Learning

THE INS AND OUTS OF LEARNING BEHAVIOR

Learning

Psychology Weekly Topics

Monday Behaviorism Intro

Tuesday Classical Conditioning Basics

Wednesday Classical Conditioning

Class demonstrationThursdays

Classical Conditioning in detail

Just for Kicks

Think About it

“The interpretation of dreams is the royal road to a knowledge of the unconscious activities of the mind while the royal road to understanding human behavior lies within the unconscious mind itself.”

-- Sigmund Freud

"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select--doctor, lawyer, artist, merchant-chief, and, yes, even beggarman and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.

--John Watson

Honors PSYCHOLOGYTinley Park High School

Mr. Reiser

Learning: Classical and Operant Conditioning

Chapter 6

Before Behaviorism

Introspection- (1879)

?

?

Psychoanalysis- (1895)

Not very Scientific

Not Scientific at all

A New Way of Thinking

John B. Watson1913

"Psychology as the Behaviorist Views It"

Psychology finally discovers a way to measure behavior scientifically

7 main assumptions of Behaviorism that set it apart from other psychologies

Behaviorism Assumptions

Psychology should be seen as a science.  Theories need to be supported by empirical data

obtained through careful and controlled observation and measurement of behavior

Behaviorism is primarily concerned with observable behavior as opposed to internal events like thinking and

emotion.  Observable (i.e. external) behavior can be objectively and scientifically measured.

Behaviorism Assumptions

Behaviorism is Naturalistic. The material world is the ultimate reality, and

everything can be explained in terms of natural laws. Man has no soul and no mind, only a brain that

responds to external stimuli.

Our behavior is the product of our conditioning. thoughts, feelings, intentions, and mental processes

do not determine what we do. We are biological machines and do not consciously act

Behaviorism Assumptions

We are not responsible for our actions “If we are mere machines, without minds or souls,

reacting to stimuli and operating on our environment to attain certain ends, then anything we do is the responsibility of those who taught us) No Free will

When born our mind is 'tabula rasa' (a blank slate). ALL behavior must be learned

Behaviorism is manipulative. It seeks not merely to understand human behavior,

but to predict and control it.

LearningRelatively permanent change in knowledge or

behavior resulting from experience

4 types of learning Habituation Classical conditioning Operant conditioning Observational learning (Social Cognitive)

They all operate under the same principle – learning by association

Learning’s Effects on Behavior

In humans, learning has a much larger influence on behavior than instincts.

Learning represents an evolutionary advance over instincts.

Conditioning - making an association between two events by repeatedly having them occur close

together in time.

Classical Operant

TwoTypes

The ABCs of Learning Understanding learning is like

understanding the ABC’s First, their has to be an Antecedent

Something to set the behavior off Then there is a Behavior (response)

The response to the antecedent Finally the Consequence

The reinforcement or punishment

Paying close attention to what happens after the consequence is key to understanding how we learn

Psychology Exercise

EmotionOr

ReactionAssociated Thoughts Why?

Psychology Exercise

EmotionOr

ReactionAssociated Thoughts Why?

Anger

Joy

Hate

Desire

Fear

SIMPLE AND COMPLEX LEARNING

Types of Learning

Psychology today

TodayA story to remember (high school

love??)Classical conditioning

Pavlov’s dogsA sweet “A” youtube clip

The basics John Watson

Little Albert- A sweet “A” youtube clip

LearningRelatively permanent change in behavior

due to experience 4 types of learning

Habituation Classical conditioning Operant conditioning Observational learning (Social Cognitive)

They all operate under the same principle – learning by association

Habituation

Tendency to become familiar with a stimulus merely as a result of repeated exposure Orienting reflex

Eyes widen, eyebrows rise, muscles tighten, heart beats faster, brain-waves indicate heightened physiological arousal

Effect weakens with continued presentation of stimulus – we habituate

Primitive form of learning Found in all organisms

Decreases the power of reward to motivate

Simple Learning

Habituation: Learning not to respond to the repeated presentation of a stimulus. Ex-Emergency sirens in the city

How often do you look when a car alarm goes off?

Complex Learning

Behavioral Learning: Forms of learning, such as classical and operant conditioning which can be described in terms of stimuli and responses.

Classical conditioning is more simple learning, operant conditioning is more complex learning.

INNATE REFLEXES USED AGAINST US

Classical Conditioning

It’s Story time from Mr. Reiser!

“High School Love?”

http://www.youtube.com/watch?v=CMiVeK5zGz8

Pavlov’s Experiment

Watch Pavlov’s Experiment Video

Ivan Pavlov

Ivan Pavlov and Classical Conditioning

One of most famous people in the study of learning is Ivan Pavlov.

