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BELL RINGER1.3.2013Take out your reading notes to be checked.If you did any extra credit work, take them out to be checked as well.Pick up a movie questions sheet from the front of the room.BELL RINGER1.4.2013Take out your reading notes to be checked (if necessary)If you did any extra credit work, take them out to be checked as well.Take out your movie questions sheet OR pick one up from the front of the room (if necessary)BELL RINGER1.9.2012Take out your reading assignment and dream log projects to turn in.If you did any extra credit , turn them in at this time as well.On your bell ringer sheet, briefly describe learning in your own words. BELL RINGER1.7.2013Take out your reading notes to be checked (if necessary)Objectives: SWBAT define learning. SWBAT explain classical conditioning.In your own words, define learning. Unit 7: LearningAP PsychologyMs. DesgrosellierKey Ideas:Classical conditioningClassical conditioning paradigmClassical conditioning learning curveStrength of conditioningClassical aversive conditioningOperant conditioningThorndikes instrumental conditioningOperant conditioning training proceduresOperant aversive conditioningReinforcers

Operant conditioning training schedules of reinforcementSuperstitious behaviorCognitive processes in learningThe contingency modelLatent learningInsight learningSocial learningBiological factors in learningPreparedness evolvesInstinctive draftLearninglearning: a relatively permanent change in behavior as a result of experience.This is an example of nurture.Classical ConditioningLearning which takes place when two or more stimuli are presented together.An unconditioned stimulus is paired repeatedly with a neutral stimulus until it acquires the capacity to elicit a similar response.The subject learns to give a response it already knows to a new stimulus.Classical ConditioningCan be used to overcome fears, increasing or decreasing immune functioning, and increasing or decreasing attraction of people or products.Classical ConditioningStimulus: a change in the environment that elicits (brings about) a response.Neutral stimulus (NS): a stimulus that initially does not elicit a response.Classical ConditioningUnconditioned stimulus (US): reflexively, or automatically, brings about the conditioned response.Unconditioned response (UR): an automatic, involuntary reaction to an unconditioned stimulus.Classical ConditioningConditioned stimulus (CS): a neutral stimulus (NS) at first, but when paired with the US, it elicits the conditioned response (CR).Acquisition: in classical conditioning, learning to give a known response to a new stimulus, the neutral stimulus.Classical ConditioningPavlov used classical conditioning to train his dogs.Reflexive behaviorAcquisition trialsAcquisition demonstratedUS (Meat) UR (Salivating)NS (Bell) + US (Meat) UR (Salivating)CS (Bell) CR (Salivation)Classical Conditioning

Classical ConditioningCS = the organism LEARNED to respond to it.US = the organism responds REFLEXIVELYClassical ConditioningIn classical conditioning, the learner is passive behavior is learned by association.Presentation of the US strengthens or reinforces the behavior.Video (The Office)Strength of ConditioningDelayed conditioning: ideal training the NS precedes the US and they briefly overlap.Produces the strongest conditioning.Simultaneous conditioning: NS and US are paired together at the same time.Produces weak conditioning.

