Unit 6 Learning How do we Learn?. Learning = a relatively permanent change in an organism’s behavior due to experience. Relatively Permanent: Learning.

Unit 6 Learning

How do we Learn?

Learning= a relatively permanent change in an organism’s behavior due to

experience.

• Relatively Permanent: Learning must have staying power. Real learning is not temporary.

• Change in organisms behavior: We know learning has occurred when behavior has changed.

• Due to experience: Learning results from experience, either directly or indirectly.

How Do We Learn?

1.Classical Conditioning2.Operant Conditioning3.Observational

Learning

Classical Conditioning:

What is Classical Conditioning and How did Pavlov’s work influence Behaviorism?Read pages 218- 221

Classical Conditioning:a type of learning in which one learns to link two or more stimuli and anticipate events.

IVAN PAVLOV

Pavlov’s Experiments

•Parts of Classical Conditioning• Unconditioned stimulus (US) in classical conditioning, a

stimulus that unconditionally – naturally and automatically – triggers a response.

• Unconditioned response (UR) in classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth.

Pavlov’s Experiments

• Conditioned stimulus (CS) in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (CS), comes to trigger a conditioned response.

• Conditioned response (CR) in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus (CS).

Pavlov’s ExperimentsThe office Conditioning Pavlov Video

Pavlov’s ExperimentsAcquisition, Extinction and Spontaneous Recovery

The stronger the CS and US, the faster the Acquisitions. If CS is alone, then the CR becomes extinct but can be spontaneously recovered.

Pavlov’s Experiments

• Generalization: the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses.

• Discrimination: in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus

“ I don’t care if she’s a tape dispenser. I love her!

Extending Pavlov’s Understanding

•Cognitive Processes• Learned helplessness

•Biological Predispositions• Conditioned taste aversion

Pavlov’s LegacyRead pages : 226-227

•Classical conditioning applies to other organisms

•Showed how to study a topic scientifically•Greatly Influenced the school of Behaviorism and John Watson’s “Baby Albert” experiment

• Little Albert Experiment

Operant ConditioningWhat is Operant Conditioning? And how does it differ from Classical Conditioning?

HANDOUT 6-4

Operant ConditioningWhat is Operant Conditioning? And how does it differ from Classical

Conditioning?

* Classical Conditioning forms associations between stimuli and involves Respondent Behavior, or actions that are automatic responses to stimuli. No control over either the stimuli or the response.

•Operant Conditioning, organisms associate their OWN actions with CONSEQUENCES. Behavior OPERATES on the environment to PRODUCE rewarding or punishing stimuli is called OPERANT BEHAVIOR.

• We can distinguish between the two by asking: “ Is the organism learning associations between events it does not control, or is it learning association between its behavior and resulting events. “

B.F. Skinner’s Experiments

• Edward Thorndike’s Law of Effect – Rewarded behavior is likely to recur.

• B.F. Skinner – Modern Behaviorisms most influential psychologist. • Developed Behavioral technology• Developed Methods of Behavior control

B.F. Skinner’s ExperimentsRead page 229

•Operant Chamber (Skinner Box)

Skinner used SHAPING: a procedure in which reinforcers, such as food, gradually guide an animals actions towards a desired behavior.

Skinner’s ExperimentsTypes of Reinforcers

•Reinforcer• Positive reinforcement• Negative reinforcement (is NOT PUNISHMENT)

Is this Positive or Negative Reinforcement?

Write 3 more examples for each type of reinforcement, HANDOUT 6-6

Skinner’s ExperimentsTypes of Reinforcers Operant Conditioning Video

•Primary reinforcer – unlearned, innately satisfying, ex - food

•Conditioned reinforcer• Secondary reinforcer – get their power through learned association with primary reinforcers, ex – money to buy food.

• Immediate vs delayed reinforcers

Skinner’s ExperimentsReinforcement Schedules

•Continuous reinforcement – reinforce every time.

•Partial (intermittent) reinforcement – reinforce on a schedule

•Schedules• Fixed-ratio schedule – Set Number of responses

• Variable-ratio schedule – Unpredictable number of responses

• Fixed-interval schedule – Fixed TIME period

• Variable-interval schedule - Varying TIME period

Skinner’s ExperimentsReinforcement Schedules

Skinner’s ExperimentsPunishment – complete handout 6-5

Skinner’s ExperimentsPunishment

•Negatives of using punishment• Punished behavior is suppressed not forgotten• Punishment teaches discrimination• Punishment can teach fear• Physical punishment may increase aggression• HANDOUT 6-7

Contrasting Classical and Operant ConditioningUse Compare and Contrast Chart

•Similarities between classical and operant conditioning

•Differences between classical and operant conditioning

Contrasting Classical and Operant Conditioning

IntroductionRead pages 242-244

•Observational learning• Social learning - • Modeling

Mirrors in the Brain

•Mirror neurons•Theory of mind

Bandura’s ExperimentsBobo Doll Video

For next ClassComplete Review Questions 1, 2, 3Print Unit 7 Power Point