Transcript Intro to course and What is learning?

A Brief History of
Learning Theory
First Assignment:
 May email me the answers OR use reggienet (directly or by
attachment!).
 There are seven (7) places (HINT: Highlighted in RED) on
the syllabus online that are questions for you to answer.
 Please answer each of these to the BEST of your ability. That
is, do NOT look up the answer, just take a guess.
Remember: How do we evaluate theories?
 Testability (Falsifiability)
 theory should make unambiguous predictions that can be tested against the facts.
 Falsifiability: a good theory is one that, in principle, can be proven wrong
 is a poor theory if is untestable, or unfalsifiable
 Simplicity or Parsimony:
 given two theories that are equal in testability, one that uses fewer hypothetical constructs and
assumptions is the preferred theory
 Generality:
 theories that deal w/more phenomena with a greater range of oservations are usually judged
to better than those w/less
 Fruitfulness:
 theories that stimulate further research and further thinking about a particular topic are usually
judged to be better
 Agreement w/data:
 theories that are supported by data (obviously) are better theories
Learning theory depends upon:
 Epistemology:
 Branch of philosophy that deals with nature of knowledge
 The study of knowledge
 Asking and examining answers to several critical questions:
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What is knowledge?
What can we know?
What are limits of knowledge?
What does it mean to know?
What are origins of knowledge?
 How has this been accomplished across the history of academics?
 Why do we care?
 What does it tell us about today’s research approaches?
Early history of learning theory
 Plato:
 Socrates was his teacher, Aristotle was his student
 Nativism: Knowledge is
 inherited and a natural component of the human mind
 a matter of recollection, and not of learning, observation, or study
 not empirical, and that it comes from divine insight.
 Every object in physical world has corresponding abstract idea or
form that causes it
 We experience a “tree” but not “treeness”
 Rationalism: One gains knowledge by reflecting on the
contents of one’s mind:
 The mind’s eye: gaining insight
 Turn inward to ponder what is innately available
 Believes in a soul
 Reminiscence: recollection of our experience that our
soul had in heaven which is beyond heaven
 Plato’s Cave analogy
Early history of Learning Theory
 Aristotle: Plato’s student
 Empiricism: Knowledge derived from sensory experiences;
was NOT inherited
 Rationalism: Mind is actively involved in attainment of
knowledge- must integrate sensory experiences with own
knowledge
 Nativism: Mind must actively ponder the information
provided by the senses to discover the knowledge contained
within the information
 Described in detail the human senses
 Laws of association: Experience or recall of one object will
elicit recall of things
 Similar to that object (similarity)
 Opposite that object (contrast)
 That were once originally experienced with that object
(contiguity)
Early History of Learning Theories
 Rene DesCartes: 1596-1650
 Gentleman Soldier
 Knowledge is innate
 Mind versus body problem
 Separate laws govern each
 Only humans have souls (mind)
 Body has “animal spirits”
 Two do influence one another
 Reflex arc:
 Why important? Showed
mechanisms of body
Early History of Learning Theories
 The British Empiricist (including, but not limited to):
 Thomas Hobbes (1651)
 John Locke (1690)
 James Mill (1829)
 John Stuart Mill (1843)
 Source of all knowledge was sensory experience
 People are born knowing nothing
 Gradually we gather knowledge via experience
 Tabula rasa or blank slate idea (Locke)
 Opposite of Kant's Nativism
 Embraced phenomenalism, rational empiricism, pragmatism
 Extreme position = Empiricist position
Set hypotheses for Associationism:
 Empiricists first outlined:
 How old concepts become associated in memory
 How new concepts are formed
 Hypothesized a direct correspondence between experience and memory
 Proposed a 1:1 correspondence between simple sensations and
simple ideas
 experience = sensations
 memory = ideas
 idea = form of a sensation
 Complex ideas: James Mill
 2 or more simple sensations repeatedly presented together,
product of union may be complex idea
 once complex idea formed, can also be evoked by process of
association from simple sensations or ideas
Set hypotheses for Associationism:
 Thomas Browne (-1605-1682): Secondary Principles of
association:
 Attempt to make Mills theory more complete
 No data yet…just assumptions and hypotheses
 Several hypotheses
 The length of time 2 sentences coexist determines the strength of association
 The liveliness or vividness of sensations also affects strength of association
 The frequency of pairings: more frequent = stronger association
 Recency of pairings: more recent = stronger association
 Freedom from other strong associations
 Constitutional differences
 current emotional states
 momentary state of body
 individual prior habits
Variations on Associationism
 John Stuart Mill: (1806-1873) Complex associations
 Most important contribution: The whole is different from the sum of its parts
 (Wait, didn’t the Gestaltists say this!?!!?)
