Transcript Lecture: Classical Conditioning

Chapter 5
Learning
What is Learning?
A
relatively permanent change in behavior
that results from experience
 Learning
 Three



is adaptive
major types of learning:
Classical conditioning
Operant conditioning
Cognitive learning
Module 5.1
Classical Conditioning:
Learning Through Association
Module 5.1 Preview Questions
 What
is learning?
 What is classical conditioning?
 What roles do extinction and spontaneous
recovery play in classical conditioning?
 What roles do stimulus generalization and
discrimination play in classical
conditioning?
 What stimulus characteristics strengthen
conditioned responses?
Module 5.1 Preview Questions (Cont’d)
 What
is a cognitive perspective on
classical conditioning?
 What
are some examples of classical
conditioning in humans?
Classical Conditioning
 Discovered
by a Russian physiologist,
Ivan Pavlov (1849–1936)
 Learning
by association
 Learned
through experiences
Classical Conditioning
A
form of behavioral learning in which a
previously neutral stimulus acquires the
power to elicit the same innate reflex
produced by another stimulus
Extinction and Spontaneous Recovery
 Extinction:
the gradual weakening and
eventual disappearance of a CR
 Spontaneous
Recovery: the spontaneous
return of a CR following extinction
 Reconditioning:
the process of relearning
a CR after extinction
Generalization and
Discrimination
 Stimulus
Generalization: tendency of
stimuli similar to the CS to elicit the CR

One explanation for feelings of déjà-vu
 Stimulus
Discrimination: the ability to
differentiate among related stimuli
Stimulus Characteristics that
Strengthen Conditioned Responses
of pairings – the more the CS
is paired with the US
 Frequency
– when the CS is first and remains
present with the US
 Timing
 Intensity
of US – a stronger US
Why it Matters:
Examples of Classical Conditioning
 Conditioned

emotional reactions (CER)
Watson and Rayner’s Little Albert experiment
 Phobias
 Positive
emotions
 Drug cravings
 Conditioned taste aversions
 Immune system changes
Continue
Module 5.2
Operant Conditioning:
Learning Through Consequences
Module 5.2 Preview Questions
 What
is Thorndike’s Law of Effect?
 What
is operant conditioning?
 What
are the different types of reinforcers?
 What
are schedules of reinforcement and
how are they related to learning?
Module 5.2 Preview Questions
(Cont’d)
 What
is escape learning and avoidance
learning?
 What
is punishment, and why are
psychologists concerned about its use?
 What
are some applications of operant
conditioning?
Classical vs. Operant
Conditioning
 Classical
Conditioning: learning results
from the association between stimuli
before a response occurs
 Operant
Conditioning: learning results
from the association of a response with its
consequences
Operant Conditioning

A form of behavioral learning in which the
patterns of rewards, punishments, & other
consequences encourage or discourage the
behaviors they follow

Nonreflexive act- any behavior or event that
operates on environment to produce rewarding
or punishing stimuli

Subject more likely to repeat rewarded
behaviors and not repeat punished behaviors
Thorndike and the Law of Effect
 The
tendency of a response to occur
depends on the effects it has on the
environment
 Responses that have satisfying effects are
strengthened and more likely to occur
again

Reinforcement
 Responses
that lead to discomfort are
weakened and less likely to occur again

Punishment
B. F. Skinner and
Operant Conditioning
 Skinner


believed in radical behaviorism
Behavior is completely determined by
environment and genetics
Free will is an illusion or a myth
 Organisms
learn responses that operate
on the environment to produce
consequences

“Operant conditioning” or “instrumental
learning”
Discriminative Stimuli & Shaping
 Discriminative
Stimulus: a cue that signals
reinforcement is available if a particular
response is made
 Shaping: application of the method of
successive approximations
 Reinforce responses that are closer and
closer to correct response
Extinction
 Process
by which responses are
weakened and eventually eliminated
 Occurs when the response is repeatedly
performed but is no longer reinforced
Schedules of Reinforcement
 When
is reinforcement delivered?
 Continuous Reinforcement: every
response is reinforced
 Partial Reinforcement: only a portion of the
responses is reinforced


Ratio schedules: fixed or variable (number)
Interval schedules: fixed or variable (timing)
Escape and Avoidance
Learning
 Escape
Learning: escape an aversive
stimulus by performing an operant
response
 Avoidance
Learning: avoid an aversive
stimulus by performing an operant
response
Punishment
 Consequence
that weakens or suppresses
a response


Removal of a reinforcing stimulus
Introduction of an aversive stimulus
Punishment vs. Negative Reinforcement
 Punishment


Introduces an aversive stimulus
Weakens a behavior
 Negative


reinforcement
Removes an aversive stimulus
Strengthens a behavior
Drawbacks of Punishment
 May
suppress undesirable behavior, but
does not eliminate it
 Does not teach new behaviors
 Can have undesirable consequences
 May become abusive
 May represent a form of inappropriate
modeling
Why it Matters:
Applications of Operant Conditioning
 Biofeedback
 Behavior

training
modification
Token economy program
 Programmed

instruction
Computer-assisted instruction
Module 5.3
Cognitive Learning
Module 5.3 Preview Questions
 What
is cognitive learning?
 What
is insight learning?
 What
is latent learning?
 What
is observational learning?
Cognitive Learning
 Involves
mental processes that cannot be
directly observed (thinking, information
processing, problem solving, and mental
imaging)
 Premise
is that we are capable of new
behaviors without actually having had the
chance to perform them or being
reinforced for them
Insight Learning
Köhler’s (1927) experiment with
Sultan the chimp
 Wolfgang
 Insight
Learning: process of mentally
working through a problem until the
sudden realization of a solution occurs

The “Aha!” phenomenon
 Requires
restructuring or reorganizing the
problem in one’s mind to form a solution
Latent Learning
 “Hidden”
learning occurs without
reinforcement

Learned behavior displayed only when
reinforced
 Tolman:
The rats had developed a
cognitive map of the maze.

Mental representation of maze
Observational Learning
 Acquire
new behaviors by imitating
behaviors observed in others

Also called vicarious learning or modeling
 Allows
us to become capable of behaviors
even before have chance to do the
behaviors ourselves
Observational Learning (Cont’d)
 Albert
Bandura: Children learn to imitate
aggressive behavior

“Bobo doll” studies
 Influence
of modeling generally stronger
when:


Model is similar to the learner
Positive reinforcement for performing the
behavior is evident
Application: Module 5.4
Putting Reinforcement into Practice
Modifying Behavior
 Important
to establish a clear contingency
or connection between the desired
behavior and the reinforcement
 Contingency contracting involves an
exchange of desirable reinforcers
Applying Reinforcement
 Be
specific.
 Use specific language.
 Select a reinforcer.
 Explain the contingency.
 Apply the reinforcer.
 Track frequency of the desired behavior.
 Wean the child from the reinforcer.
Giving Praise
 Connect
and make eye contact with the
child and smile while giving praise.
 Use hugs.
 Be specific.
 Avoid empty flattery.
 Reward the effort, not the outcome.
 Avoid repeating yourself.
 Don’t end on a sour note.
Thank you
Have a nice day!