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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Visualizing Psychology by Siri Carpenter &
Karen Huffman
PowerPoint ® Lecture Notes Presentation
Chapter 6: LearningSiri Carpenter, Yale University
Karen Huffman, Palomar College
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Lecture Overview
Classical ConditioningOperant ConditioningCognitive-Social LearningThe Biology of LearningConditioning and Learning in Everyday Life
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Introductory Definitions
Learning: relatively permanent change in behavior or mental processes resulting from practice or experience
Conditioning: process of learning associations between environmental stimuli and behavioral responses
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning
Ivan Pavlov • Classical Conditioning:learning that occurs when a neutral stimulus (NS) becomes paired (associated) with an unconditioned stimulus (UCS) to elicit a conditioned response (CR)
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Pavlov’s Original Experiment
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning--Key Terms
Neutral Stimulus (NS):before conditioning doesn’t naturally elicit response of interest Unconditioned Stimulus (UCS): elicits UCR without previous conditioningUnconditioned Response (UCR): unlearned reaction to UCS occurring without prior conditioning
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning--Key Terms (Continued)Conditioned Stimulus (CS):previously NS that, through repeated pairings with UCS, now causes a CRConditioned Response(CR): learned reaction to a CS occurring because of previous repeated pairings with an UCS
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect: Why Study Psychology?
It helps you understand and enjoy popular cartoons!
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning (Continued)
Conditioned Emotional Response (CER):emotional responses are classically conditioned to a previously neutral stimulus (NS)
John B. Watson
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Watson and Rayner Created a Conditioned Emotional Response (CER)--Fear of Rats
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning’s Basic Principles
Stimulus Generalization:learned response to stimuli that are similar to the original conditioned stimuli (CS)
ALLALLSnakes bite!
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning’s Basic Principles (Continued)
Stimulus Discrimination:learned response to a specificstimulus, but not to other, similar stimuli
Now I know that somesomesnakes are
nice!
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Extinction: UCS withheld when CS presented leads to gradual weakening or suppression of a previously conditioned response (CR)
Spontaneous Recovery: reappearance of a previously extinguished conditioned response (CR)
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Higher-Order Conditioning:neutral stimulus (NS) becomes a conditioned stimulus (CS) through repeated pairings with a previously conditioned stimulus (CS)
Classical Conditioning’s Basic Principles (Continued)
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Classical Conditioning’s Basic Principles (Continued) Higher-Order Conditioning
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect: Check & Review
1. Using Pavlov’s classic experiment with the salivating dog, can you label the NS, UCS, UCR, CS, and CR?
2. Compare and contrast stimulus generalization and stimulus discrimination.
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning
Operant Conditioning:learning in which voluntary responses are controlled by their consequences
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning (Continued)
Thorndike’s Contribution
• Law of Effect: probability of an action being repeated is strengthened when followed by a pleasant or satisfying consequence
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning (Continued)
B. F. Skinner
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles
Reinforcement:strengthening a response
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles (Continued)
Primary Reinforcers: normally satisfy an unlearnedunlearned biological need (e.g., food)
Secondary Reinforcers: learnedlearned value (e.g., money, praise)
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles (Continued)
• Positive Reinforcement:adding (or presenting) a stimulus, which strengthens a response and makes it more likely to recur (e.g., praise)
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles (Continued)
• Negative Reinforcement: taking away (or removing) a stimulus, which strengthens a response and makes it more likely to recur (e.g., headache removed after taking an aspirin)
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles (Continued)
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles: Four Partial Schedules of Reinforcement
1. Fixed Ratio (FR): reinforcement occurs after a predetermined set of responses; the ratio (number or amount) is fixed
2. Variable Ratio (VR): reinforcement occurs unpredictably; the ratio (number or amount) varies
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
3. Fixed Interval (FI): reinforcement occurs after a predetermined time has elapsed; the interval (time) is fixed
4. Variable Interval (VI): reinforcement occurs unpredictably; the interval (time) varies
Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect: Check & Review
1. If you want to increase the overall number of responses, which schedule of reinforcement should you choose?
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles (Continued)
Shaping:reinforcement by a series of successively improved steps leading to desired response
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles (Continued)
Punishment:weakening a response
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles (Continued)
• Positive Punishment:adding (or presenting) a stimulus that weakens a response and makes it less likely to recur (e.g., shouting)
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Operant Conditioning’s Basic Principles (Continued)
• Negative Punishment:taking away (or removing) a stimulus that weakens a response and makes it less likely to recur (e.g., restriction)
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect: Check & Review
1. Using the chart on the following slide, can you fill in the blanks with the appropriate terms?
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Side Effects of PunishmentJudging by this boy’s expression, is he experiencing increased aggression, passive aggressiveness, avoidance behavior, modeling, temporary suppression, orlearned helplessness?
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect: Check & Review
1. Briefly explain how classical conditioningdiffers from operant conditioning.
2. Give a personal example of positive reinforcement, negative reinforcement, positive punishment, and negative punishment.
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Cognitive-Social Learning
Cognitive-Social Theory:emphasizes thinking and social learning in behavior
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Cognitive-Social Learning (Continued)
Kohler’s chimps demonstrated insight learning (sudden understanding of a problem that implies the solution).
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Cognitive-Social Learning (Continued)
Tolman’s rats built a cognitive map (a mental image of a three-dimensional space). They also displayed latent learning (hidden learning that exists without behavioral signs).
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Cognitive-Social Learning (Continued)
Observational Learning: learning new behaviors or information by watching others
Bandura's Famous Bobo Doll study
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Note the increasing bicep circumference of these G.I. Joe action figures. Are young boys affected by this type of modeling and observational learning?
Pause and Reflect: Critical Thinking
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Cognitive-Social Learning (Continued)• Observational Learning involves four
processes
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
The Biology of Learning: Neuroscience and Learning
Learning leads to new synaptic connections and alterations in many brain structures.
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
The Biology of Learning: Evolution and Learning
Classical Conditioning
Taste Aversion:classically conditioned negative associations of food with illness
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
The Biology of Learning: Evolution and Learning (Continued)
Biological Preparedness: built-in (innate) readiness to form associations between certain stimuli and responses
Instinctive Drift: conditioned responses shift (or drift) back toward innate response pattern
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Conditioning and Learning in Everyday LifeClassical Conditioningcan be seen in:
• Marketing• Prejudice• Medical Treatments• Phobias
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Conditioning and Learning in Everyday Life (Continued)
Operant Conditioningcan be seen in:
PrejudiceBiofeedbackSuperstitions
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Conditioning and Learning in Everyday Life (Continued)
Cognitive-Social Theory can be seen in:
• Prejudice • Media Influences
©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect: Critical Thinking
Has reading Chapter 6, or viewing these Power Point slides, changed your beliefs or attitudes about using punishment to control behavior? Why or why not?
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©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology
Visualizing Psychology by Siri Carpenter &
Karen Huffman
PowerPoint ® Lecture Notes Presentation
End ofChapter 6: Learning
Siri Carpenter, Yale UniversityKaren Huffman, Palomar College