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Midterm locations

Midterm locations. SS 2118: Last names A-L SS 2135: Last names M –Z Time 2pm. Midterm Info. 60 multiple choice 2 written questions Q1: 8 marks (question tells you how marks are divided [2;2;4]) Q2: 10 marks (again, question tells you how marks are divided [5; 5])

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Midterm locations

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  1. Midterm locations • SS 2118: Last names A-L • SS 2135: Last names M –Z • Time 2pm

  2. Midterm Info • 60 multiple choice • 2 written questions • Q1: 8 marks (question tells you how marks are divided [2;2;4]) • Q2: 10 marks (again, question tells you how marks are divided [5; 5]) • Note: 8 or 10 mark question does NOT necessarily mean that I am asking for 10 responses/points. • You may use point form

  3. Pay attention to words like “list” or “state” vs. “describe” or “explain” • Roughly equal number of MC questions from each full chapter read; for chapters where I assigned particular pages, there are fewer questions

  4. Bring both pens and pencils • Student card

  5. Learning

  6. What is learning? • Think about environment in new way • Result of one’s experiences • Relatively permanent • Not due to maturation, fatigue, or sensory adaptation • Habituation

  7. Pavlov – Classical Conditioning • Pavlov was studying digestive processes in dogs • Noticed “psychic” salivation • He felt that the premature salivation was a result of experience

  8. Terminology • UCS - stimulus automatically produces response prior to any training • UCR - happens automatically if UCS is presented • CR - learned response that happens when anticipating arrival of a certain stimulus • CS - formerly neutral, acquires signaling properties

  9. Pavlov’s procedure • UCS = food • UCR = salivation (when food in mouth) • CS = bell Repeated pairing of bell with food • CR = salivation in response to bell

  10. Measure of amount of saliva Tube connected to salivary gland Saliva collected

  11. What affects likelihood of CC? • Timing CS UCS Simultaneous CS UCS Delayed Time

  12. CS UCS Trace CS UCS Backward Time

  13. CS must be close to the UCS in time • CS should not occur when UCS is absent • CS should provide new, reliable information • Blocking = previous CS prevents acquisition of CR to new CS

  14. Second –Order Conditioning • Phase 1: UCS (food) UCR (salivation) CS1 (bell)  CR1(salivation) Assign a formerly neutral S to be CS2 (black square) Square and bell are repeatedly paired. • Phase 2: CS2(black square) CR2(salivation - square) CS1 CR1(salivation - bell)

  15. Generalization & Discrimination • Generalization: organism shows same pattern of CR to S that are similar to the original S • E.g. Albert and white rat • Discrimination: CR when one S is presented, but not another (S) • E.g. black vs. grey square

  16. Extinction Amount of Saliva Present bell without Presenting food Unreinforced Trials

  17. Exception to CC: Taste Aversion in Rats • Rat gets sick hours after eating poisoned food • Rat still associates sickness with the specific food  never eat it again • Humans experience this as well • E.g. Cancer patients & ice cream • Taste aversions are adaptive

  18. The Importance of CC • Learner can make the appropriate response faster • We can modify our behaviour toward different stimuli

  19. Instrumental Conditioning - Thorndike • Law of Effect = the strength of a response is determined by its consequences • Puzzle boxes • Cat was rewarded with food for escaping the box • Learning by trial and accidental success

  20. Thorndike’s Puzzle Box Escape to food

  21. Law of Effect • Can predict how long it takes for cat to escape by the number of previous successes • Pleasurable consequence  strengthen response • No (or negative) consequence  weaken response

  22. Operant Conditioning – Skinner • Shaped by Thorndike’s idea • Our own actions have an effect on the world (i.e. on the outcomes that occur) • E.g. cat opening the door of puzzle box (organism’s action) Gain access to food (outcome)

  23. Mechanisms of Operant Conditioning • Reinforcement  increases R • Punishment  decreases R Reinforcements can be positive or negative Engaging in a desirable event Escaping an unpleasant event

  24. Reinforcement Schedules • Ratio schedules • Interval schedules

  25. Contributions of Operant Conditioning • Effective in managing problem behaviour • Applied behaviour analysis (ABA) • Theory was testable • Mechanisms clearly outlined

  26. Criticisms • Did not take biology into account • Still can’t explain some forms of complex behaviour

  27. Social Cognitive (Learning) Theory – Bandura • Observational learning • Sometimes called modeling • 4 internal processes involved • BOBO doll experiment

  28. Bobo Doll Experiment • 3 groups 2) No consequences for aggression 1) Adult model rewarded for Aggression 3) Adult punished Children observed adults interact with Bobo and the consequences

  29. Groups 1 and 2 children performed more aggressive acts on bobo doll than group 3 • vicarious reinforcement & punishments

  30. TRIADIC model of reciprocal causation Bandura Behaviour (Skinner) (Freud) Person Environment

  31. Is there a relationship between media violence and actual aggression?

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