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TAMU PSYC 340 - Learning after Watson
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PSYC 340 1st Edition Lecture 5Current LectureWhat you missed last class… (01.29.15)I. Pavlov’s dogsA. Definitions of CS, US, UR, CRB. Basic Phenomena1. Stimulus generalization2. Extinction3. Second-order conditioningC. Classical conditioning – relies on stimulus-stimulus connectionsII. Charles Darwin – evolution and learningIII. Thorndike and Animal Behavior A. Puzzle box 1. Learning is gradual 2. Trial and errorB. Reacted against anthropomorphic interpretationsC. Law of EffectIV. Reinforcements strengthens stimulus-response (S-R) connectionsV. When there is a particular response, there is a particular outcome – Response-outcome (R-O) connections A. This is what instrumental conditioning relies on VI. John WatsonA. Publically verifiable behavior B. Psychology – predictions, controls, and formulates laws about behavior C. S-R links are the building blocks of all behavior VII. Clark Hull A. Rp = (D * sHr * K * V) – (Ir + sIr) Learning After Watson I. Clark Hull (1884-1952) A. The distinction between learning and performance B. Said he could create a mathematical theory to predict behavior or response C. Theory: Rp = (D * sHr * K * V) – (lr + slr) 1. Rp: response probability 2. D: drive a. Underlying motivation – hunger, thirst, etc. b. Drive reduction enhances performance 3. sHr: habit strength 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.a. assumed you would acquire a habit if the habit is reinforced i. Rat is given the choice to turn left or right – turns right to get to the goal ii. A habit is formed (sHr)4. K: incentive motivation a. Reflects the quality and quantity of the reinforcerb. Rat used to getting one pellet; gets ten pellets or a cocoa puff. Next round, will work harder to get that better reinforce again5. V: stimulus intensity a. How salient the stimulus is 6. Ir: reactive inhibitiona. Like fatigue i. Tired from running; response won’t be as strongii. This will slowly go away if you stop making the responseb. Has drive properties; don’t like being tired i. Rat sniffs in the corner: S=corner, R=sniffii. Gets less tired; drive reduction7. sIr: conditioned inhibition b. Competing response – not what you are measuringc. Reinforce the animal for doing something else i. Gets reinforced for sniffing in the corner; fatigue is fading, providing a drive reductionD. sHr and sIr = learning variables; describe learned associations 1. Learning = S-R (stimulus – response)E. The rest are performance variables F. If any of the variables in (D * sHr * K * V) are zero, there is no response. 1. Increase Rp; allow acquisition G. (lr + slr) – reduces Rp 1. Creates extinction H. Spontaneous recovery 1. Tak-e a day break – reduces Ir, so the response pops up.2. sIr keeps the response from being fully recovered II. Edward Tolman (1886-1959)A. Reacted against S-R view 1. S-R account of learning in a complex maze 2. Hull’s rats = S-R machines; Tolman’s rats = smarter; had purpose; had adaptable behavior B. Criticized because people thought he was being anthropomorphic 1. But it kind of worked! C. The theory: encoding S-S relations and S1-R-S2 expectancies 1. S1 – stimulus; R – response; S2 – reinforcer 2. Unlike Hull’s rats, have expectations; there better be food at the end of the maze. D. Cognitive inferences 1. Tolman assumed contiguity (closeness of space and time) was all you needed to learn, rather than drive reductiona. If the elements were associated closely together, that’s all you needb. This is true for both S-S and S1-R-S2 2. Reinforcement only affects performanceE. Comparison to the S-R approach 1. Evidence organisms encode the reinforcement a. Monkey choosing a banana over a piece of lettuce; monkey went berserk when he got a piece of lettuce when he was expecting a banana! 2. Evidence of learning in the absence of reinforcement a. According to Hull, there is no D reduction in the no food group; thus, no learning b. From Tolman’s perspective, all reinforcement does is affect performance i. Still learning without reinforcement ii. Once you give them motivation, performance improves rapidly! 3. Evidence of S-S learning a. In S-R learning, no R = no learning b. But, in S1-R-S2, no R = S-S i. Can use this information to make an inference; shows cognition ii. Knows S1-R-S2; show it that S2-S*  Infers that S1-R-----S* Example: S2 (food) – S* (illness) - Will infer that it shouldn’t response, since if it does, it will get food that will make it sick - Will only do that if it encodes the reinforcer - Taste aversion learningc. Hull’s rat learns how to get through the maze by linking S-R relations together d. However, Tolman’s rat can encode the environment i. Rat is pulled on a boat through the maze; did not respond (no R) ii. Water is removed; does it know its way around? Yes! Hull’s rat would not know how to get through, because there is no R - Head moving to look – R; this is wrong/silly Tolman’s rat would; S-S learning III. B.F. Skinner (1904-1990) A. Challenges to the S-R and cognitive views 1. Skinner said that sometimes we aren’t as flexible as Tolman suggested2. Tone lemon juice  salivate 3. Tone  salivate 4. Told that lemon juice will not be presented; if you don’t salivate you get $20 a. Will still salivate! b. Not as flexible; can’t cognitively change it B. Skinner’s solution 1. Distinction between respondent behavior (reflexively elicited; Pavlovian conditioning) and operant behavior (emitted, not elicited; animals can acton and adapt to their environment in any way they can; instrumental conditioning)a. Used operant rather than instrumentalb. All the stimulus does is set the occasion for the response. 2. Avoid theoretical speculation a. Can’t see cognitive constructs; will never really know b. Is seen as a radical behaviorist c. Focus only on what you can observe (rate of response)3. Skinner said that there is not a stimulus; behavior is emitted, not eliciteda. Rate of responding – became his dependent variable rather than S-R strengthb. Gives you a measure of the strength of the emitted response. C. Schedules of reinforcement 1. Fixed ratio (FR) and variable ratio (VR) 2. Fixed interval (FI) and variable interval


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TAMU PSYC 340 - Learning after Watson

Type: Lecture Note
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