Transcript Classical Conditioning

Notes Unit IX
Learning Theory
Module 26:
Behaviorism
Classical Conditioning
Watson/Pavlov
I.
Behaviorism
1.
Psychological perspectives in the early
1900’s revolved around the inner
person.
1. Freud and the unconscious.
2. Humanists and free will.
3. Trait theorists and inner traits.
2. John B. Watson
1. Thought that focusing on the inner characteristics was not truly
scientific. Could not be observed and/or measured.
2. Started studying behavior from the Pavlovian concept of
learning.
3. He became the father of Behaviorism, which states that
individuals’ personalities and behaviors are shaped
and conditioned by their environment through classical
and operant (instrumental) conditioning.
Learning and Associations
3.
4.
What is learning?
A relatively permanent change in behavior or mental
process due to experience (nurture).
What is association?
Mental connection between events and/or ideas.
Complete these sentences with the FIRST thought that springs
to mind ...
I associate chocolate with?
I associate running with?
I associate tests with?
I associate getting in trouble with?
5. What is Associative Learning?
Learning that certain events occur together
every time.
a. Classical Conditioning(Pavlov/Watson)
Two stimuli (events) are paired together and
learning by association occurs.
b. The most BASIC and earliest form of
learning. Governed by the cerebellum in
the brain.
Class Experiment
PAVLOV
LEMONADE POWDER
Pavlov
6.
Our class experiment
What is the “learned” behavior/response?
a.
b.
c.
d.
What
What
What
What
is
is
is
is
the
the
the
the
lemonade?
salivation?
word “Pavlov”?
salivation?
6. Classical Conditioning
UCS (first)
lemonade powder
------------------>
UCR
salivation
CS(first)-----------------> UCS
-------------------->
hearing “Pavlov”
lemonade
UCR
salivation
CS
hearing “Pavlov”
CR
salivation
------------------->
Classical or Pavlovian
Conditioning
 We learn
to
associate
two stimuli
Rewind/Reminders
Continue Unit IX – Learning
JANUARY 6
Classical
Conditioning
 Classical Conditioning
 organism comes to associate two stimuli
 a neutral stimulus that signals an
unconditioned stimulus begins to
produce a response that anticipates and
prepares for the unconditioned
stimulus
Classical
Conditioning
 Pavlov’s device
for recording
salivation
Pavlov’s Classic Experiment
Before Conditioning
UCS (food
in mouth)
UCR
(salivation)
During Conditioning
Neutral
stimulus
(tone)
No
salivation
After Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation)
CS
(tone)
CR (salivation)
Classical
Conditioning
 Unconditioned Stimulus (UCS)
 stimulus that unconditionally--automatically
and naturally--triggers a response
 Unconditioned Response (UCR)
 unlearned, naturally occurring response to
the unconditioned stimulus
 salivation when food is in the mouth
Classical
Conditioning
 Conditioned Stimulus (CS)
 originally irrelevant stimulus that, after
association with an unconditioned stimulus,
comes to trigger a conditioned response
 Conditioned Response (CR)
 learned response to a previously neutral
conditioned stimulus
2. DVD/Clip
http://vimeo.com/35754924
What is the “learned” behavior/response?
What
What
What
What
What
is
is
is
is
is
the
the
the
the
the
Neutral Stimulus?
UCS?
UCR?
CS?
CR?
Footage and Practice
(#8, start at 5:37)Pavlov/Watson
7. Write what you learn about Pavlov
8.
Write what you learn about
Watson/Raynor
9.
Practice:
Answers
Check answers as they are read
aloud.
Answers
A.
B.
NS: music by Rolling Stones
UCS: listening to Rolling Stones too loud
UCR: ear drums pop
CS: hearing any Rolling Stones song
CR: ears hurting
NS: hearing the word “clock”
UCS: shot of cold air to the arm
UCR: flinching
CS: hearing the word “clock”
CR: arm hair standing up
Answers
C.
