Chapter 8 Learning

1. Chapter 8 Learning James Henderson Robert Reed Shalom Aziague Denise Delagarza Seth Ewing-Hendrick

2. Classical Conditioning

3. Classical conditioning • More than 200 years ago, philosophers such as John Locke and David Hume echoed Aristotle's conclusion from 2000 years earlier. We learn by association • our minds naturally connect events that occur in sequence. • Example: If you associate a sound with a frightening consequence, then your fear may be aroused by the sound itself

4. Cont.. • By linking two events that occur close together, both the sea snail and the seal exhibit associate learning. • Conditioning is the process of learning association • In classical conditioning, we learn to associate two stimuli and thus to anticipate events. • We learn that a flash of lightning signals an impending crack of thunder ,and so we start to brace ourselves when lightning strikes nearby • In operant conditioning, we learn to associate a response (our behavior) and its consequences and thus to repeat acts followed by good results and avoid acts followed by bad results.

5. Classical conditioning • Ivan Pavlov performed experiments that are considered classical conditioning • Another important psychologist that dealt with classical conditioning was John B. Watson. • John’s idea was that psychology should study how organisms respond to stimuli in their environments. He thought that psychology should be an objective science based on observable behavior which is called behaviorism

6. Pavlov experiment • After studying salivary secretion in dogs ,he knew that when he put food in a dog’s mouth, the animal would invariably salivate • The repeated behavior could make the dog salivate with the mere sight of the food, the smell of the food or even the person who brought it • Because salivation in response to food in the mouth was unlearned, Pavlov called it an unconditional response (UR). • Food in the mouth automatically, unconditionally triggers a dog’s salivary reflex. Thus Pavlov called the food stimulus and unconditioned stimulus (US). • One translation of Pavlov therefore calls the salivation the conditional reflex. Today we call this learned response the conditional response (CR). • The permissibly irrelevant tone stimulus that now triggered the conditional salivation we call the conditional stimulus (CS).

7. Acquisition(Initial learning) • To understand acquisition of the stimulus –response relationship, Pavlov and his associates first had to confront the question of timing. • Although it’s not likely for conditioning to occur, it could occur when the CS follow the US. This finding fits the presumption that classical conditioning is biologically adaptive. It helps organisms prepare for good or bad events. • Michael Domjan Showed how the CS signal are important biological event by conditioning the sexual arousal of male Japanese quail • Ex: Just before presenting an approachable female, the researchers turned on a red light, over time ,the red light announced the arrival of the female quail, which caused the male quail to because sexually aroused and copulate with her more quickly when she arrived. Moreover, the quail grew to enjoy the red-light district of the cage. Exposure to the sexually conditioned stimuli also caused them to release more semen and sperm. The quail’s capacity for classical conditioning gives it a reproductive edge.

8. Extinction and spontaneous recovery • According to Pavlov experiment, when he sounded the tone again and again without presenting food, the dogs salivated less and less. The declining salivation illustrates extinction. • If allowed several hours to elapse before sounding the tone again, the salivation to the tone would reappear spontaneously

9. Generalization • Pavlov and his students noticed that a dog conditioned to the sound of one tone also responded somewhat to the sound of a different tone never paired with food. • The tendency to respond to stimuli similar to the CS is called generalization • Example: generalization can be adaptive, as when toddlers taught to fear moving cars in the street respond similarly to trucks and motorcycles.

10. Discrimination • Pavlov dogs also learned to respond to the sound of a particular tone and not to other tones. • Like dog generalization, discrimination has survival value. Slightly different stimuli are at time followed by vastly different consequences

11. Extending Pavlov’s understanding • Pavlov’s and Watson’s Disdain for “mentalist” concepts such as consciousness has given way to a growing realization that they underestimated the importance of cognitive processes(thoughts, perceptions , expectations)and biological constraints on an organism’s learning capacity

12. Cognitive processes • Robert Rescorla and Allan Wagner argued that when two significant events occur close together in time, an animal learns the predictability of the second event. • An example of this is if a shock is always precede by a tone, and then sometimes also by a light that accompanies the tone, a rat will react with fear to the tone but not to the light. Although the light is followed by the shock ,it adds no new information; the tone better predicts the impending shock. • That principle helps explain why classical conditioning treatments that ignore cognition often have limited success.

