BehaviorismBehaviorism

Psychological perspective that Psychological perspective that emphasizing the role of emphasizing the role of learninglearning and and experienceexperience in determining behavior. A in determining behavior. A strict behaviorist believes that babies strict behaviorist believes that babies

are are tabula rasa tabula rasa and the study of and the study of psychology should focus purely on psychology should focus purely on

observable behaviors and not observable behaviors and not unobservable thoughts.unobservable thoughts.

John Locke Blank Slate, Plato………John Locke Blank Slate, Plato………

Criticisms of BehaviorismCriticisms of Behaviorism

Deemphasizes the Deemphasizes the role of internal role of internal thoughts and thoughts and feelings in behavior; feelings in behavior; Presents humans as Presents humans as lacking free willlacking free will

Ignores biological Ignores biological predispositionspredispositions

Associative learning – learning that Associative learning – learning that certain events occur togethercertain events occur together

Classical conditioningClassical conditioning – An – An INVOLUNTARY behavior is determined by INVOLUNTARY behavior is determined by what PRECEDES it what PRECEDES it (Pavlov)(Pavlov)

Operant conditioningOperant conditioning – rewards and – rewards and punishment; A VOLUNTARY behavior is punishment; A VOLUNTARY behavior is determined by the anticipation of determined by the anticipation of something that FOLLOWS it.something that FOLLOWS it.Not a type of associative learning as Not a type of associative learning as stated above… stated above… Observational LearningObservational Learning

Which is which?Which is which?1.1. A child is attacked by a A child is attacked by a

dog. The child now dog. The child now experiences anxiety experiences anxiety around all dogs. around all dogs.

2.2. You feel hungry in 4You feel hungry in 4thth period most days period most days because it is lunch time. because it is lunch time. When you enter your 4When you enter your 4thth period class on a half period class on a half day, you feel hungry. day, you feel hungry.

3.3. You do your homework You do your homework every night to get good every night to get good grades and avoid grades and avoid punishment.punishment.

Classical – involuntary, stimulus precedes behavior

Operant – voluntary, stimulus follows behavior

Video- classical Video- Operant

Classical ConditioningClassical Conditioning

Ivan Pavlov’s ExperimentsIvan Pavlov’s Experiments

Pavlov paired a Pavlov paired a neutral stimulus (a neutral stimulus (a bell) with a meat bell) with a meat powder (which powder (which made the dog made the dog salivate). salivate). Eventually, dog Eventually, dog salivates to bell salivates to bell alonealone

Identifying PartsIdentifying Parts

Unconditioned Stimulus (UCS)Unconditioned Stimulus (UCS)Meat powderMeat powder

Unconditioned Response (UCR)Unconditioned Response (UCR)SalivationSalivation

Conditioned Stimulus (CS) Conditioned Stimulus (CS) BellBell

Conditioned Response (CR)Conditioned Response (CR)Salivation Salivation

* Hint: replace “conditioned” with “learned” to make * Hint: replace “conditioned” with “learned” to make it more intuitive.it more intuitive.

Little AlbertLittle Albert

John Watson – famous John Watson – famous behavioristbehavioristLittle Albert – 11 month old Little Albert – 11 month old orphanorphanShowed him a white rat. No Showed him a white rat. No fear.fear.Made a loud noise. Albert Made a loud noise. Albert cried.cried.Showed him a white rat Showed him a white rat andand made a loud noise. Albert made a loud noise. Albert cried. Repeated several times.cried. Repeated several times.Eventually Albert cried at white Eventually Albert cried at white rat alone.rat alone.

Identify the partsIdentify the partsUnconditioned Stimulus (UCS)

Loud noise

Unconditioned Response (UCR)

Fear/crying

Conditioned Stimulus (CS)

White rat

Conditioned Response (CR)

Fear/crying

Watson on childcareWatson on childcare

“ “ Give me a dozen healthy infants, well-Give me a dozen healthy infants, well-formed, and my own specified world to formed, and my own specified world to bring them up and I’ll guarantee to take bring them up and I’ll guarantee to take any one at random and train him to any one at random and train him to become any type of specialist I might become any type of specialist I might select—doctor, lawyer, merchant-chief, select—doctor, lawyer, merchant-chief, and yes, ever beggarman and thief, and yes, ever beggarman and thief, regardless of his talents, penchants, regardless of his talents, penchants, tendencies, abilities, vocations, and race tendencies, abilities, vocations, and race of his ancestors.” (1930)of his ancestors.” (1930)

