Learning
Long lasting change in behavior due to experience.
Classical Conditioning
• Ivan Pavlov• Studied Digestion of
Dogs.• Dogs would salivate
before they were given food (triggered by sounds, lights etc…)
• Dogs must have LEARNED to salivate.
Click above to see about Pavlov
Classical Conditioning• This is passive learning
(automatic…learner does NOT have to think).
• First thing you need is a unconditional relationship.
• Unconditional Stimulus (UCS)- something that elicits a natural, reflexive response.
• Unconditional Response (UCR)- response to the UCS.
Classical Conditioning• Next you find a neutral stimulus
(something that by itself elicits no response).
• You present the stimulus with the UCS a whole bunch of times.
Classical Conditioning• After a while, the
body begins to link together the neutral stimulus with the UCS.
• Acquisition
Classical Conditioning• We know learning takes
places when the previously neutral stimulus elicits a response.
• At this point the neutral stimulus is called the conditioned stimulus (CS) and the unconditional response becomes the conditioned response (CR).
Classical Conditioning• TRICKY FACT: We know
learning exists because the CS is linked to the UCS.
• This is called ACQUISITION.
• Acquisition does not last forever.
• The moment the CS is no longer associated with the UCS, we have EXTINCTION.
Popular Classical Conditioning Examples
A modified version of Clockwork Orange scene. Warning…it is still graphic!!!
Classical Conditioning as portrayed in The Office.
See if you can identify the UCS, UCR, CS and CR.
Classical Conditioning in Everyday Life
Timing Matters • Delayed Conditioning: present CS, while CS is still there,
present UCS.• Trace Conditioning: present CS, short break, then present
UCS.• Simultaneous Conditioning: CS and UCS are presented at
the same time.• Backward Conditioning: UCS is presented, then CS is
presented.
What are the following?UCSUCRNSCSCR
Spontaneous Recovery• Sometimes, after
extinction, the CR still randomly appears after the CS is presented.
Generalization and DiscriminationGeneralization
• Something is so similar to the CS that you get a CR.
Discrimination• Something so different
to the CS so you do not get a CR.
Classical Conditioning and Humans• John Watson brought Classical Conditioning to
psychology with his Baby Albert experiment.
Click to see Baby Albert to some nice jazz.
This type of Classical Conditioning is also known as Aversive Conditioning.
First-Order and Second-Order ConditioningFirst Order Conditioning.
• Bell + meat = salivation.
• Bell = Salivation.
Second Order Conditioning(After first order conditioning has occurred)
• Light + Bell = Salivation.
• Light = Salivation.
Learned Taste Aversions• When it comes to
food being paired with sickness, the conditioning is incredible strong.
• Even when food and sickness are hours apart.
• Food must be salient (noticeable.)
Operant Conditioning
The Learner is NOT passive.Learning based on consequence!!!
The Law of Effect• Edward Thorndike• Locked cats in a cage• Behavior changes because
of its consequences.• Rewards strengthen
behavior.• If consequences are
unpleasant, the Stimulus-Reward connection will weaken.
• Called the whole process instrumental learning.
Click picture to see a better explanation of the Law of Effect.
B.F. Skinner• The Mac Daddy of
Operant Conditioning.
• Nurture guy through and through.
• Used a Skinner Box (Operant Conditioning Chamber) to prove his concepts.
Skinner Box
Reinforces• A reinforcer is anything
the INCREASES a behavior.Positive Reinforcement:• The addition of something
pleasant.Negative Reinforcement:• The removal of something
unpleasant.• Two types of NR• Escape Learning• Avoidance Learning(Getting kicked out of class
versus cutting class)
Positive or Negative?
Putting your seatbelt on. Studying for a test.Having a headache and taking an aspirin.
Faking sick to avoid AP Psych class.
Breaking out of jail.
Getting a kiss for doing the dishes.
PunishmentMeant to decrease a
behavior.Positive Punishment• Addition of something
unpleasant.Negative Punishment
(Omission Training)• Removal of something
pleasant.Punishment works best
when it is immediately done after behavior and if it is harsh!
How do we actually use Operant Conditioning?
Do we wait for the subject to deliver the desired behavior?
Sometimes, we use a process called shaping.
Shaping is reinforcing small steps on the way to the desired behavior.
To train a dog to get your slippers, you would have to reinforce him in small steps. First, to find the slippers. Then to put them in his mouth. Then to bring them to you and so on…this is shaping behavior.
To get Barry to become a better student, you need to do more than give him a massage when he gets good grades. You have to give him massages when he studies for ten minutes, or for when he completes his homework. Small steps to get to the desired behavior.
Chaining Behaviors• Subjects are taught
a number of responses successively in order to get a reward.
Click picture to see a rat chaining behaviors.
Click to see a cool example of chaining behaviors.
Same Terminology as Classical Conditioning
• Acquisition• Extinction• Spontaneous
Recovery• Generalization• Discrimination
If I wanted to reinforce my son’s dancing by giving him lollipops when he dances. Identify the following….
Primary v. Secondary ReinforcersPrimary Reinforcer
• Things that are in themselves rewarding.
Secondary Reinforcer
• Things we have learned to value.
• Money is a special secondary reinforcer called a generalized reinforcer (because it can be traded for just about anything)
Token Economy
• Every time a desired behavior is performed, a token is given.
• They can trade tokens in for a variety of prizes (reinforcers)
• Used in homes, prisons, mental institutions and schools.
Premack Principle
• You have to take into consideration the reinforcers used.
• Is the reinforcer wanted….or at least is it more preferable than the targeted behavior.
Pat’s Hubbas might be a great positive reinforcer for me, but it would not work well on a vegetarian.
Reinforcement SchedulesHow often to you
give the reinforcer?• Every time or just
sometimes you see the behavior.
Continuous v. Partial ReinforcementContinuous
• Reinforce the behavior EVERYTIME the behavior is exhibited.
• Usually done when the subject is first learning to make the association.
• Acquisition comes really fast.
• But so does extinction.
Partial• Reinforce the behavior
only SOME of the times it is exhibited.
• Acquisition comes more slowly.
• But is more resistant to extinction.
• FOUR types of Partial Reinforcement schedules.
Ratio SchedulesFixed Ratio
• Provides a reinforcement after a SET number of responses.
Variable Ratio• Provides a
reinforcement after a RANDOM number of responses.
• Very hard to get acquisition but also very resistant to extinction.
Fixed Ration- She gets a manicure for every 5 pounds she loses.
Interval SchedulesFixed Interval
• Requires a SET amount of time to elapse before giving the reinforcement.
Variable Interval• Requires a RANDOM
amount of time to elapse before giving the reinforcement.
• Very hard to get acquisition but also very resistant to extinction.
Fixed Interval: She gets a manicure for every 7 days she stays on her diet.
Observational Learning• Albert Bandura and his
BoBo Doll• We learn through
modeling behavior from others.
• Observational learning + Operant Conditioning = Social Learning Theory
Click pic to see some observational learning.
Latent Leaning• Edward Tolman• Three rat experiment.• Latent means hidden.• Sometimes learning is
not immediately evident.
• Rats needed a reason to display what they have learned.
• Cognitive Maps
Insight Learning• Wolfgang Kohler
and his Chimpanzees.
• Some animals learn through the “ah ha” experience. Click pic to see insight learning.