Originally studying salivation and digestion, Pavlov stumbled upon classical conditioning while he was experimenting on his dog.

Classical Conditioning: A form of learning in which a previously neutral stimulus (stimuli w/o reflex provoking power) acquires the power to elicit the same innate reflex produced by another stimulus.

Components of Conditioning

There are 5 main components of conditioning. Classical Conditioning always involves these parts. They are:

Neutral Stimulus Unconditioned Stimulus (UCS)Unconditioned Response (UCR)Conditioned Stimulus (CS)Conditioned Response (CR)

Pavlov’s Findings Explained

Pavlov discovered that a neutral stimulus, when paired with a natural reflex-producing stimulus, will begin to produce a learned response, even when it is presented by itself.

Neutral Stimulus: Any stimulus that produces no conditioned response prior to learning.

Pavlov’s Experiment

Unconditioned Stimulus (UCS)

UCS A stimulus that automatically-

without conditioning or learning- provokes a reflexive response.

In Pavlov’s experiment, food was used as the UCS because it produced a salivation reflex. Classical conditioning cannot happen without UCS. The

only behaviors that can be classically conditioned are those that are produced by unconditioned stimulus.

Unconditioned Response (UCR)

UCR A response resulting from an

unconditioned stimulus without prior learning.

In Pavlov’s experiment, the UCR was the dog salivating when its tongue touched food.

Realize that the UCS-UCR connection involves no learning or acquisition.

Unconditioned Stimuli (natural)

Unconditioned Responses (natural)

Loud Noises

Physical/Emotional Abuse

Food

Fake a physical attack

Being startled

Pain (physical/emotional)

Hunger

Innate Reflexes (flinching/jerking/etc…)

Some Real World Examples

In Classical Conditioning, the goal is to get the unnatural to become natural

From Unconditioned to Conditioned During acquisition, a neutral stimulus is paired with

the unconditioned stimulus.

After several trials the neutral stimulus will gradually begin to elicit the same response as the UCS.

Acquisition The learning stage during which a conditioned response

comes to be elicited by the conditioned stimulus.

=

Conditioned Stimulus

A CS is the originally neutral stimulus that gains the power to cause the response.

In Pavlov’s experiment, the bell/tone began to produce the same response that the food once did.

Conditioned Response

A CR is a response elicited by a previously neutral stimulus that has become associated with the unconditioned stimulus.

Although the response to the CS is essentially the same as the response originally produced by the UCS, we now call it a conditioned response.

Reiser’s Example

Step 2.Unconditioned

Stimulus(UCS)

Unconditioned Response (UCR)

Step 3. UCS“paired with” +Conditioned

Stimulus(CS)

Conditioned Response

(CR)

Neutral Stimulus I’ll Be (Song)

Amanda Cain Lovey Dovey Feelings

Lovey Dovey Feelings

I’ll Be (Song)

A “Classic” Example

Watson’s Example

Step 2.Unconditioned

Stimulus(UCS)

Unconditioned Response (UCR)

Step 3. UCS“paired with” +Conditioned

Stimulus(CS)

Conditioned Response

(CR)

Neutral Stimulus White/Furry Things

Loud Noises Startled/Fear

Startled/FearWhite Furry Things

Your Turn

Step 2.Unconditioned

Stimulus(UCS)

Unconditioned Response (UCR)

Step 3. UCS“paired with” +Conditioned

Stimulus(CS)

Conditioned Response

(CR)

Neutral Stimulus

Psychology Today

Classical Conditioning Examples You try CC refresher Your examples? Some more key terms

Extinction Spontaneous recovery Generalization Discrimination

Psychology Today

Little Albert Extra Credit OpportunityPsychology Game

1 Person, 1 Place, 1 ThingClassical Conditioning Terminology

Discrimination Generalization Extinction Spontaneous Recovery

Extra Credit Opportunity

A “Classic” Example

Psychology Game

1 Person1 Place

1 Thing

Psychology Exercise

EmotionOr

Reaction

1 Person1 Place1 Thing

Why?

Psychology Exercise

EmotionOr

ReactionAssociated Thoughts Why?

Anger

Joy

Hate

Desire

Fear

Classical Conditioning Question of the Day

Think about it, should a UCS and a CS be paired at the same time for best results? Or should one come before the other?

Things to keep in mind…Classical – associate 2 things, thus anticipate events

Based on associating a stimuli with an innate reflex Lightening . . . . Thunder………. Jump!

