CHAPTER 7: LEARNING

Learning

A relatively permanent change in

behavior or behavior potential caused

by reinforced practice and experience

Change must be relatively enduring

Behavioral change may or may not be

immediately observed

Exceptions attributed by learning:

1. Maturation

2. Fatigue

3. Motivation

4. Evolution

A. Behavioral Learning

1. CLASSICAL CONDITIONING

Introduced by IVAN PETROVICH

PAVLOV

is a behavioral theory on

learning which asserts that our

behaviors are changed using

manipulation of stimuli

Unconditioned Stimulus - the environmental

condition that naturally causes a response

Unconditioned Response - the natural

response elicited

CLASSICAL CONDITIONING OCCURS WHEN

A NEUTRAL STIMULUS is paired or

presented simultaneously with an

UNCONDITIONED STIMULUS then it will result to

the neutral stimulus adopting the power of the

unconditioned stimulus to produce the same

response

As a result, the NEUTRAL STIMULUS becomes the

CONDITIONED STIMULUS, classically

conditioned to produce a CONDITIONED

RESPONSE

Contiguity – how close together in time are

the US and CS presented (should be

simultaneous)

Contingency – the degree to which the US

is presented must be consistent

Stimulus Discrimination – occurs when you

only produce the CR at the very situation you

were conditioned or to the exact CS you were

conditioned to

Ex: fear of reciting

Stimulus Generalization – you perform the

same CR to all other stimuli that are even

slightly similar to the original CS.

Ex: fear of recitation in general

2. OPERANT CONDITIONING

Introduced by BURRHUS

FREDRICK SKINNER

Change in behavior is due to

reinforcement and punishment

which are consequences after

our response to either

encourage or discourage age

their recurrence

SKINNER BOX

Shaping

the learning process of teaching an

animal to produce responses towards a

final desired behavior by giving rewards

to those that are closer and closer to

the target response

Reinforcement

a desirable and pleasing situation

that transpires after a response to

increase the likelihood of its relative

permanence

Primary reinforcer

a positive consequence that

reinforces the response by satisfying a

biological need (hunger, thirst, etc.)

Secondary reinforcer

is associated with primary

reinforcers. This indirectly satisfies your

needs

Generalized reinforcer

Satisfaction and encourages

behavior by just its acquisition

(eg. Money)

Positive Reinforcers

These are encouraging

consequences after a desirable kind of

behavior (ex. Rewards)

Negative Reinforcers

Removal of undesirable

consequences

Continuous Reinforcement Schedule

Characterized by giving reinforcers

consistently every single time a desirable

behavior is manifested

Intermittent Reinforcement Schedule

Reinforcers are given partially or at

certain non-continuous patterns.

May be based on:

1. Time (interval)

2. Behavior (ratio)

3. Constant (fixed)

4. Changing (variable)

Fixed interval schedule

Reinforcement given at specific

and constant periods of time

Variable interval schedule

Characterized by giving reinforcers

at changing and inconsistent periods of

time

Fixed ratio schedule

Reinforcers are consistently

introduced after a constant number or

patterns of behavior

Variable ratio schedule

Followed whenever you provide

reinforcers at changing number of

patterns of behavior

Punishment

An unpleasant or unfavorable

consequence given after a bad

behavior which aims to dissuade such

negative behavior from recurring

Positive Punishment

Involves adding or inflicting stimuli

as a consequence of undesirable

behavior (ex. Spanking)

Negative Punishment

Removal or wanted and

pleasurable stimulus to weaken

misbehavior

PUNISHMENT…

Teaches aggressive behavior

Unable to correct behavior in a given

situation

Ineffective at producing behavior

change

Operant Conditioning DISCRIMINATION

Responding to only specific

reinforcement or punishment

Operant Conditioning GENERALIZATION

Responding to other similar

reinforcement or punishment

Operant Conditioning EXTINCTION

Occurs after a period of time when

reinforcement is removed

B. Cognitive Learning

1. COGNITIVE MAPS AND LATENT LEARNING

EDWARD CHASE TOLMAN

pioneered the study of cognitive

processes in learning

we learn cognitively even during

behavioral conditioning by

forming and using our knowledge

and expectation of what leads to

what in our environment

Cognitive Map

A mental representation of our

environment

TOLMAN’S MAZE

Rats were divided into three (3) groups

Group 1

Wandered in the maze without

food rewards

Group 2

Received food rewards

whenever they reach the correct

part of the maze

Group 3

Wandered thee maze for 10

days; on the 11th day onwards,

the were given food reward like

the 2nd group

RESULTS:

Group 1

Had the most number of errors

Group 2

Finding the food box with few

errors

Group 3

Matched group 2’s performance

and error rates

CONCLUSION:

Latent Learning

Learned responses are not

manifested immediately until incentives

are provided for demonstrating the

acquitted behavior

2. DISCOVERY LEARNING

Fundamental concept of cognitive

learning is UNDERSTANDING

Rote Learning

- Learning without understanding

- Mechanical learning through

repetition and memorization

Strength of DISCOVERY LEARNING

- Acquiring complex intellectual

knowledge and skills are best

done with understanding

- You are provided with the tools

and path towards the

“discovery” of new concepts

that are new and unusual

C. Social Learning

1. SOCIAL LEARNING

Introduced by ALBERT BANDURA

Also known as Observational Learning or

Social-Cognitive Learning

States that humans learn by observing

and imitating a model

Model

Is a person or an object with

enough attractiveness and perceived

credibility that captures the attention of

the learner

Bobo doll experiment

Humans learn both pro-social and

anti-social behaviors by observing

others and replicating their responses

Modeling

Highly beneficial and practical as it

allows us to avoid the trial and error

process

FOUR PROCESSES THAT DETERMINES INFLUENCE

1. Attention

2. Retention

3. Reproduction

4. Motivation

IMPORTANCE

It ensures that the next generation

amongst us becomes productive

members of society