Strength of ConditioningTrace conditioning: NS presented first, removed, then the US is presented.Produces moderately strong conditioning.Backward conditioning: US presented first and NS follows.Usually produces no conditioning.e.g. when a pregnant woman vomits hours after eating a burrito often will not eat a burrito again.Little Albert StudyJohn B. Watson conditioning a nine-month-old infant known as Little Albert to fear a rat.US = Loud noiseUR = Crying to loud noiseLittle Albert StudyJohn B. Watson conditioning a nine-month-old infant known as Little Albert to fear a rat.NS = The ratCS = The ratCR = Crying when seeing the ratClassical Conditioning PracticeWith a group of 4, read the given scenarios.Identify of the 4 elements of classical conditioning in each scenario.BELL RINGER 1.8.2013Take out your classical conditioning practice sheet.Objectives: SWBAT explain classical conditioning. SWBAT explain operant conditioning.Read the following scenario and identify the US, UR, CS, and CR.Ganiu is conditioning Ben. He shows Ben a cookie and then hits him on the back of the head. Ben flinches. Ganiu repeats this until just showing Ben a cookie causes Ben to flinch.Classical Conditioning PracticeScenario #1:US: poisonUR: dizziness and nauseaCS: mutton (sheep)CR: fear of sheep (dizziness and nausea) Classical Conditioning PracticeScenario #2:US: Drug UR: Weakened immune systemCS: saccharine-flavored waterCR: weakened immune system to sacharine-flavored waterClassical Conditioning PracticeScenario #3:US: job interview UR: anxietyCS: FlyingCR: anxiety due to flyingClassical Conditioning PracticeScenario #4:US: bad weatherUR: unhappy moodsCS: weather forecasters predicting bad weatherCR: unhappy moods because of weather forecastersLittle Albert StudyAversive conditioning: conditioning involving an unpleasant or harmful conditioned stimulus or reinforcer.Extinction: repeatedly presenting a CS without an US leads to return of NS.e.g. showing the rat over and over with no loud noise.Little Albert StudySpontaneous recovery: after extinction, and without training, the previous CS suddenly elicits the CR again temporarily.e.g. seeing the rat after a short break, Little Albert starts crying again.Little Albert StudyGeneralization: stimuli similar to the CS also elicit the CR without training.Little Albert crying when he sees anything white and fuzzy.Little Albert StudyDiscrimination: the ability to tell the difference between stimuli so that only the CS elicits the CR.Little Albert NOT crying when he sees other white, fuzzy things.Little Albert StudyHigher-order conditioning: classical conditioning in which a well-learned CS is paired with an NS to produce a CR to the NS.The new CR is not as strong as the original CR.e.g. Conditioning your dog to salivate to a light instead of a bellLittle Albert StudyAcquisition Trials:Acquisition Demonstrated:NS (Light) + CS (Bell) CR (Salivation)new CS (Light) CR (Salivation)Classical Aversive ConditioningConditioned taste aversion: an intense dislike and avoidance of a food because of its association with an unpleasant or painful stimulus through backward conditioning.e.g. getting food poisoningOperant Conditioninglearning that occurs when an active learner performs certain voluntary behavior and the consequences of the behavior (pleasant or unpleasant) determine the likelihood of its recurrence.Thorndikes Instrumental ConditioningE.L. Thorndike experimented with hungry cats. He put them in puzzle boxes and placed a fish outside.To get the fish, the cats stepped on a pedal, which opened the door.Thorndikes Instrumental Conditioning

Thorndikes Instrumental ConditioningThe cats clawed at the door at first until they accidently stepped on the pedal.The time it took the cats to escape gradually fell.Thorndikes Instrumental ConditioningThorndike called this instrumental learning: associative learning in which a behavior becomes more or less probable depending on its consequences.Law of Effect: behaviors followed by positive consequences are strengthened while behaviors followed by annoying or negative consequences are weakened.BELL RINGER 1.10.2013Objectives: SWBAT explain operant conditioning.Eating sugar and hot chips is a major problem in our school. How could we use classical conditioning principles (name all 4 parts) to stop students from eating junk food? Create your own scenario to address this issue! BELL RINGER 1.10.2013Objectives: SWBAT explain operant conditioning.Think about the scenario from yesterday (Ganiu, Ben, and the cookie):Give or make up an example of the following using the scenario:generalization, discrimination, extinction, spontaneous recoveryB.F. Skinners Training ProceduresThe ABCs of behavior:A: antecedents (or stimuli) that are present before a behavior occurs.B: behavior that the organism voluntarily emits.C: consequences that follow the behavior.B.F. Skinners Training Procedurespositive reinforcement: reward training, a rewarding consequence that follows a behavior or response that increases the probability that the response will occur again.e.g. giving a child allowance after they do their chorese.g. giving a piece of candy after a student gives the correct answerB.F. Skinners Training Proceduresnegative reinforcement: removal of an aversive (bad) consequence that follows a voluntary behavior thereby increasing the probability the behavior will be repeated.e.g. taking an aspirin when you have a headache.e.g. putting on your seatbelt when you hear the buzzer in your car.B.F. Skinners Training ProceduresReinforcement = increasing behavior!Video (The Big Bang Theory)B.F. Skinners Training ProceduresPositive punishment: an aversive (bad) consequence that follows a voluntary behavior, thereby decreasing the probability the behavior will be repeated.e.g. every time a student talks out of turn they get shockede.g. bank fees when your overdraftB.F. Skinners Training ProceduresNegative punishment (omission training): removal of a rewarding consequence that follows a voluntary behavior, thereby decreasing the probability the behavior will be repeated.e.g. taking away your cell phone for getting bad gradese.g. getting grounded for missing your curfewB.F. Skinners Training ProceduresPositive = giving a consequenceNegative = taking something awayReinforcement = increasing behaviorPunishment = decreasing behavior! Operant Aversive ConditioningAversive conditioning is both negative reinforcement and punishment.Avoidance behavior takes away the aversive stimulus before it begins.e.g. a dog jumping over a hurdle to avoid an electric shock.Operant Aversive ConditioningEscape behavior takes away the aversive stimulus after it has already started.e.g. the dog is shocked and jumps the hurdle to stop the shocking.Operant Aversive ConditioningLearned helplessness: the feeling of futility and passive resignation that results from the inability to avoid repeated aversive eventsIf it then becomes possible to avoid or escape the aversive stimuli, it is unlikely that the learner will respond.Reinforcersprimary reinforcer: something that is biologically important, and thus, rewarding.e.g. food, sleep, oxygensecondary reinforcer: something that is rewarding because it is associated with a primary reinforcer.e.g. money, points, gold stars

