Unit 6 Learning

1. Unit 6 Learning 

2. Classical Conditioning • Extinction – the CR will gradually weaken and disappear when CS is presented in the absence of the US • Spontaneous recovery: the CR will suddenly appear in response to a CS • Reconditioning: when CS and US are paired together the CR is likely to be learned more quickly • Classical Conditioning • Ivan Pavlov – Russian scientist who did the famous dog experiments • UR: reflexive behavior • US: Stimulus that causes unconditioned response • CR: happens after repeated pairings with the neutral stimulus and US • CS: previously neutral stimulus is repeatedly paired with a US and causes the CR

3. Classical Conditioning • Stimulus generalization: CR elicited by stimuli similar to original CS • Stimulus discrimination: ability to differentiate among related stimuli • Higher-order conditioning: a previously neutral stimulus comes to elicit a CR when it is paired with a CS that already produces the CR • Stimulus characteristics that strengthen CR • More often the CS is paired with the US the stronger the CR • Stronger US will typically lead to faster conditioning than a weaker one • Examples: • __________________ • __________________ • __________________ • __________________ • __________________ • __________________ • __________________

4. OperantConditioning • B.F. Skinner • Believed that human behavior is completely determined by environmental and genetic influences • O.C. is the process of learning through punishment and reward • Operant Conditioning Principles • Positive and negative reinforcement • Positive Reinforcement: introduction of a something strengthens response • Negative Reinforcement: The removal of something that strengthens response • Operant Conditioning • Thorndike • Law of Effect: We are more likely to repeat responses that have satisfying effects and are less likely to repeat those that lead to discomfort

5. OperantConditioning • Primary and secondary reinforces • Primary: satisfy basic needs • Secondary: work from association with primary (need food, want ice cream) • Shaping: learning that involves the reinforcement of increasingly closer desired response • Extinction: Weakening and eventual elimination of a response that occurs when the response is no longer reinforced

6. OperantConditioning • Schedules of Reinforcement • Continuous reinforcement, reinforcement follows each instance of operant response • Partial reinforcement: only a portion of responses is reinforced • Ratio Schedules: reinforcement is based on number of responses • Interval Schedules: reinforcement is based on the timing of responses • Fixed-ratio • Variable-ratio • Fixed-interval • Variable-interval

7. OperantConditioning • Punishment • Something unpleasant follows a behavior • Introduce an unpleasant stimulus or remove a pleasant one • Objective: decrease occurrence of undesirable behavior(s) • Drawbacks of punishment • May suppress but does not eliminate undesirable behavior • Does not teach more preferable behavior • Can create anger, fear and lowered self-esteem • Used frequently, may become out of control • Does not model desirable behaviors for children

8. Other Learning • Insight Learning • Process of mentally working through a problem until the sudden realization of a solution occurs: the “Aha!” moment • Idea is that your mind will work through various ways of looking at the problem and eventually finding the answer Two young women go in and apply for a job. They have the same date of birth, the same biological parents and they look exactly alike. When the employer asks them if they are twins, they honestly say “No.” • Latent Learning • Learning that happens without apparent reinforcement, but also is not seen until a reinforcement is presented