Psych 205 1st Edition Lecture 19 Outline of Last Lecture I. The Humanistic Approach: Relevant ResearchOutline of Current Lecture II. BehaviorismIII. Basic principles of conditioningIV. Social-cognitive theoryV. Social learning theoryCurrent LectureIn todays lecture we started Unit 4 (Behavioral/Social & Cognitive Theories). We were introduced to the concept of behaviorism and different principles of conditioning. Also, we learned about the social-cognitive theory and the social learning theory and went over several examples of each.The Birth of Behaviorism-John Watson (1913)- “psychology as the behaviorist views it”-Concepts such as consciousness, the mind, thought-not legitimate scientific study-Should focus on overt behavior-that which can be observes, predicted, and controlled by scientistsBehaviorism-Personality= “the end product of our habit systems”-We are conditioned to respond to certain stimuli in more or less predictable ways-Principles that help explain human behavior-Classical conditioning-Operant conditioningThese 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.-Thoughts to be extremely powerful-Watson (1924) “Give me a dozen healthy infants… I’ll guarantee to take any one at random and train him to become any type of specialist I might select…”Radical Behaviorism-Developed by B.F. Skinner-Does not deny that we have thoughts or inner experiences but he called the extent to which we are able to observe the inner causes of our behavior-He believed that al of what we do is conditioned (learned)-Example: hunger is just a label for your behavior, not a cause-No free will that instead we respond to demands from the environmentPrinciples of Conditioning-Classical Conditioning-Begins with an existing stimulus-response (S-R) association-Unconditioned stimulus (UCS) evokes unconditioned response (UCR)-Unconditioned stimulus paired with a conditioned stimulus (CS) evokes conditioned response (CR)A Bit More about Conditioning-Stimulus-object, event, person-Response-reaction, “what happens?”-Unconditioned- natural, automatic-Conditioned- has to be paired with something unconditioned to develop an association-4 pieces to identify in an example-But, the conditioned response (CR) is the same as the UCR!Example: you get food poisoning after a visit to your favorite restaurant. Now, every timeyou drive past it and see the sign, you feel sick.-The unconditioned stimulus is: food poisoning-The unconditioned response is: feeling sick-The conditioned stimulus is: restaurant sign-The conditioned response is: feeling sickHow do we explain human behavior?-Second order conditioning0building one conditioned S-R association on another-Many times, we may not even realize what these areLimitations of classical conditioning-Persistence of new S-R association requires occasional pairing or reinforcement of unconditioned and conditioned stimuli-Extinction-gradual disappearance of the conditioned S-R association-Impossible to create certain S-R bonds-Needs to be something that’s easy to associate Operant Conditioning-Thorndike- law of effect-Behaviors are:-More likely to be repeated if they lead to satisfying consequences-Less likely to be repeated if they lead to unsatisfying consequences-Begins with behaviors that are produced spontaneously (unlike classical conditioning)-Concerns the effect certain kinds of consequences have on the frequency of behavior-Reinforcement-consequence that increases the frequency of a behavior-Punishment-consequences that decreases the frequency of a behavior-Consequence-can be either reinforcement or punishment depending on the person and the situation-Reinforcement strategies:-Positive reinforcement-behavior is followed by a reward-Negative reinforcement-removal of unpleasant stimulus when the behavior occurs-Methods to decrease undesired behaviors-Cease reinforcement and punishmentMore about Operant Conditioning-Did the behavior increase as a result of the consequence?-Reinforcement-Did the behavior decrease as a result of the consequence?-Punishment-Was something added?-Positive-Was something taken away?-NegativeLimitations of Punishment-Does not teach appropriate behaviors-Has to be immediate and consistent (often is not)-Must be fairly intense and delivered after every instance of the behavior-Can have negative side effects-Aversive feelings associated with person who punishes (classical conditioning)-May teach poor behaviors through modeling-Can create negative emotionsOperant Conditioning-Shaping-reinforcement of successive approximations of the desired behavior-Useful in teaching complex behaviors-Generalization: generalizing a response of a specific stimulus to another stimulus-Discrimination: differentiation between rewarding and nonrewarding stimuliSocial Learning Theory-After the initial excitement of behaviorism wore off, the field moved to trying to include internal events-Argued that conditioning principles are great for explaining lower animals behavior, not humans-Behavior-environment-behavior interactions-Environment influences people’s behavior, which in turn determines the environment people like to be a part of-We often provide our own reinforcers Figure 13.2-Rotter’s Basic Formula for Predicting Behavior-Behavior Potential (BP) = Expectancy (E) + Reinforcement Value (RV)-E= Estimations about the likelihood of a particular outcome-Based on our past experiences-More often people are reinforced for a certain behavior, the stronger their expectancy that the behavior will be reinforced in the future-Generalized expectancies- beliefs we have about how often our actions lead to reinforcement vs. punishment-RV= degree to which we prefer one reinforcer over another-Values we assign to outcomes vary by situation-Some are almost always more valuable than othersFigure 13.3- Bandura’s Reciprocal Determinism Model-Behavior has external and internal factors-External Factors (Rewards, Punishments)-Internal Factors (Beliefs, Thoughts, Expectations)Social-Cognitive Theory-People when faced with new issues, imagine possible outcomes, calculate probabilities, set goals, and develop strategies-Self-regulation: Controls behavior in the absence of external reinforcements and punishments-Observational learning: People learn by observing other people’s actions-Behaviors learned through observation need not be performed-Performing an