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UO PSY 201 - Continuation on Learning
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PSY 201 1st Edition Lecture 12Outline of Last Lecture I. Classical Conditioning (continued)II. Operant ConditioningIII. MovieOutline of Current LectureI. Continuation of movie/classical conditioningII. Problems with behaviorisma. Cognitive processes in learningb. Evolutionary considerationsIII. Biological basis of learningIV. SummaryCurrent LectureI. Thorndyke’s mazes to study behaviora. Behaviorism: study of how habits can changeII. John Watsona. Study of behavior in the field rather than labb. Studied sea birds’ behavior and nesting strategies (and recognition of nest)i. Experiement: selected a nest and moved the egg slightly to the left or right. He was trying to see if the bird would return to the nest or the egg1. The bird returned to the nest, and went through all the motions ofsifting the sand, regardless of the egg’s absence 2. Demonstrated attachment to the nestii. Experiment: altered the height of the nest, but this didn’t bother the bird as long as the egg hadn’t been moved sideways1. Concluded the birds were using landmarks to find their nests, and that they had developed rigid habits (patterns of walking, landmarks for nests)c. Once learned, habits are resistant to changei. Using rats, Watson tried to find the power of rewards to fix habits1. A rat that was trained to run a long distance to receive the food attempts to go past the food, ignoring the change2. A rat that was trained to run a short distance to receive the food stops halfway even though there is no barrierThese 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.III. B.F Skinnera. Studied how behavior can be alteredi. Skinner box1. Animals learn to tap a disk for food rewardsa. The scheduling of rewards effects the speed of learningi. Example: rat receives food whenever it presses the lever 1. When the lever only produced food every thirty seconds, the rat learned more quickly to do the taskb. With rewards, almost any behavior can be taught or learnedIV. Behavior and evolutiona. Zoologists believed that behavior was merely a product of evolution rather than learnedb. Inheritance is at the root of most behaviorc. Relationship between inheritance and learningi. Study of the chaffinch songbird1. Songs are virtually the same across the world, but develop slight differences across regions2. Songs were transcribed into a patternii. Experiment: the scientist took deaf chicks from their nests and raised them in a soundless laboratory, so that they wouldn’t grow up hearing the grown chaffinch’s songs (to determine how much of the song is learned)1. Part of the song developed instinctively, without the bird having been exposed to other birds’ songs2. Played adult song tapes to a different group of young birds, the younger birds memorized the details of the songV. Classical conditioning continueda. Use classical conditioning to explain and treat phobiasb. Watson’s experimenti. Little Albert1. Presented him to a fuzzy white rat (NS); the child had no natural fear of it2. When the child was given the rat, a loud noise suddenly enacted behind him (UCS) which caused him to have a fearful response (UCR)3. In time, the child learned to associate the rat (CS) with the fear from the loud nose (CR)c. Use of classical conditioning to treat drug addictioni. Treating tolerance (decrease in response to the drug)1. Drug (UCS) produces the tolerance response (UCR)2. A familiar setting (NS) paired with the drug produces the toleranceresponse (UCR)3. This setting becomes a CS over time, so therefore this will trigger atolerance response (CR)a. If you take the drug in an unfamiliar setting after this, you get no tolerance response and therefore may overdoseVI. Cognitive processes in learninga. Not everything is learned through reinforcement of classical conditioningb. Cognitive views of learningi. Organisms develop mental model of relationship between the events in the environment and develop unconscious reflexes1. Classical conditioning: CS indicates that UCS will follow rather thanCS substituted for UCS2. Operant conditioning: acquiring an act-outcome representation rather than strengthening a responsec. Cognitive mapsi. Tolmanii. Example: rats learn an ‘internal representation’ of a maze rather than just memorizing lefts and rights, creating a kind of cognitive map1. When faced with change in starting place, the rats were at first confused, but were seemingly able to consult a map and then route themselves to the goala. Latent learningi. 3 types of conditions: no food reward, regular reward, and rewarded on day 11 after ten days learning the maze1. Measured number of errors to get to food2. Rats who were rewarded on day 11 performed as well as rats who were rewarded dailya. Those rats had created a cognitive map3. Unrewarded rats made (on average) more errors, but still learned the layout of the mazed. Observational learningi. ‘Monkey see, monkey do’1. Monkey operates slot machine by seeing a human go through the processes2. Babies imitate facial expressions3. Bandura; the Bobo dolla. Two groups of children, one who watched a film where an adult punched a Bobo doll and one who watched a film where an adult played nicely with all the toysi. The kids were placed in the room with all the same toysii. Those who saw the violent version of the video were more violent towards the dollVII. Evolutionary considerationsa. Behaviorism: any response can be connected with a stimulusi. Example: classical conditioning depends on a predisposition to certain thingsii. Example: operant conditioning means that not all rewards are equivalent1. Instinctual drift: some rewards lead to disruption of traininga. Training raccoons and pigs to put coins in a piggy bank for foodi. Treated token as if it were the food because they associated coin with rewardii. Response drifted towards instinctive response, and it interfered with conditioningb. Food aversions: learning mechanism to associate taste and smell of food with illness after an illness occurs after food is eateni. NS/CS: taste or smell of food causes UCS (illness) which leads to UCR which is food aversionc. Learning involves changes in the brain (remember the neuron mantra; cells that fire together, wire together)i. Neural basis of positive reinforcement in operant conditioning is release of NT (such as dopamine)1. The amount released is correlated to the


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