13. Biological predispositions • Ever since Darwin, scientists have assumed that all animals share a common evolutionary history and resulting commonalities in their makeup and functionality. Pavlov and Watson believed the basic laws of learning were essentially similar in all animals, so it should make a little difference between pigeons and humans. More than the early behaviorists realized, an animals capacity for conditioning is constrained by its biology. Each species' predispositions prepare it to learn the associations that enhance its survival.

14. Operant Conditioning

15. Operant Conditioning • Operant conditioning explains and trains behaviors such as an elephant walking on its hind legs or a child saying please. • Classical and operant conditioning include acquisition, extinction, spontaneous recovery, generalization, and discrimination. • Operant behavior produces rewarding or punishing stimuli (consequences).

16. Skinner’s Experiments • B. F. Skinner was a college English major and an aspiring writer who, seeking a new direction, entered graduate school in psychology. He went on to become modern behaviorism’s most influential and controversial figure. His work elaborated a simple fact of life that psychologist Edward L. Thorndike called the law of effect, which stated rewarded behavior is likely to recur. • He used the law of effect as a starting point and developed a “behavioral technology” that revealed principles of behavior control. • These principles allowed him to teach pigeons un-pigeon like behavior such as walking in a figure 8, playing Ping-Pong, and keeping a missile on course by pecking at a target on a screen.

17. Skinner’s Experiments cont. • Skinner designed an operant chamber, known as a Skinner Box which he used for his studies with rats and eventually pigeons. • The box has a bar or key that an animal presses or pecks at to release a reward of food or water, and a device that records these responses.

18. Shaping Behavior • Uses reinforcers, such as food, to guide an animal’s actions toward a desired behavior. • Makes the animal get closer and closer to where you want and rewards them. • Sometimes we as humans reward annoying behaviors unintentionally.

19. Types of Reinforcers • Positive reinforcement strengthens a response by presenting a typically pleasurable stimulus after a response. • Positive reinforcers include: praise, attention, hugs, food, etc. • Negative reinforcement strengthens a response by reducing or removing an aversive (undesirable) stimulus. • Negative reinforcers include: taking aspirin to relieve a headache and pushing the snooze button to silence an annoying alarm clock.

20. Primary and Conditioned Reinforcers • Primary reinforcers, such as getting food when hungry or being relieved of electric shock, are innately satisfying. • Conditioned reinforcers, also known as secondary reinforcers, are learned. They get their power through their association with primary reinforcers. Such as if a rat in a Skinner box learns that a light reliably signals that food is coming, the rat will work to turn on the light.

21. Immediate and Delayed Reinforcers • Rats do not respond well to delayed reinforcers. The rat in a Skinner box will engage in “unwanted” behavior (scratching, sniffing, and moving around) before performing the “wanted” behavior to receive the reward. • If the rat presses the bar, but if the researcher is distracted and delays the reinforcer for longer than 30 seconds, the rat will not learn to press the bar. • Unlike rats, humans do respond to reinforcers that are greatly delayed: the paycheck at the end of the week, the good grade at the end of the semester. To function effectively we must learn to postpone immediate rewards for greater long-term reward.

22. Reinforcement Schedules • Many of the previous examples assume continuous reinforcement: The desired response is reinforced every time it occurs. Under these conditions, learning occurs rapidly, but so does extinction. • Real life does not often provide continuous reinforcement, so why do people do the things they do? They do it because their efforts have occasionally been rewarded. This is called partial (intermittent) reinforcement schedule, in which the responses are sometimes reinforced, sometimes not. Initial learning is slower with intermittent reinforcement, but it produces greater persistence-greater resistance to extinction.