Lightening…………… Jump Making the unnatural natural

Unconditioned means doesn’t have to be learned Associations should be natural

Response can be the same, but isn’t always

Think about it, should a UCS and a CS be paired at the same time for best results? Or should one come before the other?

Contingency – CS should precede UCS Simultaneous pairing takes longer and isn’t as powerful Backwards pairing rarely works

Things to Keep In Mind

Do we respond similarly to similar stimuli? YES!

Generalization The tendency to respond to a stimulus that

is similar to the CSI don’t

care if she is a tape

dispenser.I love her!

Stimulus generalization

Things to Keep in Mind

What if we could not distinguish between stimuli that were similar? The bell ending class vs. fire alarm The door bell vs. our cell phones

Discrimination: The ability to distinguish between two similar signals

stimulus.

Things to keep in mind…

Most classical conditioning has to occur regularly on a consistent basis

However: Single-trial (or minimal-trial) learning

Phobias Little Albert

Taste aversions Cancer patients & chemotherapy

Did you Know?

Higher Order Conditioning A stimulus that was previously neutral is paired

with a conditioned stimulus to produce the same conditioned response as the conditioned stimulus. Food----- Drool Food + Bell-----Drool Bell----- Drool Bell + Blue Ball---- Drool Blue Ball----- Drool Etc…….

Extinction

What happens when the CS isn’t followed by the UCS? Extinction:

The diminishing (or lessening) of a learned response, when an unconditioned stimulus does not follow a conditioned stimulus. To acquire a CR, we repeatedly pair a neutral stimulus with the UCS.

But, if we want to reverse this learning, we must weaken the strength of the connection between the two stimuli.

It is important to realize that extinction does not mean complete elimination of a response.

Spontaneous Recovery

Extinction merely suppresses the conditioned response, and the CR can reappear during spontaneous recovery.

Spontaneous Recovery: The response after a rest period of an extinguished

conditioned response. Spontaneous recovery is weaker than the original CR.

Classical Conditioning

Strengthof CR

Pause

Acquisition(CS+UCS)

Extinction(CS alone)

Extinction(CS alone)

Spontaneousrecovery ofCR

Psychology Exercise

EmotionOr

Reaction

1 Person1 Place1 Thing

Why?

Anger

Joy

Hate

Desire

Fear

Examples of Classical Conditioning

http://www.youtube.com/watch?v=Eo7jcI8fAuI

Psychology Today

Classical v. Operant ConditioningOperant conditioning

Who What Types of Some Sweet “A” Youtube clips

Your Preference?

What teaching styles do you prefer your teachers use to assist you in

learning?

Operant Conditioning

“If you want your dog to sit on command, you may give him a treat every time he sits for you. The dog will eventually come to understand that sitting when told to will result in a treat.”

“If you want your dog to drool to the sound of a bell, simply pair the sound of a bell to something that naturally makes him drool, such as food. Eventually the dog will learn to associate the bell with food.”

Operant Conditioning

B.F. Skinner (1904-1990)elaborated

Thorndike’s Law of Effect

developed behavioral technology

Operant Behavior Is Voluntary & Directed

by Consequences Edward Thorndike ‘s Law of

Effect: The relationship between

behavior and its consequences

So named because behavior becomes more or less likely based on the effect it has in producing desirable or undesirable consequences.

Who- E.L. ThorndikeWhat – Educational PsychologistWhen- 1912What- What connection can be made between education and behavior?

The Foundation of Operant Conditioning

Operant Behavior Is Voluntary & Directed

by Consequences B. F. Skinner made the law of effect the

cornerstone for his influential theory of learning, called operant conditioning. Operant conditioning

“Rewarded behavior is likely to reoccur while behavior followed by a negative consequence is less likely to recur.”

E. L. Thorndike

According to Skinner, the organism’s behavior is “operating” on the environment to achieve some desired goal.

Operant Conditioning Basics

Operant and Classical ConditioningClassical Conditioning Operant Conditioning

Behavior is controlled by the stimuli that precede the response (by the CS and the UCS).

Behavior is controlled by consequences (rewards, punishments) that follow the response.

No reward or punishment is involved (although pleasant and averse stimuli may be used).

Often involves rewards (reinforcement) and punishments.

Through conditioning, a new stimulus (CS) comes to produce the old (reflexive) behavior.

Through conditioning, a new stimulus (reinforcer) produces a new behavior.

Extinction is produced by withholding the UCS.

Extinction is produced by withholding reinforcement.

Learner is passive (acts reflexively): Responses are involuntary. That is behavior is elicited by stimulation.

Learner is active: Responses are voluntary. That is behavior is emitted by the organism.