D.
NS: seeing Space Mountain
UCS: riding on Space Mountain
UCR: feeling sick
CS: roller coasters
CR: stomach queasy
NS: smelling chicken
UCS: eating chicken
UCR: excitement/enjoyment for the meal
CS: smelling cooking chicken
CR: excitement/jittery
Behaviorism
 John B. Watson
 viewed psychology as
objective science
 generally agreed-upon
consensus today
 recommended study of
behavior without reference
to unobservable mental
processes
 not universally accepted by all
schools of thought today
Watson took a a baby named Albert and conditioned him to be
afraid of white furry objects using Pavlov’s techniques.
Watson & Raynor with Little Albert
Conditional Training:
Albert and Peter
Conditioned fear
experiments such as
Albert’s experience
would never occur
today because of the
existing ethical
standards.
Classical Conditioning
Terminology – add to CCN
 Acquisition
 the initial stage in classical conditioning
 the phase associating a neutral stimulus
with an unconditioned stimulus so that
the neutral stimulus comes to elicit a
conditioned response
 CS must come BEFORE UCS
 Pavlov -- Lemonade Powder
Classical Conditioning
UCS
(passionate
kiss)
CS
(onion
breath)
CS
(onion
breath)
UCR
(sexual
arousal)
UCS
(passionate
Kiss)
CR
(sexual
arousal)
UCR
(sexual
arousal)
Classical
Conditioning
 Extinction
 diminishing of a CR
 in classical conditioning, when a
UCS does not follow a CS
 behavior is “extinguished”
Classical
Conditioning
Strength
of CR
Acquisition
(CS+UCS)
Extinction
(CS alone)
Spontaneous
recovery of
CR
Extinction
(CS alone)
Pause
Variations Within
Classical Conditioning
Extinction
If a stimulus is never reinforced, then the response will go away.
Spontaneous Recovery
After extinction, a response will suddenly reappear.
Generalization
A response can be generalized to other like stimuli.
Biological Predispositions
• John Garcia—Conditioned taste aversions
– Rats, radiation, sweetened or unsweetened
water
• The Garcia Effect
– Biological preparedness Garcia Taste Study
– Not all neutral stimuli can become conditioned
stimuli.
• Internal stimuli (illness) —associate better with taste
– Requires one trial
• External stimuli (shock) —associate better with pain
– Requires many trials
Nausea Conditioning in Cancer Patients
(all internal stimuli)
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
CR
(nausea)
Evaluating Watson/Pavlov
10.Associative learning DOES occur.
11.Watson and Pavlov did not take into account the
cognitive processes that take place as we make
these associations.
• Fortunately, we are not just blindly making
associations. We are mentally predicting when the
pairing of the second event will occur.
• The MORE obvious the association, the stronger the
conditioned response will be.
• Conditioning occurs best when the CS and the UCS
have just the sort of relationship that would lead a
person to conclude that the CS causes the UCS.
Evaluating Watson/Pavlov
12.Watson and Pavlov did show, though,
that we have a biological
predisposition to make associations that
will ensure our survival.
13.John Garcia and Robert Koelling’s
studies demonstrated this principal.
• We are biologically predisposed to
avoid harmful foods.
Module 27
Operant Conditioning
E.L. Thorndike
and
B.F. Skinner
Operant Conditioning
14.At the same time that Pavlov (and later
Watson) was experimenting with what
was to be known as “Classical”
conditioning, E.L. Thorndike was
experimenting with “Operant”
conditioning or “Instrumental”
Conditioning.
– His research served as the basis for B.F.
Skinner’s research.