ReinforcersGeneralized Reinforcer: secondary reinforcer associated with a number of different primary reinforcers.e.g. moneyReinforcersToken economy: an operant conditioning training system that has been used extensively in mental hospitals and jails.Tokens are given to positively reinforce desired behavior.Tokens can then be exchanged for items and special privileges, like food, TV time, or weekend passes.BELL RINGER 1.11.2013Objectives: SWBAT explain operant conditioning.What type of reinforcement or punishment is described below?Slapping your friend every time they swear to help them stop cussing.Giving a new pair of shoes to students who get straight As.Taking away graduation tickets for people with too many absences.Blocking cell phone service of children who miss curfew.B.F. Skinners Training ProceduresPositive = giving a consequenceNegative = taking something awayReinforcement = increasing behaviorPunishment = decreasing behavior! BELL RINGER 1.15.2013Objectives: SWBAT explain schedules of operant conditioning.Provide a real world example of the following:Positive reinforcementPositive punishmentNegative reinforcementNegative punishmentTeaching a New BehaviorShaping: positively reinforcing closer and closer approximations of a desired behavior to teach a new behavior.e.g. If I want my dog to eat in the laundry room instead of the kitchen, I might slowly move the bowl and reward the dog every time he eats at his new location. Eventually, hell be eating in the laundry room.Teaching a New BehaviorChaining: establishing a specific sequence of behaviors by initially positively reinforcing each behavior in a desired sequence, then later rewarding only the completed sequence.Teaching a New Behaviore.g. Trainers at an aquarium will train their animal to do a routine and reward the desired behavior step by step (jump, flip, splash). Eventually, they will only reward the animal when it does the entire sequence.

Schedules of ReinforcementA schedule refers to the training program that states how and when reinforcers will be given to the learner.Schedules of ReinforcementContinuous reinforcement: schedule that provides reinforcement following the particular behavior every time it is emitted.Best for the acquisition of a new behavior.Schedules of ReinforcementPartial reinforcement (intermittent schedule): occasional reinforcement of a particular behavior.Produces responding that is more resistant to extinction.4 types of partial reinforcement.Schedules of ReinforcementFixed ratio: reinforcement of a particular behavior after a specific number of responses.e.g. After answering a question correctly 5 times, you get a cookie.Fixed interval: reinforcement of the first particular response made after a specific length of time.e.g. Only reward students who answer a question every 10 minutes.Schedules of ReinforcementVariable ratio: reinforcement of a particular behavior after a number of responses that changes at random around an average number.e.g. Give a psych dollar when students answer a questions correctly following this schedule:1, 9, 3, 5, 7, 4, 2Schedules of ReinforcementVariable interval: reinforcement of the first particular response made after a length of time that changes at random around an average time period.e.g. give out candy when a student answers a question correctly following this schedule:30 seconds, 2 minutes, 1 minute, 45 seconds, 90 secondsSchedules of ReinforcementFixed (same amount)Variable (different amount)Interval (time)Fixed interval reinforce at a constant timeVariable intervalreinforce at random timesRatio (# of responses)Fixed ratioreinforce after a constant number of responsesVariable ratioreinforce after a random number of responses