Classical V. Operant

Classical Involuntary reflexes Reinforcement occurs

before a response The role of the learner

is passive A NS becomes a CS

through association with US

Operant Spontaneous/voluntary Reinforcement occurs

after the response The role of the learner

is active Probability of making a

response is altered by consequences

With classical conditioning you can teach a dog to salivate, but you cannot teach it to sit up or roll over. Why? Salivation is an involuntary reflex, while sitting up and rolling over are far

more complex responses that we think of as voluntary.

B.F. Skinner

B.F. Skinner became famous for his ideas in behaviorism and his work with rats. Law of Effect: The idea that responses that produced desirable results would be learned, or

“stamped” into the organism.

B.F. Skinner and The Skinner Box

Key Terms of Operant ConditioningReinforcement

Any procedure that increases the responsePunishment

Any procedure that decreases the responseTypes of reinforcers:

Primary: e.g. food or water Secondary: money or power

Reinforcement

Reinforcer a condition in which the presentation or removal of

a stimulus, that occurs after a response (behavior), strengthens that response or makes it more likely to happen again in the future.

Positive Reinforcement: A stimulus presented after a response that

increases the probability of that response happening again. Ex: Getting paid for good grades

Negative Reinforcement

Negative Reinforcement: The removal of an unpleasant or averse stimulus

that increases the probability of that response happening again.

Ex: Taking Advil to get rid of a headache. Ex: Putting on a seatbelt to make the annoying seatbelt

buzzer stop.

The word “positive” means add or apply; “negative” is used to mean subtract or remove.

Some Sweet You Tube Clips

Positive v Negative Reinforcement http://www.youtube.com/watch?v=B_9ZZaPDtPk&feat

ure=related

Positive Reinfocement http://www.youtube.com/watch?v=euINCrDbbD4&feat

ure=related

Punishment

Punishment an averse/disliked stimulus which occurs after a

behavior, and decreases the probability it will occur again.

Positive Punishment: An undesirable event that follows a behavior: getting

spanked after telling a lie.

Punishment

Negative Punishment: When a desirable event ends or is taken away

after a behavior. Example: getting grounded from your cell phone after

failing your progress report. Think of a time-out (taking away time from a fun

activity with the hope that it will stop the unwanted behavior in the future.)

Punishment vs. Negative Reinforcement

Punishment and negative reinforcement are used to produce opposite effects on behavior. Punishment is used to decrease a behavior or

reduce its probability of reoccurring.

Negative reinforcement always increases a behavior’s probability of happening in the future (by taking away an unwanted stimuli).

Remember, “positive” means adding something and “negative means removing something.

Reinforcement vs. Punishment

Unlike reinforcement, punishment must be administered consistently. Intermittent punishment is far less effective than punishment delivered after every undesired behavior.

In fact, not punishing every misbehavior can have the effect of rewarding the behavior.

It is important to remember that the learner, not the teacher, decides if something is reinforcing or punishing.

Redi Whip vs. Easy Cheese

Positive and Negative Reinforcement, Positive and Negative Punishment

Reinforcement/Punishment

The consequence provides something

($, a spanking…)

The consequence takes something away (removes headache,

timeout)

Positive Reinforcement

(+,+)

Negative Reinforcement

(-,+)

The consequence makes the behavior

more likely to happen in the future.

Positive Punishment

(+,-)

Negative Punishment

(-,-)

The consequence makes the behavior

less likely to happen in the future.

Reinforcement/Punishment Matrix

Your Task

How has: Positive reinforcement Negative Reinforcement Positive Punishment Negative Punishment

been used on you?

Provide one example of how each of these processes has been used on you by someone or something else.

Punishment

Punishment

Punishment defined a procedure where an aversive stimulus is

presented to a subject contingent upon the subject emitting an undesired behavior.

punishment should be used as a last resort in behavior engineering; positive reinforcement should be used first

examples include spanking, verbal abuse, electrical shock, etc.

Punishment

Dangers in use of punishment punishment is often reinforcing to a punisher (resulting

in the making of an abuser) punishment often has a generalized inhibiting effect on

the punished individual (they stop doing ANY behavior at all)

we learn to dislike the punisher (a result of classical conditioning)

Punishment

Dangers in use of punishment what the punisher thinks is punishment may, in

fact, be a reinforcer to the “punished” individual punishment does not teach more appropriate

behavior; it merely stops a behavior from occurring

punishment can cause emotional damage in the punished individual (antisocial behavior)

