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7/23/2019 Psychology - Learning Ppt
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Learning
Learningarning
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Lins to Learning Ob!ectives
"E#I$I%IO$ O# LE&R$I$'LO ()* Learning
CL&SSIC&L CO$"I%IO$I$'
LO ()+ Study of and important elements
LO (), Conditioned emotional response
OPER&$% CO$"I%IO$I$' -Part *.LO ()/ Operant0 Sinner and %horndie
LO ()( Important concepts
LO ()1 Punishment problems
LO ()2 Reinforcement schedules
OPER&$% CO$"I%IO$I$' -Part +.LO ()3 Controlling behavior and resistance
LO ()4 5ehavior modification
CO'$I%I6E LE&R$I$'
LO ()*7 Latent learning0 helplessness and
insight
O5SER6&%IO$&L LE&R$I$'
LO ()** Observational learning theory
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"efinition of Learning"efinition of Learning
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Relatively
permanent
change
in
behavior
due
to
experience
e a r n i n g
8hat does9relatively permanent:
mean; Ho< does e=perience
change
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Classical ConditioningClassical Conditioning
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Pavlov and Classical Conditioning
Ivan Pavlov
*3/4>*4,1
Russian physiologist
"iscovered classical
conditioning
Refle=es0 stimuli ?
responses
()+ Ho<
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Elements of Classical Conditioning
CO$"I%IO$E"-learned.
@$CO$"I%IO$E"
-unlearned.
S%IM@L@S
RESPO$SE
S%IM@L@S
RESPO$SE
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Putting It %ogether
$eutral
Stimulus$o
Response
@nconditioned
Stimulus
@nconditioned
Response
Conditioned
Response
Conditioned
Stimulus
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'E$ER&LIA&%IO$ ? "ISCRIMI$&%IO$
CS during
conditioning
CS during
conditioning
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E=tinction ? Spontaneous Recovery
&cBuisition
CS @S
E=tinction
CS alone
%RI&LS
E=tinction
CS alone
&mount of
spontaneous
recovery
&mount of
spontaneous
recovery
RES% %RI&LS
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SI'H% O#
LO6ERR&CI$'
HE&R%
Conditioned Emotional Response -CER.
DISS
()( 8hat is a conditioned emotional response;
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Other Conditioned Responses
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Pavlov believed that the conditioned stimulus, through its association close in timewith the unconditioned stimulus, came to activate the same place in the animals
brain that was originally activated by the unconditioned stimulus. He called this
process stimulus substitution.
-Page 18 !"iccarelli # $hite%
8hy does classical conditioning
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Operant ConditioningOperant Conditioning
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8hats in it for me;
OperantconditioningFvoluntary behavior
learned through
conseBuences
Thorndikes Law of EffectF responses follo
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5) #) Sinner
Sinners Contribution
*47/>*447
Studied observable0measurable behavior
operantF voluntary
behavior
learning depends on
conseBuences
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& learning a re'le( really depends on what comesbefore the response&the antecedant. )ut in
operant conditioning, learning depends on what
happens after the response*the conse+uence. n a
way, operant conditioning could be summed up as
this ' do this, whats in it 'or me
-Pages 18/, 1/0 !"iccarelli # $hite%
%he Heart Of Operant Conditioning
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Any
consequence
that
makes
a
response
more
likely
einforcement
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Reinforcement()( 8hat are the important concepts in operant conditioning;
PrimaryFreinforcermeeting a
basicbiologicalneed or
drive
SecondaryFreinforcingvia pairing
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Pass cooing test
and graduate
Choose to spend
time preparing
#inal e=am for culinary
arts school
S>R>S -Operant. %heory
Antecedant
Stimulus
ResponseConsequent
Stimulus
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"ifferent %ypes of Reinforcement
Positive addition ofpleasurablestimulus
Negative removal0escape or
avoidance ofaversivestimulus
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Classical vs) Operant
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Any
consequence
that
makes
a
response
less
likely
unishment
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"ifferent %ypes of Punishment
Application addition ofunpleasant stimulus
Removal removalof pleasurablestimulus
Punishment byremoval vs) negativereinforcement
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Punishment Problems
Severe punishment0 fear and an=iety Severe punishment and avoidance
Modeling of aggression
()1 8hat are some of the problems
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Maing Punishment More Effective
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Schedules of Reinforcement #R()2 8hat are the schedules of reinforcement;
#i=ed Ratio
6ariable Ratio
#i=ed Interval
6ariable Interval
Rapid response
rate
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Schedules of Reinforcement 6R
VR number of responses
reBuired varies for each event#i=ed Ratio
6ariable Ratio
#i=ed Interval
6ariable Interval
Rapid rate
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Schedules of Reinforcement #I
F al
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Schedules of Reinforcement 6I
V Reinforcement possibilities
after varying amounts of time#i=ed Ratio
6ariable Ratio
#i=ed Interval
6ariable Interval
Slo
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E$" O# #IRS% SEC%IO$ O#
SLI"ES
!"mp to ne#t section
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Lecture &ctivities
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Ho< might a strict behavioristhelp you to abandon one of
your unhealthy habits;
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Classical Conditioning In %he Classroom
Lets see if >J @RCSCR
CS >>J CR
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*) Playing less aggressively in a soccer game to avoid a red card)
+) 5eing thro
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"o
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