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TAMU PSYC 340 - Historical Precedents – Psychology and Learning after Watson
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PSYC 340 1st Edition Lecture 4Historical Precedents What you missed last classDescartes and dualism A. Body is extended and is governed by physical laws B. Soul is free and is not governed by physical laws C. Gave rise to reflexology II. Materialisms argue that mind is also extended A. Able to predict/calculate behavior ; no free will III. Lloyd Morgan’s canon – go for simplest explanation IV. British Empiricism A. John Locke – all knowledge is acquired except for basic sensations and ability to glue them together B. Associationists and principles of learning 1. Contiguity (David Hartley) 2. Repetition (Hartley) 3. Vividness/salience (James Mill)4. Mental chemistry (James Stuart Mill)V. Structuralism A. Systematic introspection – take apart the mind and figure out how the parts are put together B. Did not work – consciously impossible 1. What is presented in the conscious is the whole, but we do not have conscious access to deconstruct the elements From Physiology to Psychology These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.I. Pavlov (1849-1936)A. Well-trained dog would salivate even before the dog would get the food: called these psychic secretions B. Pavlovian conditioning (CS, CR, US, UR) 1. Conditioned stimulus – tone; would appear before the food; acquired theability to elicit the response 2. Unconditioned stimulus – food; elicits a salivation response without the response being learned 3. Unconditioned response – salivation from the food; unlearned 4. Conditioned stimulus – salivation after the tone; learned 5. Pavlov’s experiment is the classic example of learning. a. Called classical conditioning, or Pavlovian conditioning C. Basic Phenomena 1. Stimulus generalizationa. You will generalize your learning to new stimulus based off of similarity b. Example: the dog salivations more robustly to a tone identical to the one in training. i. However, it still responses to tones of other frequencies, but the farther away the frequency gets from the training tone, the less robust the response.ii. Upside-down v is known as the generalization gradient 2. Extinction a. Eventually, when you present the CS alone, the response becomesless and less robust, until it disappears. 3. Second-order conditioning a. First, you establish a conditioned response to one stimulus. (Example: tone is paired with food.)b. Then, you take a new cue and pair it with the CR. (Example: line is paired with tone.) i. Even though the light was never pair with the food, it still elicits the same response, though not as robustly.Darwin & Evolution I. Charles Darwin (1809-1882) A. Voyage of the Beagle B. Jeremy Button – native “savage” on the boat that was abducted by the sailors; seemed more like the sailors and less than the savages 1. It is culture that makes us distinct from other animals!2. Wrote about this in The Origin of Species a. Studied the finches of the Galapagos, natural selection, survival of the fittest, etc. C. In this course, we must assume that Darwin is correct. II. This went against the prevailing views in the early 1800sThorndike & Animal Behavior I. Introspection by analogy A. “What would it be like to look through the eyes of an ant/dog/rat/elephant…?” B. Though these led to some important implications, the stories weren’t exactly true all the time… 1. Example: ants take their dead and put them outside, this must be cognitive. However, discovered it was the smell of the dead. II. Edward Thorndike (1874-1949) A. Puzzle box 1. The cat wanted to get out of this box; gets out faster and faster each trial 2. Learning is gradual in nature B. Reacted against anthropomorphic interpretations1. Attributing/interpreting human problem-solving skills to non-human creatures a. Example: some might think the cat is thinking about how to escape the puzzle box in the same way that a human might 2. Thorndike disagreed a. Just forming an analogy, not drawing a conclusion b. Believed the cat learned by trial and errorC. Trial and error learning 1. The cat reflexively bats a rope, touches a pedal, etc.2. Isn’t thinking 3. Eventually, the cat does everything right and gets out by chance D. Law of Effect 1. If a response in the presence of a stimulus is followed by a satisfying event, the association between the stimulus and the response is strengthened. If the response is followed by an annoying event, the association is weakened.E. Distinction between Pavlovian and instrumental conditioning 1. Thorndike believes that what is learned are stimulus-response associations (S-R) a. No cognitive processes in the cat 2. Reinforcement selectively strengthens particular S-R connections a. Reinforcement has a bigger impact on S-R connections that are contiguous with reinforcement 3. Adaptive S-R connections are strengthened and the maladaptive ones are weakened a. Darwinian flavor – survival of the fittest connections 4. The cat is learning that when it gets a particular response, there is a particular outcome – Response-Outcome relation (R-O) a. Response = outcome; no response = no outcome b. This is called instrumental conditioning i. Classical conditioning relies on Stimulus-Stimulus connections, while instrumental relies on Response-Outcome i. This is how the experimenters see the difference ii. For the subject, it’s about control 1. Instrumental situations are controllable, while Pavlovian situations are uncontrollable Watson & the Birth of Behaviorism I. John Watson (1878-1958)A. Kicked consciousness out of psychology – did not like the Structuralists B. Extreme empiricist C. “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”1. What you become is solely dependent on your experience a. “All men are created equal” D. Behaviorist position 1. Reject of the method of introspection (Structuralism) 2. Emphasized publically verifiable data a. If you can’t see it, it’s not science; eliminated introspectionb. Focus on the stimulus and the response since they are publically verifiable; make psychology a science3. Watson though the aim of psychology is to predict behavior, formulate laws about behavior, and control behavior 4. Believed S-R links are the building blocks of all behavior a. Pavlov’s


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TAMU PSYC 340 - Historical Precedents – Psychology and Learning after Watson

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