Punishment

Dangers in use of punishment punishment only stops the behavior from occurring in

the presence of the punisher; when the punisher is not present then the behavior will often reappear and with a vengeance

the best tool for engineering behavior is positive reinforcement

Punishment

Guidelines for the effective use of punishment use the least painful stimulus possible; if you

spank your child, do it on the child’s bottom with an open hand never more than twice and NEVER so hard as to leave any marks on your child. That would be classified as child abuse.

reinforce the appropriate behavior to take the place of the inappropriate behavior

Punishment

Guidelines make it clear to the individual which behavior

you are punishing and remove all threat of punishment immediately as soon as the undesired behavior stops.

do not give punishment mixed with rewards for a given behavior; be consistent!

once you have begun to administer punishment do not back out but use punishment wisely

Uses and Abuses of Punishment

Punishment often produces an immediate change in behavior, which ironically reinforces the punisher.

However, punishment rarely works in the long run for four reasons:

1. The power of punishment to suppress behavior usually disappears when the threat of punishment is gone.

2. Punishment triggers escape or aggression.3. Punishment makes the learner apprehensive: inhibits

learning.4. Punishment is often applied unequally.

Making Punishment Work

To make punishment work: Punishment should be swift. Punishment should be certain-every time. Punishment should be limited in time and intensity. Punishment should clearly target the behavior, not the

person. Punishment should not give mixed messages. The most effective punishment is often omission

training-negative punishment.

Psychology This Week

Monday Schedules of Reinforcement

Tuesday Shaping Behaviors You try it

Wednesday Bobo Dolls Punishment revisited

Thursday Unit Review

Friday Quiz/Quest/Test

Questions to Ponder

What is the difference between…… Classical Conditioning and Operant

Conditioning? Unconditioned Stimulus and Conditioned

Stimulus? Reinforcement and Punishment? Negative Reinforcement and Positive

Reinforcement? Negative Punishment and Positive

Punishment?

A Scenario to Remember

An 8th period class of 30 students who need my class to graduate are complete nightmares. They are rude, disrespectful, and behave awfully. My goal as the teacher is to shape their behaviors so that they follow the rules, are respectful, do the work, and pass the class. Which option do you think would work best? Why?

Option 1- 5 Points every day for coming to class on time, doing the work, and being respectful

Option 2- 25 Points every week for coming to class on time, doing the work, and being respectful. Each week, a new “random” day will be selected as the point day

Option 3- 500 Points one time at the end of the semester. The points will be based off one one “random” day chosen at the end of the semester

Project Fun

http://www.youtube.com/watch?v=hISRlatcmX0

http://www.youtube.com/watch?v=lqT_dPApj9U

http://www.youtube.com/watch?v=cbEKAwCoCKw

http://www.youtube.com/watch?v=iynzHWwJXaA

Chapter 7Operant Conditioning:

SCHEDULES AND THEORIESOF REINFORCEMENT

Reinforcement Schedules

Continuous Reinforcement/Punishment: A reinforcement/Punishment schedule under which all correct responses are reinforced.

This is a useful tactic early in the learning process. It also helps when “shaping” new behavior.

Shaping: A technique where new behavior is produced by reinforcing responses that are similar to the desired response.

Dog training requires continuous reinforcement

Continuous Reinforcement

Continuous Reinforcement: A schedule of reinforcement that rewards every correct response given. Example: A vending machine.

What are other examples?

Reinforcement Schedules

Intermittent Reinforcement: A type of reinforcement schedule by which some, but not all, correct responses are reinforced.

Intermittent reinforcement is the most effective way to maintain a desired behavior that has already been learned.

Applying Psychology to Your World

Sometimes we get reinforced or punished after a specific

amount of responses are given

(ex: You have to attend four classes in order to play in tonight’s

basketball game)

Sometimes we get reinforced or punished after a random

amount of responses are given

(ex: a golfer has to shoot a varied amount of shots before he finishes

a hole)

Sometimes, we get reinforced or punished after a specific amount

of TIME has passed

(ex: after spending 55 minutes in detention, a student is allowed to go

home)

Sometimes , we get reinforced or punished after a random amount

of TIME has passed

(ex: a fisherman may wait several hours before a fish takes the bait)

Intermittent Reinforcement: A type of reinforcement schedule by which some, but not all, correct responses are reinforced.

Intermittent Schedules

When you want to reinforce based on a certain number of responses occurring (for example, doing a certain number of math problems correctly), you can use a ratio schedule

When you want to reinforce the first response after a certain amount of time has passed (for example when a teacher gives a midterm test), you can use an interval schedule

Four Types of Intermittent Schedules

Ratio Schedules

Fixed Ratio

Variable Ratio

Interval Schedules

Fixed Interval

Variable Interval

Fixed Ratio Schedule

Fixed Ratio Schedule, reinforcement is contingent upon a fixed,

predictable number of responses Characteristic pattern:

High rate of response Short pause following each reinforcer

Reading a chapter then taking a break is an example A good strategy for “getting started” is to start with an

easy task

Fixed Ratio, continued

Higher Ratio requirements result in longer post-reinforcement pauses Example: The longer the chapter you read, the

longer the study break!

