PSY 110 1st Edition Lecture 7 Outline of Last Lecture I. Classical ConditioningII. Operant Conditioning Outline of Current Lecture I. PunishmentII. Escape and Avoidance LearningIII. Cognitive LearningIV. Observational LearningV. Learning From MediaCurrent Lecture PunishmentPunishment: Removal of a pleasant stimulus or the application of an unpleasant stimulus**lowers the probability of a response or frequency of behavior- Positive Punishment: Decrease in behavior that results from an added consequence- consequence is usually negative- Negative Punishment: Decrease in behavior that results from a removed consequence- loss of something desirableDisadvantages of Punishment:- Does not extinguish undesirable behavioro Suppresses behavior when punishing agent is presento If there is little chance of getting caught, behavior will likely continue- Indicates that behavior is unacceptable but does not help to develop more appropriate behavioro Need to provide a replacement behaviorEX) positively wording classroom rules- The punished person often becomes fearful and feel angry toward the punishero Encourages retaliation or escape- Frequently leads to aggressionThese 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.o Corporal punishment (physical) models aggressive behavior as acceptable or as a way to solve a problemAlternatives to Punishment:- Do not reward bad behavioro Removing the rewarding consequences of undesirable behavior may be the best way to extinguish ito Not giving in to a child’s demands during a tantrumo Ignoring misbehavior that is performed for attention and giving attention to moreappropriate behaviors- Take preventative measureso Using positive reinforcement can make good behavior more rewardingo “Catch them being good”- Determine the motive of unacceptable behavior (“function”)o How can the goal/motive be met in an acceptable manner?Making Punishment More Effective:- Timingo Most effective when applied during the misbehavior or as soon afterward as possibleo Important to make connection between behavior and consequences- Intensityo Should be of the minimum severity necessary to suppress the problem behavioro Too severe  resentment and hostilityo Too lenient  not aversive enough to counteract benefits of misbehavior- Consistencyo To be effective, must be applied consistentlyo Person must be able to predict likelihood of consequence Escape and Avoidance LearningEscape Learning: performing a behavior because it prevents or terminates an aversive event (related to negative reinforcement)Avoidance Learning: avoid events or conditions associated with aversive consequence- Can be adaptiveo Avoiding riding in a car with a drunk driver- Much avoidance learning is maladaptiveo Avoiding situations because of phobias- Related to classical conditioning- a person learns to associate events/situations with aversive stimuli- Continuing avoidance behavior is negatively reinforced and strengthenedEX) fear of public speaking**main difference between escape learning and avoidance learning is that avoidance learning includes repeating behaviors to avoid consequenceLearned Helplessness: Passive resignation to aversive situation due to repeated exposure to inescapable or unavoidable events- Exception to learning escape or avoidance behaviors- Feeling of powerlessness- Overmeier & Seligman (1967)- studies on dogs exposed to shocks- Applies to depression and school failure Applications of Operant ConditioningBiofeedback: information about internal biological states; sensors monitor slight changes in the internal responses- Gives precise feedback about internal physiological processes so the people can learn to exercise control over them- Used often for anxiety monitoringBehavior Modification: changing behavior based on the learning principles of classical conditioning, operant conditioning, or observational learning- Steps:o Identify target behavioro Gather baseline datao Set goals and design intervention plano Choose reinforcerso Collect and monitor data regarding progressToken Economy: motivates socially desirable behavior by reinforcing it with tokensEX) classroom behavior management system Cognitive LearningCognitive Process: mental processes such as thinking, knowing, problem-solving, remembering, and forming mental representations**Watson and Skinner believed that learning could be explained without reference to internal mental processesInsight: aka “aha moment”. Sudden realization of the relationship between elements in a problem- Makes solution apparent- Wolfgang Köhler- research on chimpanzees in cages whose goal was to reach bananas outside of their cageo Chimpanzees appeared to give up attempts to get bananas, but suddenly realizedrelationshipo Behavior seemed to be based on insight, not trial-and-error learningLatent Learning: learning that occurs without apparent reinforcement (still have knowledge or skill, just don’t demonstrate it)- Not demonstrated until organism is motivated to do so- Tolman:o Learning can take place without reinforcemento Differentiated between learning and performanceo Mice formed a cognitive map, but did not demonstrate knowledge until rewarded**Cognitive map = mental representation of a spatial arrangement such as a maze Observational LearningObservational Learning: learning by observing the behavior of others and the consequences of that behavior; imitation- The model is the individual who demonstrates a behavior or whose behavior is imitatedo Effectiveness of model related to status, competence, and powero Effectiveness also influenced by similarities to observer**Albert Bandura’s theoryFour Processes Determine Whether It Is Occurring:- Attention- Retention- store info to memory- Reproduction- must be physically and cognitively capable of performing behavior- Reinforcement- motivated to practice and perform behavior Learning From MediaMulti-tasking: trying to complete/work on two tasks at once- Many college students work on assignments in a split-screen formato One part of screen devoted to work and another to a game- Research is too preliminary to support definitive conclusions- More time spent multitasking may leave a subject less capable of managing thought processes when not multitasking- May reduce ability to