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Chapter 7 Conditioning and Learning

Chapter 7 Conditioning and Learning. Some Key Terms. Learning: Relatively permanent change in behavior due to experience Does NOT include temporary changes due to disease, fatigue, injury, maturation, or drugs, since these do NOT qualify as learning, even though they can alter behavior.

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Chapter 7 Conditioning and Learning

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  1. Chapter 7Conditioning and Learning

  2. Some Key Terms • Learning: Relatively permanent change in behavior due to experience • Does NOT include temporary changes due to disease, fatigue, injury, maturation, or drugs, since these do NOT qualify as learning, even though they can alter behavior

  3. Motivation • Reinforcement: Any event that increases the probability that a response will recur • Response: Any identifiable behavior • Internal: Faster heartbeat • Observable: Eating, scratching

  4. Learning: More Key Terms • Antecedents: Events that precede a response • Consequences: Effects that follow a response

  5. Discuss Why Does Your: • a. dog drool when you open the can of food before the food is given to him? • b. friend flinch when you tickle him or her? • c. little sister tremble at the sound of a dentist’s drill? • d. fellow student begin blushing before he or she is called on to give a speech? • e. stomach churn when the teacher says, “Take out a piece of paper and put your name at the top”?

  6. Classical Conditioning and Ivan Pavlov • Russian physiologist who studied digestion • Used dogs to study salivation when dogs were presented with meat powder • Also known as Pavlovian or respondent conditioning • Reflex: Automatic, non-learned response

  7. Fig. 7-1, p. 220

  8. Video: Basics of Classical Conditioning

  9. Pavlovian Terms • Neutral stimulus: Stimulus that does not evoke a response • Conditioned stimulus (CS): Stimulus that evokes a response because it has been repeatedly paired with an unconditioned stimulus • Unconditioned stimulus (UCS): A stimulus innately capable of eliciting a response

  10. More Pavlovian Terms • Unconditioned response (UCR): An innate reflex response elicited by an unconditioned stimulus (UCS) • Conditioned response (CR): A learned response elicited by a conditioned stimulus

  11. Fig. 7-2, p. 220

  12. Fig. 7-3, p. 221

  13. Principles of Classical Conditioning • Acquisition: Training period in conditioning when a response is strengthened • Higher-order conditioning: A conditioned stimulus (CS) is used to reinforce further learning; the CS is used as though it were a UCS • Expectancy: Expectation about how events are interconnected

  14. Extinction • Weakening of a conditioned response through removal of reinforcement

  15. Spontaneous Recovery • Reappearance of a learned response following apparent extinction

  16. Video: Features and Phases of Classical Conditioning

  17. Fig. 7-4, p. 222

  18. Fig. 7-5, p. 222

  19. More Principles of Classical Conditioning • Stimulus generalization: A tendency to respond to stimuli that are similar, but not identical, to a conditioned stimulus (e.g., responding to a buzzer when the conditioning stimulus was a bell) • Stimulus discrimination: The learned ability to respond differently to similar stimuli (e.g., Anya will respond differently to various bells: alarms, school, timer)

  20. Discuss • What is the relationship between stimulus generalization and discrimination, gender, ethnic, or racial stereotyping, or/and prejudice? In what ways are these processes similar or different?

  21. Fig. 7-6a, p. 223

  22. Fig. 7-6b, p. 223

  23. Classical Conditioning in Humans • Phobia: Fear that persists even when no realistic danger exists (e.g., arachnophobia; fear of spiders) • Conditioned emotional response (CER): Learned emotional reaction to a previously neutral stimulus

  24. Fixing Phobias • Desensitization: Decreasing fear or anxiety by exposing phobic people gradually to feared stimuli while they stay calm and relaxed • Vicarious classical conditioning: Learning to respond emotionally to a stimulus by observing another’s emotional reactions

  25. Fig. 7-7, p. 224

  26. Video: Classical Conditioning and Emotional Responses

  27. Video: Watson and Rayner's Research with Little Albert

  28. Operant Conditioning (Instrumental Learning) • Learning is based on the consequences of responding; we associate responses with their consequences • Law of effect (Thorndike): The probability of a response is altered by the effect it has: responses that lead to desired effects are repeated; those that lead to undesired effects are not

  29. Operant Reinforcer • Any event that follows a response and increases its likelihood of recurring

  30. More Operant Conditioning Terms • Conditioning chamber (Skinner box): Apparatus designed to study operant conditioning in animals • Response-contingent reinforcement: Reinforcement given after a desired response occurs

  31. Fig. 7-8, p. 226

  32. Fig. 7-9, p. 226

  33. Video: Rat in a Skinner Box

  34. Timing of Reinforcement • Operant reinforcement most effective when given immediately after a correct response • Response chain: A linked series of actions that leads to reinforcement • Superstitious behaviors: Behaviors that are repeated because they appear to produce reinforcement, even though they are not necessary

  35. Shaping • Molding responses gradually in a step-by-step fashion to a desired pattern • Successive approximations: Ever-closer matches

  36. Operant Extinction • When learned responses that are NOT reinforced gradually fade away • Negative attention seeking: Using misbehavior to gain attention

  37. Reinforcement • Positive reinforcement: When a response is followed by a reward or other positive event • Negative reinforcement: When a response is followed by the removal of an unpleasant event (e.g., the bells in Fannie’s car stop when she puts the seatbelt on); ends discomfort

  38. Punishment • Any event that follows a response and decreases the likelihood of it recurring (e.g., a spanking) • Response cost: Removal of a positive reinforcer after a response is made (e.g., Bob losing Xbox360 privileges)

  39. Operant Reinforcers • Primary reinforcer: Non-learned and natural; satisfies physiological needs (e.g., food, water, sex) • Intracranial stimulation (ICS): Natural primary reinforcer; involves direct activation of brain’s “pleasure centers” • Secondary reinforcer: Learned reinforcer (e.g., money, grades, approval, praise); gains reinforcing properties by associating with a primary reinforcer

  40. Other Types of Reinforcers • Token reinforcer: Tangible secondary reinforcer (e.g., money, gold stars, poker chips) • Social reinforcer: attention and approval (reinforcers) provided by other people

  41. Fig. 7-11, p. 228

  42. Video: B. F. Skinner Shaping a Pigeon

  43. Fig. 7-12, p. 230

  44. Fig. 7-13, p. 231

  45. Fig. 7-14, p. 231

  46. Feedback • Information about the effect of a response • Knowledge of results (KR): Informational feedback; almost always improves learning and performance • (Grades are a form of feedback)

  47. Programmed Instruction • Any learning format where information is presented in small amounts, gives immediate practice, and provides continuous feedback • Computer-assisted instruction (CAI): Learning is aided by computer-presented information and exercises • Educational simulations: Explore imaginary situations or “microworld” that simulates real-world problems (e.g., The Sims)

  48. Fig. 7-15, p. 232

  49. Fig. 7-16, p. 234

  50. Reinforcement Concepts • Schedules of reinforcement: Plans for determining which responses will be reinforced • Continuous reinforcement: A reinforcer follows every correct response • Partial reinforcement: Reinforcers do NOT follow every response • Partial reinforcement effect: Responses acquired with partial reinforcement are more resistant to extinction

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