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UW-Madison PSYCH 202 - Introduction to the Psychology of Learning

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Psych 202 1st Edition Lecture 8Introduction to the Psychology of Learning-Classical conditioning (Ivon Pavlov to present)-Operant conditioning (Burrius F Skinner to present)-Social learning theory (Albert Bandura is a principal founder; Seligman's work is also central)-Historical roots of modern learning theoryoPavlov was a physiologist: he stumbled into research on "associative learning" and developed idea of "classical conditioning" - he named is associative-Use dogs-They salivated when they weren't supposed to beBefore he gave them foodRealized the dogs were associating other things in the lab with the fact they were about to get fedOne stimulus is associated with another stimulusoThe legacy of Edward Thorndike: "The Law of Effect"-Consequences (and the nature of it) of behavior determine its survivaloLegacy of B.F. Skinner (The Behavior of Organisms)-Idea of "contingencies of reinforcement" built upon Thorndike's concepts-Circumstances of how we are reinforced/punished determine almost everything about us-Philosophical changes in psychology: from structuralism to behaviorism and beyondoHistory of modern psych began with Wilhelm Wundt, who focused "structure" of consciousness, the building blocks of perception-Proponents: structuralistsStudied the elements of perception ("atoms of the mind") by using the methodology of "introspection"Subjective, self-reportingoPsych was revolutionized by John Watson in 1920's who articulated a radical philosophy of psych called "behaviorism"oWatson and the Behaviorists rejected introspection and the study of consciousness in favor of the objective analysis of behavior alone-Said subjective studies are unscientific-They said psych should be about the study of what can be seen and observed, it should be an S-R Psychology-Stimuli and Responses are observable and objective, and should be the sole object of study in psychoSkinner popularized behaviorism further, extending its reach in academic psych through the 1960's continuing to today-Philosophical changes in contemporary views of learningoLearning is no longer conceived as S-R psych aloneThese 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.oInstead, S-R models dominate ( where O = "organismic" events: internal, cognitive, mental events with neurobiological underpinnings)oExamples of "O" variables: cognitive processes (attitudes, thinking, perception, vicarious learning (learn thru observations of others), "mental maps"), emotional processes, biologicalmediating variablesoSocial learning theory rests on S-O-R conceptualizations-Learning I: Basic concepts in classical conditioningoClassical conditioning involves a process of what Pavlov called "stimulus substitution"-A process of "associative learning" wherein stimuli are associated and one comes to substitute for another-Pavolv's original discovery and terminology, one stimulus is associated with another, diagrammed (arrow = automatically)oUCS -> UCR (you don’t have to learn anything to respond, hence unconditioned)-Conditioned reaction is learned reactionoCS -> CRoUCS = unlearned stimulus; CS = foodoUCR = unlearned response; CR oThe UCS automatically elicits the UCR (reflex)oSo for Pavlov the UCS was the bell and the UCR was salivationoCS (previously neutral S) is paired repeatedly, with temporal contiguity, with UCSoOver trials (temporal pairings), CS comes to automatically elicit a response (CR) that closely resembles the UCR-CR is not identical to UCR reflex, but instead is a learned automatic associative response with similar formo2 MORE PICTURES-Classical ConditioningoOnce a stimulus acquires conditioned properties through stimulus substitution, the brainalso learns to:-Generalize among stimuli (stimulus generalization)-Discriminate among stimuli (stimulus discrimination)Absence of stimulus generalization-Extinguish learned associations (extinction)oAcquisition of CR's: come to have a reaction to a CSoExtinction of CR's: decreases as trials go on, trial decoupling of CS and UCSoSpontaneous Recovery of CR's: doesn’t mean it's gone, you train to get over something but you still are afraid it, just in a lesser amount-Emotional learning involves CCo+ and - emotions are acquired initially and maintained as a result of classical conditioning processesoThink, e.g., about why you "like" the products you use, the foods you prefer? Has illness even conditioned you to strongly dislike some foods? Why does some music, or sensation of physical touch, or smells, make you "happy"? Why are you anxious with some people, or slow to trust others, or grumpy under particular circumstancesoPoint: our feelings are learned through associative processes-Video clip: the case of little albertoJohn Watson applies Pavolv's associative learning (classical conditioning) to Albert's emotional learning of fearoWatson scared a little kid and wouldn’t let him get over itoShows Mowrer's two-factor theory of learning-Factor 1: fear is learned through classical conditioning: previously neutral stimuliacquire their fear-inducing properties via stimulus substitution, generalization, and discriminationStimulus substitution:-UCS -> UCR-Gong, startled-Automatically elicits ( = ->)-CS -> CR-Rat, fear-Above is factor 1 of the model-Rat began as neutral, became CS when paired with UCSHe is not afraid of rat at first, he is curious-Factor 2: fear is maintained through operant conditioning, also called instrumental conditioning, specifically:Avoidance responses are operant behaviors (they operate on the environment(, also called instrumental behaviors (they have an instrumental effect on the environment)Avoidance behaviors are often strengthened by their consequences called "reinforcement"All reinforcement involves an increase in the behavior preceding itAvoidance behavior leads to fear reduction because the consequence of the behavior involves removal of an aversive stimulus-Thus, avoidance is "negatively reinforced" which is to say it is strengthened by the reduction in fear (an increase in avoidance behavior follows the removal of fear/anxiety)So, avoidance learning -withdrawal, avoidance behaviors- increases in frequency because it is negatively reinforced; AND, this guarantees that extinction cant occur because the learned effectively never confronts the CS again!oFor little albert,-Stimulus substitution (factor 1): -Stimulus


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UW-Madison PSYCH 202 - Introduction to the Psychology of Learning

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