 George Berkely: (1685-1753): We can experience only
secondary qualities
 Nothing exists unless it is percevied
 To be is to be perceived
 David Hume: (1711-1776): We know nothing for sure about
ideas
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We can be sure of nothing
Mind = stream of ideas, memories, imaginings, associations, feelings
We experience empirical world only indirectly through our own ideas
“Habitual order of ideas” give rise to general concepts like causation
Continentalist view:
 Back to knowledge = innate
 French: Jean-Jacques Rousseau: 1712-1778
 Wrote Emile, or On Education
 Believed in stages of human development
 Critical for French revolution and our own formation of the U.S.
 German: Immanual Kant (1724-1804): Innate categories of
thought:
 Careful analysis of our experiences reveals certain categories of thought
 Categories included: Causality, unity, totality, reality, existence, necessity,
reciprocity, (and 5 more)
 Mental faculties superimposed over our sensory experiences, providing them
with structure and meaning
Other Historical influences
 Thomas Reid: Naïve Realism (1710-1796)
 What we perceive = naïve realism
 Mind has powers of its own which strongly influence how we
perceive world
 Faculty of psychology: mixture of nativism, rationalism,
empiricism
 Franz Joseph Gall: Role of Physiology (1758-1828)
 Faculties housed in specific brain locations
 Before this assumed the heart held all important
information!
 Phrenology: two lasting effects
 Led to emerging neuroscience research
 Belief that faculties become stronger with practice- the mental muscle
Other Historical influences
 More “contemporary” influences OUTSIDE philosophy
 Three important scientists/philosophers make an important impact on how we
approach learning theory today:
 Charles Darwin
 Karl Marx
 Sigmund Freud
 What? Why those 3?
 Darwin: suggests we have common ways in which our bodies and our learning
operate.
 Karl Marx: suggested that people were equal
 Royalty or upper class were not “smarter”
 People were people
 Freud: suggested that our early experiences were critical for forming our later
experiences
Evolution’s influence on Psychology
 Charles Darwin (1809-1882): Biological and Behavioral Evolution
 1859 book: Origin of Species
 Argued species originated from other species and eventually become distinct
from their ancestors
 Thus: many animals have common, but very distant, ancestors
 Evidence from domesticated plants and animals
 Breeding programs; hybrid plants, purebred dogs, cats, etc.
 Great similarity in body parts across animals: paws, arms, etc.
 Embryology: most embryos look HIGHLY similar
 Fossil records:
Natural Selection:
Darwin’s 5 major premises:
 The members of particular species have characteristics that vary
 Some of these variable characteristics are passed on from parents to
siblings
 Some of these variable characteristics aid survival
 Species produce more offspring than survive to become adults
 Those characteristics that aid survival will become more common
across generations, those that impede survival will die out.
 Remember the time line for these changes: MANY generations
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For humans, this means thousands of years
First “Psychological” Research in Learning
 Hermann Ebbinghaus (1850-1909)
 First empirical test of associationist hypotheses
 used nonsense syllables to avoid prior associations
 served as own subject
 measured length of time took to learn, amount remembered after some passage of
time
 Results: Several major findings
 List length: the greater the list- the greater the time to learn PER item
 Effects of repetition: over-learning and mastery
 Effects of time on remembering and forgetting:
 discovered forgetting curve
 serial position curve
 Role of contiguity: more contiguity = greater learning
 Backwards associations
 Provided DATA for associationist principles
Pavlov’s Contribution
 Ivan Pavlov was
 Son of a Russian Orthodox priest
 Russian physiologist: Studied salivation
 1901: discovered and wrote about classical conditioning
 Found that his dogs reacted to both his presence and the time
of day for feeding/experimentation
 Wanted a way to study conditioned reflexes systematically
 Researched this:
 Measured amount of salivation during baseline:
 Present food to dogs
 Measure slobber
 Then added a predictive stimulus: a Bell
 Presented the BellFood
 Measured slobber to see if dogs would begin to slobber to the bell
Classical Conditioning
 Remember the Reflex Arc
 Reflex is elicited by a stimulus
 At first, must directly stimulate this reflex
 But, a predictive stimulus can elict the reflex after many pairing
 Classical conditioning is learning to react to a predictive
stimulus
 The predictive stimulus predicts the eliciting stimulus
 The eliciting stimulus elicits the reflex
 Learn to anticipate the reflex behavior so that it occurs to the
predictive stimulus is productive and potentially lifesaving!
Classical Conditioning Procedure
CS  US  UR
Bell
Food
CR
Slobber with less
Digestive enzymes
Slobber
American Behaviorism
 E.L. Thorndike: (1874-1949): Studied animal behavior and how animals
learned to react to consequences.
 Did not have access to Pavlov’s work
 John B. Watson (1878-1958) founded the school of psychology known as
behaviorism.
 Psychology should be a science of behavior only.