Edward L. Thorndike ( 1874–1949)
Operant Conditioning
15. Describe a puzzle box:
Clip - http://www.youtube.com/watch?v=yigW-izs8oc
Law of Effect
16. Thorndike’s principle that:
1. Behaviors followed by favorable
consequences become more likely
2. Behaviors followed by unfavorable
consequences become less likely
Early Operant Conditioning
• E. L. Thorndike (1898)
• Puzzle boxes and cats
First Trial
in Box
Situation:
stimuli
inside of
puzzle box
Scratch at bars
Push at ceiling
Dig at floor
Howl
Etc.
After Many
Trials in Box
Situation:
stimuli
inside of
puzzle box
Scratch at bars
Push at ceiling
Dig at floor
Howl
Etc.
Etc.
Etc.
Press lever
Press lever
Operant Conditioning
 B.F. Skinner
(1904-1990)
 elaborated
Thorndike’s Law
of Effect
 developed
behavioral
technology
B. F. Skinner (1904–1990)
Operant Conditioning
 Operant Conditioning
 type of learning in which behavior is
strengthened if followed by reinforcement or
diminished if followed by punishment
*Instrumental because you use an “instrument”
(reinforcement or punishment) to shape
behavior.
Operant Conditioning
 Operant Behavior (O.C)
 operates (acts) on environment
 produces consequences
 Respondent Behavior (C.C.)
 occurs as an automatic response to
stimulus
 behavior learned through classical
conditioning
Operant Chamber
 Skinner Box
 chamber with a
bar or key that an
animal
manipulates to
obtain a food or
water reinforcer
 contains devices
to record
responses
January 10
Rewind/Reminders
Notebook Check Sheet
Sundance Film/Permission
Calendar
Finalize Unit IX Part I
Instruments of Conditioning
Types of
Conditioning
Instruments
Reinforcement
(Increases
Desired
Behavior)
Positive
(Stimulus is
Given)
Give Something
Increase Behavior
Negative
(Stimulus is
Removed)
Remove
Something
Increase Behavior
Punishment
(Decreases
Undesirable
Behavior)
Give Something
Decrease
Behavior
Remove
Something
Decrease
Behavior
Operant Conditioning
Class Practice
In shaping, successively closer
versions of a desired response are
reinforced (as in learning to play
tennis).
In chaining, each part of a sequence is reinforced; the
different parts are put together into a whole (as in
learning the steps to a dance).
19. Our Class:
What is the operant behavior?
• Experiment 1:
– What is the instrument?
• Experiment 2:
– What is the instrument?
20. Which worked best?
Example/Practice
Sheldon Choc 1.mp4
Sheldon Choc 2.mp4
Sheldon Choc 3.mp4
1. What is the desired behavior?
2. What is the instrument?
Correction:
Correction.mp4
Operant Conditioning
Punishment
 Punishment
 aversive event that decreases the
behavior that it follows
 powerful controller of unwanted
behavior
21.
How do we know WE didn’t punish?
22. Problems with Punishment
• Does not teach or promote alternative,
acceptable behavior
• May produce undesirable results such as
hostility, passivity, fear
• Likely to be temporary
• May model aggression
23. Examples/Practice
A. Peter keeps swearing in class, each time
he does his teacher asks him to put a
dime in a jar. Since this policy has been
implemented, Peter’s swearing has
slowed considerably. Which operant
conditioning consequence did Peter
receive?
• NP
Examples/Practice
B. Three-year-old Benjamin behaves himself
when he goes to the grocery store and
gets to choose a treat at the check out.
The next time he is taken to the grocery
store he is well-behaved. Which operant
conditioning consequence did Benjamin
receive?
• PR
Examples/Practice
C. Twelve-year-old Nina developed a habit of
slamming the door to her bedroom when she
was not happy about something and this
behavior bothered her parents. One day when
Nina came home from school she realized her
father had removed the door from her bedroom.
After the door was returned (two weeks later)
Nina never slammed her door again. Which
operant conditioning consequence did Nina
receive?
• NP
Examples/Practice
D. Harold teases his sister Melissa just to
make her angry. She hits him every time
he teases her. He thinks it is funny and
teases her even more frequently. Which
operant conditioning consequence did
Harold receive?
