Learning Chap6

8/14/2019 Learning Chap6

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LEARNINGLEARNING


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LearningLearning John B. Watson (1878-1958) was the John B. Watson (1878-1958) was the

first to study how the process of first to study how the process of

learning affects our behavior, and helearning affects our behavior, and heformed the school of thought knownformed the school of thought knownasas BehaviorismBehaviorism ..


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Learning is the relativelyLearning is the relativelypermanent change inpermanent change inbehavior or behavioral abilitybehavior or behavioral ability

of an individual that occurs asof an individual that occurs asa result of experience.a result of experience.


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Examples:Examples:

Learn that certain restaurantsLearn that certain restaurantsserve better than othersserve better than others

Learning involves associationsLearning involves associationsbetween the events in thebetween the events in the

environment (stimuli) and ourenvironment (stimuli) and ourbehavior (responses).behavior (responses).


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CLASSICAL CONDITIONINGCLASSICAL CONDITIONING

19041904PavlovPavlov
http://www.google.com/search?hl=en&q=ivan+pavlovhttp://www.google.com/search?hl=en&q=ivan+pavlovhttp://www.google.com/search?hl=en&q=ivan+pavlov


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Components of ClassicalComponents of ClassicalConditioningConditioning

The major components of Classical Conditioning are: The major components of Classical Conditioning are:

1-Extinction1-Extinction ii nn classical conditioningclassical conditioning , the tendency for the, the tendency for the

response to the conditioned stimulus (called theresponse to the conditioned stimulus (called theconditioned response) to go away once theconditioned response) to go away once theconditioned stimulus is no longer paired with theconditioned stimulus is no longer paired with theunconditioned stimulus.unconditioned stimulus.


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2-Spontaneous recovery:2-Spontaneous recovery: Extinction does not necessarily stop the CRExtinction does not necessarily stop the CR

permanently.permanently.

3-Stimulus discrimination:3-Stimulus discrimination:

Learn to limit our responses to relevantLearn to limit our responses to relevantstimuli.stimuli. This process is called Stimulus discrimination This process is called Stimulus discrimination

and is important in successful adjustment.and is important in successful adjustment.


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DemonstrationDemonstration


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33 Because of that:Because of that: That is why every time your dog or cat heard the sound That is why every time your dog or cat heard the soundof the canned food being open or the can opener, yourof the canned food being open or the can opener, yourpet will come towards you.pet will come towards you.


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Little Albert,Little Albert,

In the case of Little Albert, onceIn the case of Little Albert, onceAlbert had been conditioned toAlbert had been conditioned to

fear the white rat, other furryfear the white rat, other furryobjects, such as the rabbit, dog,objects, such as the rabbit, dog,fur coat, and Santa Claus mask,fur coat, and Santa Claus mask,

also triggered the fear responsealso triggered the fear response(conditioned response).(conditioned response).


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At the time Watson and RaynerAt the time Watson and Rayner

began their now-famous study,began their now-famous study,"Little Albert" was 11 months old."Little Albert" was 11 months old.He was described as a remarkablyHe was described as a remarkablystable infant who rarely displayedstable infant who rarely displayedfear of anything.fear of anything.

He was, however, afraid of loudHe was, however, afraid of loudnoises (US).noises (US).


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conditioned taste aversionconditioned taste aversion

A conditioned taste aversionA conditioned taste aversioncan occur when eating acan occur when eating a

substance is followed bysubstance is followed byillness.illness.


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Application to Daily LifeApplication to Daily Life

Classical Conditioning can help explainClassical Conditioning can help explainwhy a person reacts to a certain smellwhy a person reacts to a certain smellor sound differently than others.or sound differently than others.

It can also aid in understanding fearsIt can also aid in understanding fearsand anxiety people have towardsand anxiety people have towards

certain aspects of life.certain aspects of life. AdvertisingAdvertising


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CounterconditioningCounterconditioning ::

Counter conditioning is a type of Counter conditioning is a type of therapy based on the principles of therapy based on the principles of

classical conditioning thatclassical conditioning thatattempts to replace bad orattempts to replace bad orunpleasant emotional responsesunpleasant emotional responses

to a stimulus with more pleasant,to a stimulus with more pleasant,adaptive responses.adaptive responses.


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OperantOperant

conditioningconditioningB. F. Skinner, B. F. Skinner (1904-B. F. Skinner, B. F. Skinner (1904-1990).1990).Operant conditioning, is the process of Operant conditioning, is the process of shaping behavior by means of shaping behavior by means of reinforcement and punishment.reinforcement and punishment.