DefinitionsDefinitions

Acquisition – initial learning of the stimulus-response Acquisition – initial learning of the stimulus-response relationship (learning that bell means meat powder)relationship (learning that bell means meat powder)Extinction – diminished response to the conditioned Extinction – diminished response to the conditioned stimulus when it is no longer coupled with UCS. (stop stimulus when it is no longer coupled with UCS. (stop giving meat powder with bell and dog will stop salivating giving meat powder with bell and dog will stop salivating to bell)to bell)Spontaneous recovery – reappearance of an Spontaneous recovery – reappearance of an extinguished CR after a rest. extinguished CR after a rest. Generalization – the tendency to respond to any stimuli Generalization – the tendency to respond to any stimuli similar to the CS (Dog salivates to other noises)similar to the CS (Dog salivates to other noises)Discrimination – the ability to distinguish between the CS Discrimination – the ability to distinguish between the CS and similar stimuli (Dog only salivates to specific tone)and similar stimuli (Dog only salivates to specific tone)

Application to Little AlbertApplication to Little Albert

If Little Albert generalized, what would we expect to happen?If Little Albert generalized, what would we expect to happen? – He might cry at the sight of similar objects (he did – rabbit, dog, sealskin He might cry at the sight of similar objects (he did – rabbit, dog, sealskin

coat, some rumors – Santa’s beard)coat, some rumors – Santa’s beard)How could we teach Little Albert to discriminate?How could we teach Little Albert to discriminate? – Continually expose him to stimuli similar to the rat, but only make the Continually expose him to stimuli similar to the rat, but only make the

loud noise when exposing him to the ratloud noise when exposing him to the ratHow could Little Albert’s conditioning be extinguished?How could Little Albert’s conditioning be extinguished? – Continually expose him to a white rat without making the loud noise Continually expose him to a white rat without making the loud noise

(unfortunately, this was never done because Little Albert was adopted (unfortunately, this was never done because Little Albert was adopted soon after the original experiments (he would be 83 now if he is still soon after the original experiments (he would be 83 now if he is still alive – probably scared of rats!)alive – probably scared of rats!)

If Little Albert is still alive, his fear of white rats is likely to have If Little Albert is still alive, his fear of white rats is likely to have been extinguished (no loud noise when he sees a rat). been extinguished (no loud noise when he sees a rat). However, occasionally, when he sees a rat, he may find that his However, occasionally, when he sees a rat, he may find that his heart races for a second or two. What is this called? heart races for a second or two. What is this called? – Spontaneous recoverySpontaneous recovery

On your ownOn your own

With your partner, practice with the terms With your partner, practice with the terms by completing the worksheet.by completing the worksheet.

A friend has learned to associate the sound of a dentist’s A friend has learned to associate the sound of a dentist’s drill to a fearful reaction because of a painful experience drill to a fearful reaction because of a painful experience

she had getting a root canal. In this example, what is the:she had getting a root canal. In this example, what is the:

– UCS? UCS? Pain from the drillPain from the drill– UCR? UCR? FearFear– CS? CS? Sound of Sound of

the drillthe drill– CR? CR? FearFear

Using the example in question give an example of how Using the example in question give an example of how each of the following may occur:each of the following may occur:

Extinction: if the pain does not result when the Extinction: if the pain does not result when the drill is used, the CR (fear) will diminish.drill is used, the CR (fear) will diminish.Spontaneous recovery: the child returns for a Spontaneous recovery: the child returns for a visit the next day and the sound of the drill elicits visit the next day and the sound of the drill elicits fear again.fear again.Generalization: the child becomes fearful of the Generalization: the child becomes fearful of the sound of any motorsound of any motorDiscrimination: the child learns that only the high Discrimination: the child learns that only the high pitched dentist drill is associated with pain and pitched dentist drill is associated with pain and not a low pitch hum of the vacuum cleaner.not a low pitch hum of the vacuum cleaner.

