Psychology in Action (8e) by Karen Huffman

1. Psychology in Action (8e)byKaren Huffman PowerPoint  Lecture Notes Presentation Chapter 6: Learning Karen Huffman, Palomar College ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

2. Lecture Overview • Classical Conditioning • Operant Conditioning • Cognitive-Social Learning • The Biology of Learning • Using Conditioning and Learning Principles ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

3. 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 ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

4. 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) Classical Conditioning ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

5. Pavlov’s Original Experiment ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

6. Classical Conditioning--Key Terms • Neutral Stimulus(NS): before conditioning doesn’t naturally elicit response of interest • Unconditioned Stimulus (UCS): elicits UCR without previous conditioning • Unconditioned Response (UCR): unlearned reaction to UCS occurring without prior conditioning ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

7. Classical Conditioning--Key Terms (Continued) • Conditioned Stimulus(CS): previously NS that, through repeated pairings with UCS, now causes a CR • Conditioned Response(CR): learned reaction to a CS occurring because of previous repeated pairings with an UCS ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

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9. Pause and Reflect: Why Study Psychology? • It helps you understand and enjoy popular cartoons! ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

10. Classical Conditioning (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

11. Conditioned Emotional Response(CER): emotional responses are classically conditioned to a previously neutral stimulus (NS) John B. Watson Classical Conditioning (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

12. Watson and Rayner Created a Conditioned Emotional Response (CER)--Fear of Rats ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

13. Classical Conditioning’s Basic Principles ALL Snakes bite! • Stimulus Generalization: learned response to stimuli that are similarto the original conditioned stimuli (CS) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

14. Stimulus Discrimination: learned response to a specific stimulus, but not to other, similar stimuli Classical Conditioning’s Basic Principles (Continued) Now I know that some snakes are nice! ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

15. Extinction: gradual weakening or suppression of a previously conditioned response (CR) • Spontaneous Recovery: reappearance of a previously extinguished conditioned response (CR) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

16. Classical Conditioning’s Basic Principles (Continued) • Higher-Order Conditioning: neutral stimulus (NS) becomes a conditioned stimulus (CS) through repeated pairings with a previously conditioned stimulus (CS) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

17. Classical Conditioning’s Basic Principles (Continued) Higher-Order Conditioning ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

18. Pause and Reflect: Check & Review • Using Pavlov’s classic experiment with the salivating dog, can you label the NS, UCS, UCR, CS, and CR? • Compare and contrast stimulus generalization and stimulus discrimination? ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

19. Operant Conditioning: learning in which voluntary responses are controlled by their consequences Operant Conditioning ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

20. Thorndike’s Contribution Law of Effect: probability of an action being repeated is strengthened when followed by a pleasant or satisfying consequence Operant Conditioning (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

21. Operant Conditioning (Continued) • B. F. Skinner ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

22. Operant Conditioning’s Basic Principles • Reinforcement:strengthening a response ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

23. Primary Reinforcers: normally satisfy an unlearned biological need(e.g., food) Secondary Reinforcers: learnedvalue (e.g., money, praise) Operant Conditioning’s Basic Principles (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

24. Positive Reinforcement:adding (or presenting) a stimulus, which strengthens a response and makes it more likely to recur (e.g., praise) Operant Conditioning’s Basic Principles (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

25. 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) Operant Conditioning’s Basic Principles (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

26. Operant Conditioning’s Basic Principles (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

27. 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. 2007 Huffman: Psychology in Action (8e)

28. Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued) 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 ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

29. Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

30. Pause and Reflect: Check & Review • If you want to increase the overall number of responses, which schedule of reinforcement should you choose? ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

31. Operant Conditioning’s Basic Principles (Continued) • Shaping: reinforcement is delivered after successive approximations of the desired response ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

32. Punishment:weakening a response Operant Conditioning’s Basic Principles (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

33. Positive Punishment:adding (or presenting) a stimulus that weakens a response and makes it less likely to recur (e.g., shouting) Operant Conditioning’s Basic Principles (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

34. 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) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

35. Pause and Reflect: Check & Review • Using the chart on the following slide, can you fill in the blanks with the appropriate terms? ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

36. ??? ??? ??? ??? ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

37. Judging by this woman’s expression, is she experiencing increased aggression, passive aggressiveness, avoidance behavior, modeling, temporary suppression, or learned helplessness? Side Effects of Punishment ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

38. Cognitive-Social Learning • Cognitive-Social Theory: emphasizes thinking and social learning in behavior ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

39. Kohler’s chimps demonstrated insight learning (sudden understanding of a problem that implies the solution). Cognitive-Social Learning (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

40. 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. 2007 Huffman: Psychology in Action (8e)

41. Observational Learning: learning new behaviors or information by watching others Bandura's Famous Bobo Doll study Cognitive-Social Learning (Continued) ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

42. Pause and Reflect: Critical Thinking • Note the increasing bicep circumference of these G.I. Joe action figures. Are young boys affected by this type of modeling and observational learning? ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

43. Cognitive-Social Learning (Continued) • Observational Learning involves four processes: • Attention • Retention • Motor Reproduction • Reinforcement ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

44. The Biology of Learning: Neuroscience and Learning • Learning leads to new synaptic connections and alterations in many brain structures. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

45. Classical Conditioning Taste Aversion: classically conditioned negative associations of food with illness The Biology of Learning: Evolution and Learning ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

46. 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. 2007 Huffman: Psychology in Action (8e)

47. Using Conditioning and Learning Principles • Classical Conditioningcan be seen in: • Marketing • Prejudice • Medical Treatments • Phobias ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

48. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

49. Using Conditioning and Learning Principles (Continued) • Operant Conditioningcan be seen in: • Prejudice • Biofeedback • Superstitions ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

50. Using Conditioning and Learning Principles (Continued) • Cognitive-Social Theory can be seen in: • Prejudice • Media Influences ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)