Tuesday, December 10 Return Quiz Discuss Schedules of Reinforcement Guided Practice Learning Review Sheets due tomorrow

(These are OPTIONAL assignments) Start Prewriting

Learning Target: Differentiate between the different schedules of reinforcement and identify when it is best to use each.

Monday, December 9 Collect ACT Bell Ringers Discuss Punishment then do guided practice Quiz Discuss Schedules of Reinforcement Ch. 6 Test: Wednesday, December 11 Homework: Learning Review Worksheets

Due: Wednesday, 12/11 (These are OPTIONAL) Learning Target: Differentiate between reinforcement and punishment.

Friday, December 6 ACT Bell Ringers Discuss Reinforcement Guided Practice Ch. 6 Test: Wednesday, Dec. 11Learning Target: Differentiate between

positive reinforcement and negative reinforcement

Thursday, December 5 Return Classical Conditioning worksheet

This was MANDATORY Complete T chart Learning CER ACT Bell Ringer

Learning Target: Contrast Classical Conditioning with Operant Conditioning

Wednesday, December 4 Collect Classical Conditioning worksheet

This was MANDATORY Review Principles of Conditioning Demonstration Mind Reading Game Contrast Classical and Operant Conditioning Learning Target: Describe the

classical conditioning paradigm

Tuesday, December 3 Review Classical Conditioning Collect Ch. 6 Guided Reading (This was an

OPTIONAL assignment). Reading the chapter is MANDATORY

Discuss the Principles of Conditioning MANDATORY Homework: Classical

Conditioning Worksheet Due 11/4

Learning Target: Describe the classical conditioning paradigm

Monday, December 2 Homework Ch. 6 Guided Reading

Due tomorrow 12/3(This is an OPTIONAL

assignment). Reading the chapter is MANDATORY Complete Classical Conditioning Guided Practice: Classical Conditioning in Action Begin Discussing the Principles of Conditioning

Learning Target: Describe the classical conditioning paradigm

Tuesday, November 26 Ticket to enter: What is Learning? Discuss Classical Conditioning Chapter 6 Guided Reading: Due Tues 12/3.,

(This is an OPTIONAL assignment) Reading the Chapter is MANDATORY

Learning Target: Describe the classical conditioning paradigm

Friday, December 7 Return Ch. 6 Test Grade Analysis Introduce Ch. 14 Ch. 14 Vocabulary Assignment

This is a MANDATORY assignment

Due: Monday, December 10

Thursday, December 6 Ch. 6 Test

Chapter 6

Learning

Wednesday, November 11 Handout ACT Reading Collect Ch. 6 Reviews Review for Ch. 6

TICKET TO ENTER

1. What is learning? How can you tell if someone has learned?

2. Describe a good learning experience you’ve had (in or out of school). How did you learn?

3. Describe a time you taught someone something. How did you teach them?

Learning: A relatively permanent change in behavior due to experience or practice

What words are important in that definition? Relatively permanent Change in behavior Practice

1). Classical Conditioning Ivan Pavlov: Pavlov was a Russian

physiologist whose pioneering studies of the digestive system led to decades of research to identify the principles of

classical conditioning

1). Classical Conditioning Labeling the parts of classical

conditioning Unconditioned Response: A simple

unlearned response. A reflex

Examples:

1). Classical Conditioning Labeling the parts of classical

conditioning Unconditioned Stimulus: A stimulus that

triggers a response reflexively or automatically

Examples:

1). Classical Conditioning Labeling the parts of classical

conditioning Neutral Stimulus: Does not elicit (bring

about) the unconditioned response

1). Classical Conditioning

When has conditioning occurred?

Conditioning has occurred when the neutral stimulus ALONE elicits (causes) the unconditioned response

1). Classical Conditioning Labeling the parts of classical

conditioning Conditioned Stimulus: The conditioned

stimulus is the previously neutral stimulus that, through conditioning (learning) gains the power to cause the response

1). Classical Conditioning Labeling the parts of classical

conditioning Conditioned Response: The conditioned

response is the previously unconditioned response. It is elicited by (caused by) the conditioned stimulus.

Pavlov’s Experiment

Practice

UCS UCR (Before Conditioning)

NS + UCS UCR (Acquisition Phase)

CS CR (After Conditioning)

http://www.youtube.com/watch?v=nE8pFWP5QDM

1). Classical Conditioning Principles of Conditioning (These

same principles also apply to operant conditioning) Stimulus Generalization: The

organism responds NOT ONLY to the conditioned stimulus (CS) but also to similar stimuli

1). Classical Conditioning Stimulus Generalization Example:

(Little Albert)

1). Classical Conditioning Principles of Conditioning

Stimulus Discrimination: The organism responds ONLY to the stimulus it was conditioned to. (The organism responds differently to different stimuli)

1). Classical Conditioning Principles of Conditioning

Extinction: After repeated presentation of the conditioned stimulus (CS) without the unconditioned stimulus (UCS) the conditioned response (CR) fades away and eventually stops.