• PR
Examples/Practice
E.
• PP
Eddie likes to drive fast, really fast. In the
last week he received two speeding tickets.
Eddie now obeys all traffic laws.
Examples/Practice
F. Simone has a terrible headache and
takes a new type of migraine medicine.
Almost immediately after taking the
medicine she feels much better. As a
result she takes this same medicine
again in the future.
• NR
Examples/Practice
G. Thirteen-year-old Delilah sees a fast-food
restaurant, and begins screaming that she must
have French fries or she won’t survive. Her
parents surrender and drive in for a large
supply that makes Delilah stop screaming. The
next time Delilah wants something from her
parents, she throws a fit and her parents give in
to her demands. Which operant conditioning
consequence did DELILAH receive?
• PR
Examples/Practice
H. Thirteen-year-old Delilah is being driven past a
fast-food restaurant, and begins screaming that
she must have French fries or she won’t
survive. Her parents surrender and drive in for
a large supply that makes Delilah stop
screaming. The next time Delilah wants
something from her parents, she throws a fit
and her parents give into her demands. Which
operant conditioning consequence did Delilah’s
PARENTS receive?
• NR
Operant Conditioning Processes
Primary Reinforcement is unlearned and
usually necessary for survival. Food is the best
example of a primary reinforcer. Examples?
Secondary Reinforcement is anything that comes to
represent a primary reinforcer such as praise from a
friend or a gold star on a homework assignment.
Also called conditioned reinforcer. Examples?
Schedules of Reinforcement
26.
Immediate Reinforcement
 To our detriment, small but immediate reinforcements
are sometimes more alluring than big, but delayed
reinforcements
28.
26.
Works best in the acquisition phase continuously
Continuous Reinforcement
 reinforcing the desired response each time it occurs
27.
Partial/Delayed/Intermittent Reinforcement
 reinforcing a response only part of the time
 results in slower acquisition
 greater resistance to extinction
29.
Best, if used after acquisition to MAINTAIN
30. Schedules of
Reinforcement
 Fixed Ratio (FR)
Fixed = set
Ratio = number of responses
 reinforces a response only after a
specified number of responses
 faster you respond the more rewards you
get
 like piecework pay (pay per item)
Schedules of
Reinforcement
 Variable Ratio (VR)
 Variable = not set (random)
 Ratio = number of responses
 reinforces a response after an
unpredictable number of responses
 like gambling
 very hard to extinguish because of
unpredictability
Schedules of Reinforcement
 Fixed Interval (FI)
 Fixed = set
 Interval = amount of time (min, hour,
weeks, months)
 reinforces a response only after a
set time has elapsed
 response occurs more frequently as
the anticipated time for reward
draws near
Schedules of
Reinforcement
 Variable Interval (VI)
 Variable = not set (random)
 Interval = amount of time
 reinforces a response at unpredictable
time intervals
 produces slow steady responding
 like pop quiz
Practice Worksheet
Fixed or Variable?
Ratio or Interval?
Answers
1.
2.
3.
4.
5.
6.
7.
FI
VR
VI (occasionally)/VR (# of texts)
FR
FI
VR
VI
Common Terminology
Classical
Operant
Acquisition – repeatedly pair CS with UCS
Acquisition – behavior repeatedly
FOLLOWED BY reinforcement/punishment
Extinction – CS no longer paired with UCS,
CR extinguished
Extinction – behavior no longer
reinforced/punished so extinguished
Spontaneous Recovery – After period of
extinction, CR returns in presence of CS
Spontaneous Recovery – behavior
suddenly reappears (after extinguished) in
presence of reinforcer
Generalization – Will respond to stimuli
similar to CS
Generalization – will respond to
reinforcement/punishment similar to original
Discrimination – Will ONLY respond to CS
Discrimination – will ONLY respond to
original reinforcement/punishment