 Believed that environment molds behavior
 By 1920s, behaviorism became dominant force in American psychology
 B.F. Skinner (1904-1990): Blended Watson and Thorndike’s approaches
 Heavily influenced by Edwin Guthrie, Clark Hull, Edward Tolman
 Studied how behavior is shaped by rewards and punishments
 Principles of learning apply to animals and humans alike
 Thordike(s) and Guthrie also had profound effects on learning/education
Thorndike: began to look at
Instrumental Behavior
 Son of a Methodist Minister
 Graduate of Harvard, student of and highly influenced by
William James
 Professor at Columbia University, influential in starting
the psych program there
 Animal Intelligence (1911)
 Rated the intelligence of various animals
 One of the first contemporary psychologists to examine how
animals learned
 Focus on trial and error learning
 Did NOT have access to Pavlov’s work.
 Experimented with cats in a puzzle box
 Put cats in the box
 Cats had to figure out how to pull/push/move lever to get out;
when out got reward
 The cats got faster and faster with each trial
Thorndike: Law of Efect
 Law of Effect emerged from this
research:
 When a response is followed by a
satisfying state of affairs, that
response will increase in frequency.
 When a response is followed by a
non-satisfying state of affairs, that
response will decrease in frequency
Also studied conditioned reflex
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University of Chicago PhD. With John Dewey, who’s ideas he rejected
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STRICT behaviorism: Everything is learned, no affect from
biology
 Started out as an educator; developed his theory of behaviorism
 Felt that any research should use ONLY observable events: rejecting
structualism and gestalt schools
 Rejected traditional study of “thoughts” and “feelings”
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Had access to Pavlov’s work (unlike E.L. Thorndike)
 But felt that this Classical Conditioning could be used in other ways
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Most famous work: Little Albert Study
 Demonstrated classical conditioning of the emotion of fear
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But: got in hot water:
 Behavioral “eugenics”: believed if he could control environmental variables,
could control outcome of any human
 Had an affair with his grad student
 Ethics of Little Albert study
Burris Frederick Skinner
1904-1990
Skinner’s influence on modern
Behaviorism
 Skinner studied at Harvard
 Started out as English major, but was unsuccessful
 Taught at Minnesota and Indiana University; founded a true Psych department at Indiana just
after Harvard started theirs
 Lifelong friend of Fred Simmons Keller
 Keller was developing concepts of operant conditioning at Harvard with more of an applied/educational focus
 Also Nate Schoenfield at Columbia
 Formed the first “group” of behaviorists
 Behavior of Organisms (1948)
 Laid out tenants of his operant or instrumental conditioning
 Focus on contingencies and consequences
 Again, avoided non-observable events
 but did not say they didn’t exist, just that they needed to be operationalized as observable to be studied
 For more information see his books On Verbal Behavior or Beyond Freedom and Dignity
 Utopian society:Walden Two (1948)
Rise of Behaviorism as a field of study
 As popularity of research grew, several specialized journals popped up:
 Journal of The Experimental Analysis of Behavior (JEAB): 1958
 Journal of Applied Behavior Analysis (JABA): 1968
 Verbal Behavior
 The Behavior Analyst
 Division 25 in APA is called Experimental Analysis of Behavior
 International Association of Behavior Analysis: late 1970’s
 Several international conferences each year
 General conference
 Autism
 Verbal Behavior
 Several specialized experimental conferences
 National conferences in variety of countries
Assumptions of Modern Behaviorism
 Focus on classical and operant behavior; highly
influenced by neuroscience
 Include internal events as part of an organism’s
environment
 Both external AND internal environments influence behavior
 But: avoid use intervening variables like cognitivists
 Instead of saying “memory” study relationship between items recalled
and length of time between presentation of stimulus and behavior.
Assumptions of Modern Behaviorism
 Feelings and behavior:
 Don’t consider feelings as “cause” of behavior, but rather as a behavior in and of
themselves.
 Feelings are REAL behaviors that can be studied
 Again, look for environmental events that may be causal (internal and external)
 But: also remember that self reported “feelings” can be unreliable:
 What you think you feel and why you feel it may causal!’
 Thinking = behavior
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Thinking and talking are BEHAVIORS
Language = verbal behavior
Thinking = private behavior
Assume same rules that govern other behaviors will govern thoughts and feelings
Obviously, verbal behavior is MUCH more complex in humans but can be studied
in similar ways as any behavior
Behaviorism Today
 Not Skinner’s behaviorism!
 Focus on both theoretical and applied areas
 EAB: focus on developing theories of behavior
 How do animals learn about contingencies
 How do animals categorize/organize stimuli
 How do animals make decisions
 ABA: focus on application
 Biggest impact on autism, developmental disabilities
 Also in education, business, industry
 Emerging as major force in animal behavior, particularly with
domestic and companion animals