Reward every 30 times a rat presses the buttonFixed-ratio schedulechecking e-mail repeatedly to get the reward of a new messagevariable-interval scheduleReinforcement SchedulesPeople who play slot machines in hopes of winning the jackpotvariable-ratio schedulePeople checking for the mail as delivery time gets closerfixed-interval scheduleReinforcement Schedulesfixed ratio: know how much behavior for reinforcementfixed interval: know when behavior is reinforcedvariable ratio: how much behavior for reinforcement changesvariable interval: when behavior is reinforced changesReinforcement SchedulesSee worksheet in your operant conditioning packet!Reinforcement SchedulesBELL RINGER 1.16.2013Objectives: SWBAT explain latent and social learning.What reinforcement schedules are explained below.You receive $50 for every A you earn.You get paid $100 twice a month at your job.You play slot machines to win the jackpot.You wait for a bus that doesnt have a normal schedule. Not traditionally studied by behaviorists. Why?Cognitive Processes in LearningCognitive theorists believe that humans and other animals are capable of forming expectations and consciously being motivated by rewards.Contiguity model: the close time between the CS and the US in classical conditioning was most important for making the connection between the two stimuli and that the CS eventually substituted for the US.The Contingency ModelContingency model: in classical conditioning, the CS tells the organism that the US will follow. The key is how well the CS predicts the appearance of the UCS.Blocking effect: when one cannot condition an organism to react to a NS because of a previously learned CS.Delaying gratification often affects ones decisions and behaviors.The Contingency Modellearning in the absence of rewards.Edward Tolman studied rats learning a maze.Latent Learning

The experimental group did not receive an award for going through a maze for 10 days, while the other group did.The rewarded group made significantly fewer errors navigating the maze.On day 11, both groups were rewarded.On day 12, the previously unrewarded group navigated the maze as well as the rewarded group, demonstrating latent learning.Latent LearningHe hypothesized that the previously unrewarded rats formed a cognitive map or mental picture of the maze during the early nonreinforced trials.Once they were rewarded, they expected future rewards and were motivated to improve.Latent Learningthe sudden appearance of an answer or solution to a problem.Wolfgang Kohler exposed chimpanzees to new learning tasks and concluded that they learn by insight.Insight

A piece of fruit was placed outside a chimps cage beyond his reach, with a short stick inside the cage.After several attempts to reach the fruit using the stick, the chimpanzee stopped trying and stared at the fruit.InsightSuddenly, he bolted up and used the short stick to reach a longer stick outside the cage, and then used the longer stick to reach the fruit.NO conditioning had been used.InsightObservational learning: learning that occurs by watching the behavior of a model.e.g. learning a new dance by first watching someone else do the dance.The cognitive aspect comes in when you think through how the person is moving various body parts and, keeping that in mind, try to do it yourself.Social LearningBobo doll study with Albert Bandura.Social Learning

BELL RINGER 1.17.2013Objectives: SWBAT explain biological factors in learning.Briefly define the following IN YOUR OWN WORDS:InsightLatent learningObservational learning

Mirror neurons in the premotor cortex and other portions of the temporal and parietal lobes provide a biological basis for observational learning.These neurons are active when you perform an action, but also when you observe someone else perform a similar action.Biological Factors in LearningThese neurons transform the sight of someone elses action into the motor program you would use to do the same thing and to experience similar sensations or emotions, the basis of empathy.Biological Factors in Learning

e.g. conditioned taste aversionAccording to some psychologists, conditioned taste aversions are probably adaptive responses of organisms to foods that could sicken or kill them.Preparedness EvolvesPreparedness: through evolution, animals are biologically predisposed to easily learn behaviors related to their survival as a species, and that behaviors contrary to an animals tendencies are learned slowly or not at all.e.g. people are more likely to fear snakes or spiders than flowers or happy faces.Preparedness EvolvesThere are biological constraints on the ease with which particular stimuli can be associated with particular responses.e.g. rats have a tendency to associate nausea and dizziness with tastes, but not with sights or sounds.Rats also tend to associate pain with sights and sounds, but not with tastes.Preparedness Evolvesa conditioned response that drifts back toward the natural (instinctive) behavior of the organism. e.g. wild rats in Skinner boxes sometimes reverted to scratching and biting the lever, instead of pressing it for a reward.e.g. animal trainers who must stay vigilant even after training their animals because they may revert to dangerous behaviors.Instinctive DriftBELL RINGER 1.18.2013Objectives: SWBAT demonstrate mastery on a quiz.Briefly define the following IN YOUR OWN WORDS:preparednessinstinctive driftmirror neurons

Classical conditioningClassical conditioning paradigmClassical conditioning learning curveStrength of conditioningClassical aversive conditioningOperant conditioningQuestions?Thorndikes instrumental conditioningOperant conditioning training proceduresOperant aversive conditioningReinforcers (primary vs. secondary)Operant conditioning training schedules of reinforcementQuestions?Cognitive processes in learningThe contingency modelLatent learningInsight learningSocial learningQuestions?Biological factors in learningPreparedness evolvesInstinctive draft Questions?