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OPERANT CONDITIONINGOPERANT CONDITIONING


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ap ng

behaviorbehavior Shaping behavior is anShaping behavior is anaspect of behavior analysisaspect of behavior analysisthat gradually teaches newthat gradually teaches newbehavior through the use of behavior through the use of

reinforcement until thereinforcement until thetarget behavior is achieved.target behavior is achieved.

h f h i i


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The process of shaping in The process of shaping inpurchase behaviorpurchase behavior

Consume a free sample of rice popcorn thatConsume a free sample of rice popcorn thatwas sent to your homewas sent to your home

Purchase a second package using the discountPurchase a second package using the discountcoupon that accompanied the free samplecoupon that accompanied the free sample

Repurchase the product at full priceRepurchase the product at full price


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ReinforcementReinforcement Types of reinforcement Types of reinforcement

Positive reinforcementPositive reinforcement NegativeNegative

reinforcementreinforcement


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Primary reinforcementPrimary reinforcement

SecondarySecondaryreinforcementreinforcement


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COGNITIVE LEARNINGCOGNITIVE LEARNING

According to COGNITIVEAccording to COGNITIVELEARNING learner utilizesLEARNING learner utilizesmental structures andmental structures andmemory to make decisionsmemory to make decisionsabout behaviors.about behaviors.


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InsightInsight Latent learning andLatent learning and

cognitive mapscognitive maps Observational learningObservational learning


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INSIGHTINSIGHT Insight is a suddenInsight is a sudden

perception of theperception of therelationship of therelationship of thecognitive elementscognitive elementsnecessary to solve anecessary to solve aproblem.problem.


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An insight is a new way toAn insight is a new way toorganize stimuli or a neworganize stimuli or a newapproach to solving aapproach to solving a

problem. problem.


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A student struggling with aA student struggling with a

mathematical problem whomathematical problem whosuddenly sees how to solve itsuddenly sees how to solve it

without having been taughtwithout having been taughtadditional methods has had anadditional methods has had an

insight.insight.


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Wolfgang Kohler, a famousWolfgang Kohler, a famous

Gestalt psychologist,Gestalt psychologist,demonstrated thatdemonstrated thatchimpanzees can solvechimpanzees can solve

problems using insight.problems using insight.

Once insight has occurred, noOnce insight has occurred, nofurther instruction or training isfurther instruction or training isrequired.required.


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INSIGHTINSIGHT


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L L i dL L i d


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Latent Learning andLatent Learning andCognitive MapsCognitive Maps

Latent learning (sometimes calledLatent learning (sometimes calledincidental learning) is learningincidental learning) is learningwithout reinforcement and is notwithout reinforcement and is notimmediately demonstrated when itimmediately demonstrated when it

occurs.occurs.


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For example, if a student wants aFor example, if a student wants a

coffee break, wonders where tocoffee break, wonders where togo, and suddenly remembers ago, and suddenly remembers a

new coffee shop near campus,new coffee shop near campus,the student is demonstratingthe student is demonstrating

latent learning.latent learning.


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E. C. Tolman, a well-knownE. C. Tolman, a well-known

investigator of cognitiveinvestigator of cognitivelearning, suggested thatlearning, suggested that

organisms form cognitive mapsorganisms form cognitive mapsof their environments, maps thatof their environments, maps thatcan be used when needed.can be used when needed.

Ob ti lOb ti l


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ObservationalObservational

learninglearning Observational learning isObservational learning iswhen one human canwhen one human can

watch the actions of watch the actions of another and learn fromanother and learn fromthose actions.those actions.


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Ob ti lOb ti l


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ObservationalObservational

LearningLearning In order for observationalIn order for observationallearning to be effective fourlearning to be effective foursteps must occur:steps must occur:

1-ROLE MODEL: we must pay1-ROLE MODEL: we must payattention to role model.attention to role model.


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2-we must store our observations2-we must store our observations

to in our memoryto in our memory

3-we must be able to3-we must be able toremember what we haveremember what we havelearned when we arelearned when we aremotivated to behave in themotivated to behave in theappropriate fashion.appropriate fashion.


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4-Our behavior must4-Our behavior must

be reinforced if webe reinforced if weexpect to repeat it withexpect to repeat it with

any regularity.any regularity.


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ENDEND

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Learning Chap6