Fixed Ratio is abbreviated “FR” and a number showing how many responses must be made to get the reinforcer is added: Ex. FR 5 (5 responses needed to get a reinforcer)

Variable Ratio Schedule

Variable Ratio Schedule reinforcement is contingent upon a varying,

unpredictable number of responses Characteristic pattern:

High and steady rate of response Little or no post-reinforcer pausing

Hunting, fishing, golfing, shooting hoops, and telemarketing are examples of behaviors on this type of schedule

Other facts aboutVariable Ratio Schedules

Behaviors on this type of schedule tend to be very persistent This includes unwanted behaviors like begging,

gambling, and being in abusive relationships “Stretching the ratio” means starting out with a very

dense, rich reinforcement schedule and gradually decreasing the amount of reinforcement The spouse, gambler, or child who is the “victim” must

work harder and harder to get the reinforcer

Variable Ratio: VR

Variable Ratio: VR Variable Ratio is abbreviated “VR” and a

number showing an average of how many responses between 1 and 100 must be made to get the reinforcer is added: Ex. VR 50 (an average of 50 responses needed to

get a reinforcer – could the the next try, or it could take 72! Gambling is the classic example!

Fixed Interval Schedules

Fixed Interval Schedule reinforcement is contingent upon the first

response after a fixed, predictable period of time Characteristic pattern:

A “scallop” pattern produced by a post-reinforcement pause followed by a gradually increasing rate of response as the time interval draws to a close

Glancing at your watch during class provides an example! Student study behavior provides another!

Fixed Interval: FI

Fixed Interval is abbreviated “FI” and a number showing how much time must pass before the reinforcer is available: FI 30-min (reinforcement is available for the first

response after 30 minutes have passed) Ex. Looking down the tracks for the train if it comes

every 30 minutes

Variable Interval Schedule

Variable Interval Schedule reinforcement is contingent upon the first

response after a varying, unpredictable period of time Characteristic pattern:

A moderate, steady rate of response with little or no post-reinforcement pause.

Looking down the street for the bus if you are waiting and have no idea how often it comes provides an example!

Variable Interval: VI

Variable Interval is abbreviated “VI” and a number showing the average time interval that must pass before the reinforcer is available: VI 30-min (reinforcement is available for the first

response after an average of 30 minutes has passed) Ex. Hilary’s boyfriend, Michael, gets out of school and

turns on his phone some time between 3:00 and 3:30 – the “reward” of his answering his phone puts her calling behavior on a VI schedule, so she calls every few minutes until he answers

Interval Schedules

Fixed Interval Schedule (FI): A schedule that a rewards a learner only for the first

correct response after some defined period of time.

Example: B.F. Skinner put rats in a box with a lever connected to a feeder. It only provided a reinforcement after 60 seconds. The rats quickly learned that it didn’t matter how early or often it pushed the lever, it had to wait a set amount of time. As the set amount of time came to an end, the rats became more active in hitting the lever.

Interval Schedules

Variable Interval Schedule (VI): A reinforcement system that rewards a correct response after an unpredictable amount of time.

Example: A pop-quiz

Ratio Schedules

Fixed Ratio Schedule (FR): A reinforcement schedule that rewards a response only after a defined number of correct answers. Example: At Safeway, if you use your Club Card to buy

7 Starbucks coffees, you get the 8th one for free.

Ratio Schedules

Variable Ratio Schedule (VR): A reinforcement schedule that rewards an unpredictable number of correct responses.

Example: Buying lottery tickets

Schedules of Reinforcement

Variable Interval

Number of responses

1000

750

500

250

010 20 30 40 50 60 70

Time (minutes)

Fixed Ratio

Variable Ratio

Fixed Interval

Steady responding

Rapid responding near time for reinforcement

80

Intermittent Reinforcement Schedules-

Skinner’s laboratory pigeons produced these responses patterns to each of four reinforcement schedules

For people, as for pigeons, research linked to number of responses (ratio) produces a higher response rate than reinforcement linked to time elapsed (interval).

THE PSYCHOLOGY OF STOPPING BEHAVIOR

Punishment

Question to Ponder

What do you think is a more effective use Operant Conditioning…….. Using reinforcement for encourage behavior

OR Using punishment to discourage behaviors

What psychological side effects might one encounter with the use of punishment?

