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UW-Madison PSYCH 202 - More Learning

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Psych 202 1st Edition Lecture 10-Punishment: The Fundamental IdeaoPunishment refers to the process of weakening or reducing the probability of behavioroAny stimulus that weakens the strength of, or reduces the probability of, a behavior is called a punisheroEx.s: electric shock, social disapproval, monetary fines, jail terms, spankings, cold shoulders, averted eyes, suspension of privileges, "bad" gradesoIs an aversive stimulus always a punisher?-Case of the class clown-No because the attention is what the kid wants, he doesn’t see it as a punishmentoWhy is punishment often ineffective?-Case of the speeding ticket-Still speed, just maybe slow down around the area you got the ticket in-Schedules of ReinforcementoInterval schedules vs ratio schedules-Interval: by time-Ratio: by behavioroFixed schedules vs variable schedules-Fixed: precisely, repeated pattern-Variable: random, loose arrangement of reinforcementoFixed interval, fixed ratio, variable interval, variable ratiooFI: pay by the hour, units of timeoFR: paid by how much you produce, units of behavioroVI: billing clients for work produced, but don’t get paid immediately by everyoneoVR: hard work in school or business is reinforced only occasionally, but these reinforcement occasions often produce strong and lasting effects, based on units of the action, get reinforced occasionally in a fairly random way, but based on how many times you engage in act-Acquisition and Maintenance of BehavioroFixed ratio schedules-especially FR 1:1 schedules, or "continuous reinforcement" - produce fastest learning, but behavior extinguishes relatively quickly if contingencies change-Every time they do what you want, you positively reinforce them-Primary reinforcement: food-Secondary reinforcement: praiseoConsider shamu:-With Scott the husband, I began to praise every small act every time; if he drove just a mile an hour slower, tossed one pair of shorts into the hamper, or was on time for anythingoPartial or intermittent reinforcement (best example: variable ratio schedules) produces slower learning of behavior, but these behaviors are the most resistant to extinctionThese 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.oAnimal and coaching teaching tip: start with FR: 1:1, then "fade" to partial schedules with increasingly infrequent reinforcement-Shamu Story: another bridge between classical and operant conditioning (and a lesson in mindfulness, stress-reduction, and self-change)oHusband would-Speed-Lose keysAversive stimulus: he would get angry and yellWife would follow him around and help him find keys originallyAs soon as keys are found, aversive stimulus is goneShe has been negatively reinforced by helping him find keysHe is positively reinforced for not being responsible and whining, for notmaking a changeUses LRS (least-reinforcing syndrome)-When she hears him complaining, she doesn’t respond at all, teaches herself to do nothing; she has to avoid reinforcing him-Extinction of bad behavior is goal-When he finds his own keys later, she reinforces him positively for finding them-Throw clothes on floor-Not on time-Hovered over wife in kitchenIncompatible behaviorsCan't do two opposite things at once-Can't hover and help-She tried to get him to help-If he had to chop vegetables, he couldn’t hover at same time-She reinforced him for chopping-She is shaping him in his helping behavior-He is learning to be reinforced for a behavior incompatible with hoveringoWife needed to change herself and control her distress and create a mindful awareness of her unpleasantnessoShe needed to engage in a self-change process-Self-reinforcement"Oh I did a good job of not getting angry at him"Fixed ratio behaviorsShe had to resist in engaging in her own habitual behaviors-Learning III: basic concepts in social learning theoryoPhilosophically, social learning theory was the start of the break from behaviorism by re-introducing the importance of internal mediating forces-the O's in the so-called S-O-R model contrasting with Watson's S-R modeloSocial learning theory focuses on observational learning phenomena, or imitation learning aka "modeling"oSocial/observational learning involves "vicarious" learning (or vicarious conditioning, vicarious reinforcement) from observation of "models"-Mirror neuronsWhen you watch somebody else do something, you see them doing it and now you can do it with help of your neurons-Definition #3 of "vicarious: experienced or realized through imaginative or sympathetic participation in the experience of another-Albert Bandura ExperimentoRevealing the influence of modeling of aggressive behavior in social learningoPunch the dolls, push it over, it pops back upoIV: which video did kids watch (1 was aggressive beating of doll received reward for watching that one, 2 was aggressive model punished, 3 saw no model or not aggressive model)oDV: how many instances of aggression occurred-Those who saw aggression rewarded video were more aggressive-Those who saw aggression punished video, they were still aggressive but not as muchoConcluded that direct reinforcement and punishment is unnecessary for learningoWhy do these results challenge the strict view of strict behaviorists like Watson and Skinner?oWe do not need to be shaped directly; our behavior is influenced by observational learning and cognitive processesoWe learn not only by direct reinforcement, punishment, and schedules of reinforcement,but also through vicarious reinforcement and/or punishment-Four cognitive "O" factors in S-O-R model are critical for learning:oAttention: can't learn if you are not paying attentionoRetention: retain information, encode and elaborately rehearse it and send to long-term memoryoReproduction: be able to reproduce what you learnedoMotivation: not motivated= won't be able to pay attention, won't be able to reproduce information-Relation to Edward Tolman's Latent Learning/Cognitive Maps***** in bookoWe know more than we show in performanceoWhen you deliver reinforcement to rats at different pointsoWhen you put rats in environments, they learn stuff without being reinforced, don’t need to be reinforced, a lot of cognitive and internal, a latent form that is not easy to see often-Seligman's HelplessnessoTriadic experiment (yoked design)-Group 1: dogs received escapable shock aka controllableDog


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