23. Reinforcement Schedules cont. • Fixed-ratio schedules reinforce behavior after a set number of responses much like people paid on a piecework basis. • Variable-ratio schedules provide reinforcers after an unpredictable number of responses. This is what gamblers experience and why it is so hard to extinguish. • Fixed-interval schedules reinforce the first response after a fixed time period. Like people checking more frequently for the mail as the delivery time approaches. • Variable-interval schedules reinforce the first response after varying time intervals.

24. Punishment • The effect of punishment is opposite to that of reinforcement. Punishment decreases a behavior, thus a punisher is any consequence that decreases the frequency of a preceding behavior, usually by administering an undesirable consequence or withdrawing a desirable one. • Physical punishment may increase aggressiveness by demonstrating that aggression is a way to cope with problems. This helps explain why so many aggressive delinquents and abusive parents come from abusive families. • Even though punishment suppresses unwanted behavior, it often does not guide one toward more desirable behavior. Punishment tells you what not to do; reinforcement tells you what to do.

25. Latent Learning • Rats exploring a maze, with no obvious reward, are like people sightseeing in a new town. The rats seem to develop a cognitive map, a mental representation of the maze. When an experimenter then places a reward in the maze’s goal box, the rats very quickly perform as well as rats that have been reinforced with food for running the maze. • During their explorations, the rats seemingly experience latent learning, learning that becomes apparent only when there is some incentive to demonstrate it.

26. Intrinsic Motivation • Excessive rewards can undermine intrinsic motivation, the desire to perform a behavior effectively and for its own sake. Intrinsically motivated people work and play in search of enjoyment, interest, self-expression, or challenge. Extrinsic motivation is the desire to behave in certain ways to receive external rewards or avoid threatened punishment.

27. Skinner’s Legacy • Applications of operant conditioning can be seen at school, in sports, at work, and at home.

28. Contrasting Classical and Operant Conditioning • Both classical and operant conditioning are forms of associative learning • Classical conditioning is when an organism associates different stimuli that it has no control over and responds to it. • Through operant conditioning, an organism associates operant behaviors with their consequences.

29. Learning by Observation • Not all learning needs to occur through direct experience • Observational learning is when we observe and imitate others • This learning type also applies to other species • Cultural elements gained through imitation are called memes • Mirror neurons provide a neural basis for observational learning • Mirror neurons also serve language, help children learn how to mime lip and tongue movements when forming new words. • They also allow us to infer another’s mental state

30. Bandura’s Experiments • While a child is in the room, an adult beats a Bobo boll for a long period of time. Later when the kid is frustrated and left alone, he also attacks the Bobo doll using the same words the adult used. • Watching the doll be beaten lowered the child’s inhibitions • What determines what we imitate are reinforcements and punishments • By looking we can determine a behaviors consequences • We are more likely to imitate those we see as similar to ourselves as successful or as admirable

31. Applications of Observable Learning • Anti-social models may have anti-social effects • Some learned things are that physical intimidation is effective and free and easy sex is pleasurable with no consequences. • Also explains how abusive parents have aggressive kids and wife-battering fathers had parents who battered others. • Lessons learned as children are not easily forgotten • Pro-social models can have positive effects on others • Parents re also powerful models • Those exposed to a hypocrite model tend to become hypocrites themselves • Television is a huge source of observational learning seeing as most children when they are 18 watch more television than they spend in school

32. Applications of Observable Learning cont. • T.V. allows for spread of culture between different countries • Television portrays the real world poorly • Before finishing elementary school, the average child has seen 8000 television murders and 100000 other acts of violence • Violence is in 6 in every 10 programs, 78% goes unpunished, 58% did not show victims pain, and nearly half is seen as justified. • The more media violence a child sees, the more often they get into fights • The more violence watched, the more at risk they are for aggression and crime • Homicide rates doubled between 1957 and 1974 when television was introduced

33. Applications of Observational Learning cont. • While there is a correlation, it does not prove causation • There is a possibility that violent programs reflect violent behavior, not that it causes it • The scientific community believes media violence is a cause of violence, especially if caused by an attractive person who goes unpunished and causes no visible pain or harm. • Prolonged exposure to violence desensitizes viewers