Punishment

Punishment Defined A procedure where an aversive stimulus is

presented to a subject contingent upon the subject emitting an undesired behavior.

punishment should be used as a last resort in behavior engineering; positive reinforcement should be used first

examples include spanking, verbal abuse, electrical shock, etc.

Punishment

Dangers in use of punishment Punishment is often reinforcing to a

punisher resulting in the making of an abuser

Punishment often has a generalized inhibiting effect on the punished individual they stop doing ANY behavior at all

We learn to dislike the punisher a result of classical conditioning

Punishment

Dangers in use of punishment What the punisher thinks is punishment may,

in fact, be a reinforcer to the “punished” individual

punishment does not teach more appropriate behavior

it merely stops a behavior from occurring punishment can cause emotional damage in

the punished individual antisocial behavior

Punishment

Dangers in use of punishmentPunishment only stops the behavior

from occurring in the presence of the punisher when the punisher is not present then the behavior will often reappear and with a vengeance

The best tool for engineering behavior is positive reinforcement

Punishment

Guidelines for the effective use of punishment Use the least painful stimulus possible;

if you spank your child, do it on the child’s bottom with an open hand never more than twice and NEVER so hard as to leave any marks on your child. That would be classified as child abuse.

Reinforce the appropriate behavior to take the place of the inappropriate behavior

Punishment

Guidelines Make it clear to the individual which behavior

you are punishing and remove all threat of punishment immediately as soon as the undesired behavior stops.

Do not give punishment mixed with rewards for a given behavior; be consistent!

Once you have begun to administer punishment do not back out but use punishment wisely

Primary and Secondary reinforcement

Primary reinforcement: something that is naturally reinforcing: food, warmth, water…

Secondary reinforcement: something you have learned is a reward because it is paired with a primary reinforcement in the long run: good grades.

Two Important Theories

Token Economy: A therapeutic method based on operant conditioning that where individuals are rewarded with tokens, which act as a secondary reinforcer. The tokens can be redeemed for a variety of rewards.

Premack Principle: The idea that a more preferred activity can be used to reinforce a less-preferred activity.

Psychology Today

Bobo Dolls, kids, guns, and fun

Review CC- Pavlov, Watson OC- Skinner OL – Bandura

Notebook check list

Classical Conditioning

Operant Conditioning

Observational Learning

A Third Type of Learning

Albert Bandura- 1960

Bobo Doll

Modeling Theory

Observational Learning

You can think of observational learning as an extension of operant conditioning, in which we observe someone else getting rewarded but act as thought we had also received the reward.

Observational learning: Learning in which new responses are acquired after other’s behavior and the consequences of their behavior are observed.

Observational Learning

After observing adults seeming to enjoy punching, hitting and kicking an inflated doll called Bobo, the children later showed similar aggressive behavior toward the doll.

Significantly, these children were more aggressive than those in a control condition who did not witness the adult’s violence.

Media and ViolenceDoes violence on tv/movies/video games have

an impact on the learning of children?

Correlation evidence from over 50 studies shows that observing violence is associated with violent behavior.

In addition, experiment evidence shows that viewers of media violence show a reduction in emotional arousal and distress when they subsequently observe violent acts-a condition known as psychic numbing.

THE MOST MEMORABLE SLIDES

FROM THIS UNIT

Psychology Review

Think About it

“The interpretation of dreams is the royal road to a knowledge of the unconscious activities of the mind while the royal road to understanding human behavior lies within the unconscious mind itself.”

-- Sigmund Freud

"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select--doctor, lawyer, artist, merchant-chief, and, yes, even beggarman and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.

--John Watson

A New Way of Thinking

John B. Watson1913

"Psychology as the Behaviorist Views It"

Psychology finally discovers a way to measure behavior scientifically

7 main assumptions of Behaviorism that set it apart from other psychologies

7 assumptions of Behaviorism

1. Behavior should be studied as a science2. Psychology should concern itself with

understanding only observable actions3. external stimuli should be studied in how

it affects human behavior4. All behavior is a product of conditioning

and training.5. We are born as blank slates6. We Are not responsible for our actions7. The goal of psychology should be to

control the external world in order to control behavior

Pavlov’s Experiment

Classical Conditioning

Ivan Pavlov

Pavlov’s Experiment

Reiser’s Example

Step 2.Unconditioned

Stimulus(UCS)

Unconditioned Response (UCR)

Step 3. UCS“paired with” +Conditioned

Stimulus(CS)

Conditioned Response

(CR)

Neutral Stimulus I’ll Be (Song)

Amanda Cain Lovey Dovey Feelings

Lovey Dovey Feelings

I’ll Be (Song)

A “Classic” Example

Things to Keep In Mind

Do we respond similarly to similar stimuli? YES!

