Human Learning & Memory
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Chapter 3 – Behaviorism and Classical Conditioning
Basic Asssumptions
◦Equipotentiality.◦Learning should be studied objectively (S-R).◦Internal processes are excluded from study
(SOR).◦Learning involves a ________ change.◦Organisms are ______ slates (tabula rasa).◦Learning/ conditioning is the result of
_____________ events.◦The most useful theories are _______.
Classical Conditioning (a.k.a. signal learning) & Pavlov
Russian physiologist who initially was studying digestion
Used dogs to study salivation when dogs were presented with meat powder
Also known as Pavlovian or Respondent Conditioning
Reflex: Automatic, nonlearned innate response e.g., an eyeblink
Chapter 3 – Behaviorism and Classical Conditioning
Principles of Classical Conditioning
Expectancy: Expectation about how events are interconnected
Acquisition: Training period when a response is reinforced
Extinction: ________ of a conditioned response through removal of _____________
Spontaneous Recovery: ____________ of a learned response following apparent extinction
of
Principles of Classical ConditioningExpectancy: Expectation about how events are
interconnectedAcquisition: Training period when a response is
reinforcedSpontaneous Recovery: Reappearance of a learned
response following apparent extinctionStimulus Generalization: A tendency to respond to
stimuli that are similar, but not identical, to a conditioned stimulus (e.g., responding to a buzzer or a hammer banging when the conditioning stimulus was a bell)
Stimulus Discrimination: The learned ability to respond differently to various stimuli (e.g., Paula will respond differently to various bells (alarms, school, timer))
Chapter 3 – Behaviorism and Classical Conditioning
Chapter 3 – Behaviorism and Classical Conditioning
Higher – order conditioning◦Includes combining an NS to an already
established CS.
Sensory Preconditioning & test anxiety
Chapter 3 – Behaviorism and Classical Conditioning
Extinction: Weakening of a conditioned response through removal of reinforcement
Problems with the use of extinction.◦The speed of extinction is ___________.◦Due to second – order conditioning, there may be many
associated variables. Difficult to extinguish all of the tem.
◦Spontaneous recovery.◦Due to avoidance of feared stimuli, people may not get a
chance to unlearn the conditioned response.
Alternatives◦Counterconditioning of more _________ responses.
Chapter 3 – Behaviorism and Classical Conditioning
Educational Assumptions◦How do you get to Carnegie Hall? Practice,
practice, practice or exposure, exposure, exposure.
◦The academic setting should be a positive and pleasant environment.
◦To break a bad habit, replace one S - R with an more desirable S – R. Exhaustion method. Threshold method. Incompatibility method.
◦Assessment of learning involves the observation of behaviors.
Chapter 4 –Operant Conditioning
Chapter 4
Chapter 4 –Operant Conditioning
B.F. Skinner (1938)◦ A response that is followed by a reinforcer is strengthened and
therefore more likely to occur again.◦ Reinforcer – a stimulus or event that increases the frequency or
likelihood of a response it follows.
Instrumental/ Operant Conditioning◦ Reinforcer follows the response (immediately).◦ Reinforcer is contingent on the response.
How is this different than Classical Conditioning?
Chapter 4 –Operant Conditioning
Primary Reinforcer: Nonlearned and natural; satisfies biological needs (e.g., food, water, affection)
Secondary Reinforcer: Learned reinforcer (e.g., money, grades, approval)
Positive Reinforcement: When a response is followed by a reward or other positive event
Negative Reinforcement: When a response is followed by the _______ of an unpleasant event (e.g., the bells in Fannie’s car stop when she puts the seatbelt on) or by an ____ to discomfort (escape behaviors).
Chapter 4 –Operant Conditioning
Intrinsic Reinforcer
Extrinsic Reinforcer
◦Positive Feedback
◦Social Reinforcer?
Problems with each?
Chapter 4 –Operant Conditioning
Punishments: Any consequence that reduces the frequency of a target behavior◦Positive Punishment/ Punishment I◦Negative Punishment/ Punishment II
◦Restitution◦Restitution Overcorrection◦Positive – practice overcorrection◦Time – out◦In-house suspension
Chapter 4 –Operant Conditioning
Punishments/ Discipline:◦Any punishment should
Be _______ to the behavior Be ________ in strength to modify behavior Indicate the desired behavior Be immediate & consistent Convey ______
Chapter 4 –Operant Conditioning
Punishments which may be innappropriate.◦Physical and psychological punishment◦Social isolation (i.e. missing recess, going to
the corner of the room, suspensions etc…)◦Extra coursework
Chapter 4 –Operant Conditioning
Other Instrumental Conditioning Issues
◦ Shaping - Molding responses gradually to a desired pattern ◦ Successive Approximations: Ever-closer matches◦ Extinction
Antecedents◦ Operant Stimulus Generalization: Tendency to respond to
stimuli similar to those that preceded operant reinforcement. How can this lead to superstitions?
◦ Operant Stimulus Discrimination: Occurs when one learns to differentiate between the stimuli that signal either an upcoming reward or a nonreward condition.
◦ Cueing◦ Setting Events
Chapter 4 –Operant Conditioning
Instrumental Conditioning Schedules
Definition: Reinforcers do NOT follow every response
Schedules of Reinforcement: Plans for determining which responses will be reinforced
Continuous Reinforcement: A reinforcer follows every correct response
Partial Reinforcement Effect: Responses acquired with partial reinforcement are very resistant to extinction
Chapter 4 –Operant Conditioning
Instrumental Conditioning Schedules
Fixed Ratio Schedule (FR): A set number of correct responses must be made to obtain a reinforcer.
Variable Ratio Schedule (VR): Varied number of correct responses must be made to get a reinforcer.
Fixed Interval Schedule (FI): The first correct response made after a certain amount of time has elapsed is reinforced; produces moderate response rates.
Variable Interval Schedule (VI): Reinforcement is given for the first correct response made after a varied amount of time
Chapter 5 –Applications of Conditioning
Chapter 5
Chapter 5 –Application
Using Reinforcement
Specify the desired or terminal behavior. Use extrinsic reinforcement only when the desired behavior is not
already present. Identify truly reinforcing consequences.
◦ How do you know? The gain has to be greater than the loss (sufficient strength). Clearly describe the relationship between behavior and consequence. Be consistent. Gradually shape the more complex behaviors. When publicly awarded, make sure all individuals have the potential
to earn the reinforcement. Use objective criteria to measure performance (Merit Club). Foster the ability to delay gratification. Gradually wean learners off the reinforcement when the terminal
behavior occurs regularly.
Chapter 5 –Application
Decreasing undesirable behaviors
Extinguish the response. Present noncontingent reinforcement. Reinforce other/opposite behaviors. Using punishment/ discipline.
Chapter 5 –Application
Using Punishment
Choose a punishment with sufficient strength without being overly severe.◦ How do you know?
The loss has to be greater than the gain (sufficient strength). Clearly describe the behavior to be punished and the
relationship between behavior and consequence. Be consistent. Be immediate whenever possible. Apply with an attitude of caring (unconditional regard). Explain or reassert why the behavior is inappropriate. Modify the environment when possible to reduce tempting
behavior. Teach more appropriate responses (skill streaming).
Chapter 5 –Application
Applied Behavior AnalysisInstructional ObjectivesComputer Assisted – Instruction Mastery Learning & PSI
Chapter 5 –Application
When are the Behavioral approaches best?
Students with ◦ Limited motivation◦ Elevated levels of anxiety◦ Behavioral issues◦ A developmental disability or learning delay◦ Males?
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