Learning 05 03 2014 09 37 00 Chapter 5 Learning LEARNING LEARNING a relatively permanent change in behavior brought about by experience or practice CLASSICAL CONDITIONING PAVLOV S CLASSICAL CONDITIONING learning to make an involuntary reflex response to a stimulus other than the original natural stimulus that normally produces the reflex REFLEX involuntary responses not controlled by person UNCONDITIONED STIMULUS UCS a naturally occurring stimulus that leads to an involuntary response Food represents unconditioned stimulus in Pavlov s dogs UNCONDITIONED RESPONSE UCR involuntary response to an unconditioned stimulus Salivation UCR in Pavlov s dogs O response NEUTRAL STIMULUS NS stimulus that has no effect on the desired CONDITIONED STIMULUS CS stimulus that becomes able to produce a learned reflex response by being paired with the original unconditioned stimulus Bell conditioned stimulus in Pavlov s dogs PSYCH 100 Crosby CONDITIONED RESPONSE CR learned reflex response to a conditioned stimulus Salivation but to the bell in Pavlov s experiment BASIC PRINCIPLES IN CLASSICAL CONDITIONING 1 Condition stimulus must come before the unconditioned stimulus 2 Condition stimulus and unconditioned stimulus must be paired closely in time 3 Pairing must occur several times 4 Stimulus that represents the condition stimulus must be something unique or distinctive neutral response always conditioned response but only after unconditioned response conditioned response after conditioning has occurred conditioning has occurred STIMULUS GENERALIZATION Tendency to respond with a conditioned response to a stimulus that is only similar to the original conditioned stimulus ex different tone of bell still produces response but a weaker one STIMULUS DISCRIMINATION the tendency to stop making the general response because the similar stimulus is never paired with the unconditioned stimulus ex the dogs never receive food with the different bell tones EXTINCTION disappearing or weakening of a learned response following the absence of the unconditioned stimulus when you pair both the CS and the US but then take away the CS there is extinction because it is used to both PSYCH 100 Crosby SPONTANEOUS RECOVERY the reappearance of a learned response after extinction has occurred HIGHER ORDER CONDITIONING occurs when a strong CS is paired with a neutral stimulus causing the neutral stimulus to become a second conditioned stimulus EXAMPLE WHAT ARE SOME OTHER EXAMPLES OF CLASSICAL CONDITIONING EXPERIENCED BY HUMANS Conditioned emotional response emotional response that has become classically conditioned to occur to learned stimuli vicarious condition ex kids in line crying others begin to cry as well association Conditioned taste aversion development of nausea or an aversive response to a particular taste b c of nausea reaction after only one associations learning BIOLOGICAL PREPAREDNESS tendency of animals to learn certain with only one or a few pairings due to the survival value of the We learn things quickly in order to survive PSYCH 100 Crosby WHY DOES CLASSICAL CONDITIONING WORK PAVLOV ACTIVATES THE SAME PLACE IN THE ANIMALS BRAIN Stimulus COGNITIVE PERSPECTIVE conditioned stimulus provides some sort of Substitution expectancy OPERANT CONDITIONING OPERANT ANY BEHAVIOR THAT IS VOLUNTARY CONDITIONING the learning of voluntary behavior through the effects of pleasurable and not pleasurable consequences to responses Depends on what happens after the response THORNDIKE S LAW OF EFFECT Responses followed by pleasurable consequences are repeated and those that are followed by unpleasant consequences are not repeated pecking BF SKINNER studied observable measurable behavior think pigeon REINFORCEMENT any event or stimulus that when following a response increases the probability that the response will occur again PRIMARY REINFORCER a reinforcer meeting a basic biological need or drive PSYCH 100 Crosby SECONDARY REINFORCER reinforcing via pairing with a primary reinforcer POSITIVE REINFORCEMENT addition of a pleasurable stimulus ADD doesn t mean its good or bad means ADDING something ex getting for good grades getting praise for being nice the hope is to INCREASE target behavior NEGATIVE REINFORCEMENT removal or avoidance of an aversive stimulus SUBTRACTION ex taking away chores for getting good grades COMPARING CLASSICAL AND OPERANT CONDITIONING SEE TABLE 5 1 IN TEXT OPERANT CLASSICAL Result increase in existing behavior Result creation of a new response to a stimulus that did not normally produce that response Voluntary Behavior Involuntary Behavior Consequences after response Consequences before response Reinforcement is immediate Conditioned stimulus i e bell must occur right Expectancy develops Expectancy develops for UCS to follow CS before UCS close in time PSYCH 100 Crosby REINFORCEMENT FIXED RATIO VARIABLE RATIO REINFORCEMENT SCHEDULES DESCRIBE THE DIFFERENCE BETWEEN PARTIAL AND CONTINUOUS REINFORCEMENT Partial more difficult to suppress Continuous new behavior DESCRIBE THE DIFFERENCE BETWEEN INTERVAL AND RATIO SCHEDULES Interval amount of time Ratio of responses HOW IS REINFORCEMENT PROVIDED IN EACH OF THE FOLLOWING SCHEDULES OF number of desired responses is always the same ex every ten items you sell you get reinforced with payment ex pigeon pecks every three times gets food PSYCH 100 Crosby number of responses required to receive reinforcement changes each time reinforcement is received of responses required varies most powerful reinforcement schedule in terms of response ex FIXED INTERVAL Always the same time before reinforcement opportunity ex going to dentist during time leading up to dentist appointment floss more VARIABLE INTERVAL Reinforcement possibilities after varying amount of time ex fishing never know when you will catch a fish PUNISHMENT any event or object that when following a response makes that response less likely to happen again POSITIVE PUNISHMENT PUNISHMENT BY APPLICATION addition of an unpleasant stimulus NEGATIVE PUNISHMENT PUNISHMENT BY REMOVAL removal of pleasurable stimulus TABLE 5 3 IN TEXT PSYCH 100 Crosby EXAMPLES OF POSITIVE NEGATIVE REINFORCEMENT AND POSITIVE NEGATIVE PUNISHMENT DESCRIBE SOME PROBLEMS WITH PUNISHMENT Punishment can become too severe Fear and anxiety Lying Avoidance Modeling of aggression Increase a negative behavior Avoid the punisher and not the behavior more COMPLEX behavior Small steps Effective reinforcement SHAPING reinforcement of SIMPLE steps in behavior
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