Generalization The tendency to respond to a stimulus that

is similar to the CSI don’t

care if she is a tape

dispenser.I love her!

Stimulus generalization

Things to Keep in Mind

What if we could not distinguish between stimuli that were similar? The bell ending class vs. fire alarm The door bell vs. our cell phones

Discrimination: The ability to distinguish between two similar signals

stimulus.

Did you Know?

Higher Order Conditioning A stimulus that was previously neutral is paired

with a conditioned stimulus to produce the same conditioned response as the conditioned stimulus. Food----- Drool Food + Bell-----Drool Bell----- Drool Bell + Blue Ball---- Drool Blue Ball----- Drool Etc…….

Extinction

What happens when the CS isn’t followed by the UCS? Extinction:

The diminishing (or lessening) of a learned response, when an unconditioned stimulus does not follow a conditioned stimulus. To acquire a CR, we repeatedly pair a neutral stimulus with the UCS.

But, if we want to reverse this learning, we must weaken the strength of the connection between the two stimuli.

It is important to realize that extinction does not mean complete elimination of a response.

Spontaneous Recovery

Extinction merely suppresses the conditioned response, and the CR can reappear during spontaneous recovery.

Spontaneous Recovery: The response after a rest period of an extinguished

conditioned response. Spontaneous recovery is weaker than the original CR.

Operant Conditioning

B.F. Skinner (1904-1990)elaborated

Thorndike’s Law of Effect

developed behavioral technology

Operant Behavior Is Voluntary & Directed

by Consequences Edward Thorndike ‘s Law of

Effect: The relationship between

behavior and its consequences

So named because behavior becomes more or less likely based on the effect it has in producing desirable or undesirable consequences.

Who- E.L. ThorndikeWhat – Educational PsychologistWhen- 1912What- What connection can be made between education and behavior?

The Foundation of Operant Conditioning

Classical V. Operant

Classical Involuntary reflexes Reinforcement occurs

before a response The role of the learner

is passive A NS becomes a CS

through association with US

Operant Spontaneous/voluntary Reinforcement occurs

after the response The role of the learner

is active Probability of making a

response is altered by consequences

With classical conditioning you can teach a dog to salivate, but you cannot teach it to sit up or roll over. Why? Salivation is an involuntary reflex, while sitting up and rolling over are far

more complex responses that we think of as voluntary.

B.F. Skinner

B.F. Skinner became famous for his ideas in behaviorism and his work with rats. Law of Effect: The idea that responses that produced desirable results would be learned, or

“stamped” into the organism.

Key Terms of Operant ConditioningReinforcement

Any procedure that increases the responsePunishment

Any procedure that decreases the responseTypes of reinforcers:

Primary: e.g. food or water Secondary: money or power

The consequence provides something

($, a spanking…)

The consequence takes something away (removes headache,

timeout)

Positive Reinforcement

(+,+)

Negative Reinforcement

(-,+)

The consequence makes the behavior

more likely to happen in the future.

Positive Punishment

(+,-)

Negative Punishment

(-,-)

The consequence makes the behavior

less likely to happen in the future.

Reinforcement/Punishment Matrix

Applying Psychology to Your World

Sometimes we get reinforced or punished after a specific

amount of responses are given

(ex: You have to attend four classes in order to play in tonight’s

basketball game)

Sometimes we get reinforced or punished after a random

amount of responses are given

(ex: a golfer has to shoot a varied amount of shots before he finishes

a hole)

Sometimes, we get reinforced or punished after a specific amount

of TIME has passed

(ex: after spending 55 minutes in detention, a student is allowed to go

home)

Sometimes , we get reinforced or punished after a random amount

of TIME has passed

(ex: a fisherman may wait several hours before a fish takes the bait)

Intermittent Reinforcement: A type of reinforcement schedule by which some, but not all, correct responses are reinforced.

Schedules of Reinforcement

Variable Interval

Number of responses

1000

750

500

250

010 20 30 40 50 60 70

Time (minutes)

Fixed Ratio

Variable Ratio

Fixed Interval

Steady responding

Rapid responding near time for reinforcement

80

Intermittent Reinforcement Schedules-

Skinner’s laboratory pigeons produced these responses patterns to each of four reinforcement schedules

For people, as for pigeons, research linked to number of responses (ratio) produces a higher response rate than reinforcement linked to time elapsed (interval).