1). Classical Conditioning Principles of Conditioning

Spontaneous Recovery: After extinction, and a lapse of time, the conditioned response reappears

The two factors needed for spontaneous recovery to occur are:

1. extinction

2. rest period (lapse of time)

1). Classical Conditioning Principles of Conditioning

Counter Conditioning: A new response is conditioned to an old stimulus

2) Operant ConditioningClassical Conditioning vs. Operant Conditioning1. Bhvr is involuntary 1. Bhvr. is voluntary

2. Organism is passive 2. Organism is active

3. R+ comes BEFORE 3. R+ comes AFTER

4. Learn through 4. Learn from

associating 2 stimuli consequences of

behavior

2) Operant Conditioning Laws of Effect (E.L. Thorndike):

Positive Law of Effect: If a behavior is followed by a satisfying

state of affairs, the likelihood of the behavior occurring again increases.

Negative Law of Effect: If a behavior is followed by an unpleasant

state of affairs, the likelihood of the behavior occurring again decreases

2) Operant Conditioning Reinforcement:

Reinforcement ALWAYS increases the likelihood of a behavior

2) Operant Conditioning Primary Reinforcement: something that

is naturally rewarding, such as food (if you are hungry), warmth (if you are cold), and water (if you are thirsty). Primary reinforcers are inherently valued. They return the body to homeostasis

2) Operant Conditioning Secondary Reinforcement: something

you have learned is rewarding because it’s been paired with a primary reinforcer. Examples are

2) Operant Conditioning Positive Reinforcement: Something

pleasant is added in order to increase a response

http://www.youtube.com/watch?v=guroaQRFsX4

2) Operant Conditioning Negative Reinforcement: Something unpleasant

is removed in order to

increase a response…

2) Operant Conditioning Punishment: Always decreases the

likelihood of a response

Something unpleasant that decreases the likelihood of a response

2) Operant Conditioning Some disadvantages of using punishment:

Punishment doesn’t teach acceptable behavior Punishment can create anger and hostility Punishment can only work when it is guaranteed

2) Operant ConditioningNegative Reinforcement vs. PunishmentSomething unpleasant is Something unpleasant

REMOVED PRESENTED

Behavior INCREASES in Behavior DECREASES

likelihood in likelihood

2) Operant Conditioning Schedules of Reinforcement: when and

how often the reinforcement occurs Continuous

Partial/Intermittent

2) Operant Conditioning Continuous Reinforcement Schedules: Each and every correct behavior is reinforced

(This is extremely rare in everyday life)

Examples:

2) Operant Conditioning Partial/Intermittent Reinforcement: Only some response are rewarded

Variable: changes

Fixed: unchanging

Interval: time

Ratio: # of responses

2) Operant Conditioning Fixed Ratio: The number of responses

needed for reinforcement is unchanging

Examples:

Variable Ratio: The number of responses needed for reinforcement changes

Examples:

2) Operant Conditioning Fixed Interval: The time between

reinforcement is unchanging

Examples:

Variable Interval: The time between reinforcement changes

Examples:

Can you predict when reinforcement is coming? Yes=Fixed No=Variable

If you do the behavior more, will you get more reinforcement? Yes=Ratio No=Interval

2) Operant Conditioning

2) Operant Conditioning Behaviors are learned most rapidly when

reinforced on a continuous reinforcement schedules

However, behaviors extinguish the fastest when reinforced on a continuous schedule

2) Operant Conditioning Behaviors reinforced on partial

schedules of reinforcement (especially variable schedules) are the most difficult to extinguish because it takes the organism a long time to figure out the reinforcement has stopped

2) Operant ConditioningGuided Practice

1. Being rewarded for very third correct answer.

2. Giving a rat pellet of food for pressing a bar on the AVERAGE of every two minutes.

3. Giving a student a blow pop every time he/she provides a correct answer.

4. Paying telemarketers a bonus for every 5 sales he/she makes in excess of the company’s quota.

5. Trying to reach a friend by telephone when you get a busy signal.

2) Operant Conditioning Shaping: Reinforcing behaviors that move

closer and closer to the target behavior

When is shaping used?

Shaping is used when trying to teach a complex or difficult task