear after the CS but not after other CSs.
• Discrimination generally learned by presenting other CSs
without the UCS
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-30
CLASSICAL CONDITIONING
• Extinction
– CR weakened by presenting the CS without the UCS
– Pavlov rang bell but did not present food; the dog stopped salivating.
• Spontaneous Recovery
– CR recurs after a time
delay and without
additional learning.
– When Pavlov rang the
bell the next day, the
dog salivated.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-31
CLASSICAL CONDITIONING IN ADS
Ad Actors
UCS
NS
UCR
Product
CS
Fun
Learned Association
CR
Application
Advertising
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-32
CLASSICAL CONDITIONING IN ADS
• https://www.youtube.com/watch?v=prHXJ3rh3bk&list=PL7E9
1DAD1D0EAD40D
(in the above example uses graphic depictions of the effects of
smoking in order to build an association between smoking and
negative feelings
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-33
REMEMBER
• In classical conditioning, organisms learn the association
between two stimuli
• In operant condition, organisms learn the association
between a behavior and consequence
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-34
DISCUSSION
17. Which of the following best exemplifies a reflex?
A. A child drinks water after eating spicy food
B. A woman puts her coat on before stepping out into
the cold
C. A child runs out to watch a fire engine drive by
D. A man salivates while watching a chef fry sausages
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-35
CLASSICAL CONDITIONING
• Drew goes to a restaurant and orders scallops, the scallops
turn out to be contaminated and he suffers from a bad case of
food poisoning. Drew visited the restaurant again, orders
Shrimp past, and he suffers another food poisoning. Now
whenever Drew sees the restaurant, he feels nauseous.
• Identify the NS, UCS, CS, UCR, CR.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-36
OPERANT CONDITIONING
• Operant conditioning modifies
voluntary behaviors.
• The consequences of a behavior
change the probability of that
behavior’s occurrence.
• B.f skinner and Thorndike
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-37
OPERANT CONDITIONING
• Thorndike’s Law of Effect
– consequence strengthens or
weakens a certain behavior.
•
B.F. Skinner
– expanded on Thorndike’s work
– shaping (reward approximations
of the desired behavior)
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-38
REINFORCEMENT
Reinforcement increases behavior.
• Positive Reinforcement (something is
added)
– behavior followed by rewarding
consequence
– rewarding stimulus is “added”
• Negative Reinforcement (something is
removed)
(seat belt buzz)
(learning to drive)
– aversive (unpleasant) stimulus is “removed”
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-39
EXAMPLES
•
•
•
•
Dolphin gets a fish fro doing a trick
Getting a cold drink for putting money in the vending machine
Getting a compliment from your professor for a job well done.
A child gets a sticker for organizing his/her toys
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-40
NEGATIVE REINFORCEMENT
•
•
•
•
“the removal of a negative stimulus following a response”
Putting the seat belt on to avoid the buzz
Turning on the wipers when it is raining.
Buying toy/candy for child to stop him/her from whining
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-41
REINFORCEMENT
• Jennifer’s father decided to give her a trip to
Paris if she made the dean’s list. She made the
dean’s list and received the trip to Paris.
– Is this positive or negative reinforcement?
– Why do you think so?
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-42
REINFORCEMENT
Reinforcement increases behavior.
Positive Reinforcement
Teacher praises
Behavior
Turn homework in on time
Negative Reinforcement
Teacher stops criticizing
What is the effect on
the behavior?
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-43
TYPES OF REINFORCERS
• Primary Reinforcers
– Food , and water, sex. Innate
satisfaction.
• Secondary Reinforcers
– become satisfying through
experience
– repeated association with a
pre-existing reinforcer
– Money, grades, token
economy.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-44
TYPES OF REINFORCED BEHAVIOR
• Stimulus generalization: similar stimuli trigger similar response--explains why we are afraid snakes, even the harmless ones.
• E-g. potty training- children do not need to re-learn the process
of using the toilet every time they encounter one.
• Discrimination
– stimuli signal when behavior will or will not be reinforced
• Extinction and Spontaneous Recovery
– behavior decreases when reinforcement stops
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-45
BEHAVIOR SHAPING
• The process of reinforcing successively closer and closer
approximation to a desired terminal behavior.
• https://www.youtube.com/watch?v=y10MTi2cL04
• https://www.youtube.com/watch?v=PPy8LnChtVM&ebc=ANy
PxKp1B0en3tkfnGC1B1tbPih94HQQUTcCwngTZVvRn7Hyn5l5h
o2A1N0AH1KxK49qmZ5VB32bB70Wu2shALT6rlz4o_CgVg
•
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-46
PUNISHMENT
Punishment decreases behavior.
• Positive Punishment
– behavior followed by aversive consequence
– aversive (unpleasant) stimulus is “added”
• Negative Punishment
– behavior followed by aversive consequence
– rewarding stimulus is “removed”
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-47
POSITIVE PUNISHMENT
• Yelling “NO” at a dog jumping up on a person (adds scold to
reduce behavior)
• Spanking a child
• Burning your hand when you touch the oven
• Getting an allergic reaction from meds
• During a meeting or while in class, you start texting, you are
asked to leave.
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-48
NEGATIVE PUNISHMENT
•
_________________the behavior reoccurring by taking
something favorable away
• Toy taken away from child for misbehaving
• Teen is grounded for misbehavior
• Timeout
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-49
FACTORS THAT INFLUENCE THE EFFECTIVENESS OF
REINFORCEMENT AND PUNISHMENT
• Timing, Intensity, and Consistency
• E.g. Getting pulled over for speeding
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-50
REINFORCEMENT
Punishment decreases behavior.
Positive Punishment
Allergic reaction
Behavior
Take aspirin for headache
Negative Reinforcement
Headache goes away
Negative Punishment
What is the effect on
the behavior?
Lose sympathetic attention
of spouse
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-51
REINFORCEMENT
Punishment decreases behavior.
Positive Punishment
Get pulled over and
ticketed
Behavior
Negative Reinforcement
Speeding
Lose gangster who had
been tailing you
Negative Punishment
What is the effect on
the behavior?
Lose $250 to pay ticket
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-52
QUESTIONS
• On the first day of class, Derek draws an obnoxious picture on
the blackboard and the entire class laughs. As a result of the
attention from the other students, Derek draws an obnoxious
picture on the blackboard for the rest of the week. His
behavior is the result of:
• A. punishment by removal
• B. positive punishment
• .C. positive reinforcement
• D. negative reinforcement
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-53
• This type of learning occurs when an already exiting stimulus
is removed to decrease the likelihood of a behavior.
• 1. negative reinforcement
• 2. positive reinforcement
• 3. positive punishment
• 4. negative punishment
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-54
OPERANT CONDITIONING
• Timing of Consequences
– immediate versus delayed reinforcement
– immediate versus delayed punishment
– Mirror neurons
(https://www.youtube.com/watch?v=Sv1qUj3MuEc)
• Applied Behavior Analysis
– behavior modification
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-55
OBSERVATIONAL LEARNING
https://www.youtube.com/watch?v=7d4gmdl3zNQ
Learning that occurs when a person observes and imitates behavior (modeling)
Bobo doll experiment. (if often takes less time than operant conditioning)
Albert Bandura theory departed from behaviorisms insistence that all behavior is
directed by reinforcement or rewards.
Albert Bandura – Social Cognitive Theory (learning by observing)
•
Four Processes of
Observational Learning
– attention
– Retention: (processing and retaining the information in your memory)
– motor reproduction: must be physically/intellectually capable of producing
the act
– Reinformcement
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6-56