PSY 201 1st Edition Lecture 11Outline of Last Lecture I. Selective Attentiona. Stimulus-driven capture (reflexive)b. Goal-directed selection (voluntary)II. Divided AttentionIII. Attention and the perception of objectsa. Feature integration theoryb. Change blindnessIV. Physiological basis of attentionV. What is Learning?a. Types of learningVI. Classical ConditioningOutline of Current LectureI. Classical Conditioning (continued)II. Operant ConditioningIII. Problems with Behaviorisma. Cognitive processes in learningb. Evolutionary considerationsIV. Biological basis of learningV. SummaryCurrent LectureI. Classical Conditioninga. Relies on the principle of predictable signalsi. Example:1. Pavlov’s dogsa. Measuring the salivation when different kinds of foods were presentedb. Dogs would start to salivate when a researcher walked intothe roomc. By introducing a neutral stimulus (bell) and pairing it with an unconditioned stimulus (food), the bell starts to cause salivation because the dog has learned to associate the bell with foodThese 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.b. Learning predictable stimuli: presence of one stimulus predicts that a second stimulus will followc. Classical conditioning definitionsi. UCS: unconditioned stimulusii. UCR: unconditioned responseiii. Reflex: the response occurringiv. NS: neutral stimulusv. CS: conditioned stimulusvi. CR: conditioned responsevii. Conditioned reflex: the response occurring after conditioningd. Temporal contiguity: CS must precede UCS by a very short time, allows the subject to know that the two subjects are relatede. Contingency: aka predictability, has to predict UCS’s occurrencef. Extinction: disappearance of CR to CS when UCS is withheld (not to be confused with forgettingg. Stimulus generalization/discrimination: change the CS a little bit, and it still elicitsthe CR (changing the pitch of the bell still caused the dogs to salivatei. Generalization=CR to the CS that has been changed a little bitii. Discrimination=CR to the SPECIFIC CS that it has been trained to respond toh. Classical conditioning is adaptive and automatic, and allows an organism to prepare for arrival of UCSII. Operant Conditioninga. Learning process where the consequences of response/behavior changes (increases or decreases) the likelihood that the behavior will occur againi. Thorndyke: puzzle boxesii. Used cats, and put them in boxes that were closed until the cat could press a lever on the inside1. Measured how long it took for the cat to learn how to get out (took less time with an increased number of trials)2. Law of Effect: behavior is controlled by effects of the behavior (reward or punishment)3. Response (R) causes consequence (S) which results in increase or decrease of Ra. Operant chambers: behaviorists used these to study how animals learn and become conditionedb. Shaping: closer approximations to the desired response are rewarded until the behavior you wish to see occursc. Partial reinforcement schedules: reward only some responses and lead the subject to better learningi. Ratio: reinforcement after fixed number of responses before giving reinforcementii. Interval: reinforcement after fixed amount of timeiii. Fixed: reinforcement after a specific amountiv. Variable: reinforcement after a certain amount on average1. Reinforcer: increases the behavior2. Punishment: decreases the behaviora. Skinner Boxi. Mouse is put in the box; if it presses the level, food appears in the box OR allows the mouse to stop theshock in the boxv. Note: negative reinforcement involves taking the stimulus away, positive reinforcement involves presenting a stimulus. Positive punishment involves the presentation of a stimulus, and negative punishment involvestaking the stimulus awayIII. Movie on Learning and Behaviorisma. Covers animal behavior and learning (identify how the experiments shown are examples of classical and operational conditioningi. Pavlov’s research with dogs1. Found that the salivation reflex is automatic in dogs when exposedto food2. When the dogs became familiar with the regime, they associated the researchers with food and began to salivatea. Pavolv introduced the ticking of a metronome and paired itwith the presentation of food, and eventually the dog would salivate when the metronome would tickii. Von Osten’s clever horse1. Could do simple math problems, indicating the answer by pawing his hoof at the grounda. (4+2=6 hoof beats)2. When the horse got it right, Von Osten gave him food3. The horse was discovered as only knowing the answer if Von Osten knew the answer as well, and if he had a visual cuea. Osten was making small (unintentional) movements with his eyes and eyebrows to indicate the numberiii. Thorndyke’s puzzle boxes1. Created mazes and put chicks in them, to see how long it would take for them to find their way back2. The first times took longer, but with practice they got faster3. Cats placed in puzzle boxes had to learn how to bring about their escape, but once they learned how to pull the lever, they became much faster in subsequent