A BMW commercial has lots of pretty people in it. People A BMW commercial has lots of pretty people in it. People who watch the commercial find the people pleasing who watch the commercial find the people pleasing

to look at. With repeated viewing, they begin to to look at. With repeated viewing, they begin to associate the car with the pleasant feeling.associate the car with the pleasant feeling.

UCS?UCS? Pretty peoplePretty people

UCR? UCR? Feeling goodFeeling good

CS? CS? Sight of BMWSight of BMW

CR? CR? Feeling goodFeeling good

You get in a car accident and find you are afraid to get in a You get in a car accident and find you are afraid to get in a car.car.

UCS? UCS? Pain of the accidentPain of the accident

UCR? UCR? Fear Fear

CS? CS? Presence of carPresence of car

CR?CR? FearFear

You go to a fancy restaurant and decide to try an appetizer You go to a fancy restaurant and decide to try an appetizer you’ve never tried before – escargot. After dinner, you’ve never tried before – escargot. After dinner,

you go to a concert and get violently ill (from a you go to a concert and get violently ill (from a stomach virus that’s been going around). From then stomach virus that’s been going around). From then on, you can’t even look at snails without feeling sick.on, you can’t even look at snails without feeling sick.

UCS? UCS? Stomach virusStomach virus

UCR? UCR? Feeling sickFeeling sick

CS?CS? Sight of snailsSight of snails

CR? CR? Feeling sickFeeling sick

You are cruising on 440 at 75 mph when you see flashing You are cruising on 440 at 75 mph when you see flashing police lights behind you. You pull over and the police lights behind you. You pull over and the

policeman gives you a ticket. You get in insane policeman gives you a ticket. You get in insane amounts of trouble from your parents. The next amounts of trouble from your parents. The next

time you see flashing police lights, your heart rate time you see flashing police lights, your heart rate speeds up.speeds up.

UCS? UCS? Getting in trouble Getting in trouble from parentsfrom parents

UCR? Increased heart rateUCR? Increased heart rate

CS? Flashing lightsCS? Flashing lights

CR? Increased heart rateCR? Increased heart rate

Name one practical application of Name one practical application of classical conditioning.classical conditioning.

Stop drug or alcohol addiction by pairing a Stop drug or alcohol addiction by pairing a nausea-producing drug with the drug of addiction.nausea-producing drug with the drug of addiction.

Extinguish a drug addiction by administering a Extinguish a drug addiction by administering a drug that blocks the pleasant feeling normally drug that blocks the pleasant feeling normally elicited by the drug.elicited by the drug.

If a child is afraid of rabbits because one bit him If a child is afraid of rabbits because one bit him when he was young, you can expose the child to when he was young, you can expose the child to rabbits in safe environments repeatedly until the rabbits in safe environments repeatedly until the behavior is extinguished.behavior is extinguished.

Extinguish feelings of anxiety associated with Extinguish feelings of anxiety associated with trauma (PTSD).trauma (PTSD).

Treatment of anxiety or depression by pairing a Treatment of anxiety or depression by pairing a relaxed state with a gesture.relaxed state with a gesture.

Pair some behavior with an immune response so Pair some behavior with an immune response so that an immune response can be triggered by a that an immune response can be triggered by a voluntary thought or behavior.voluntary thought or behavior.

Cancer patients and Cancer patients and chemotherapychemotherapy. .

Cancer patients tend Cancer patients tend to associate the to associate the nausea produced by nausea produced by chemotherapy with chemotherapy with the hospital setting. the hospital setting. – UCS – chemotherapyUCS – chemotherapy

– UCR – nauseaUCR – nausea– CS – hospital CS – hospital – CR – nausea CR – nausea

Cognitive ProcessesCognitive Processes

It was once thought that It was once thought that cognitive processes cognitive processes weren’t involved in weren’t involved in classical conditioning. classical conditioning. Now we know better. For Now we know better. For example, therapists give example, therapists give alcoholics drink alcoholics drink containing a nausea-containing a nausea-producing drug to producing drug to condition them to avoid condition them to avoid alcohol. Because clients alcohol. Because clients KNOW that the drug is KNOW that the drug is what is actually causing what is actually causing the nausea, it doesn’t the nausea, it doesn’t work so well.work so well.

Biological PredispositionsBiological Predispositions

It was once believed that conditioning occurred the same in all animals It was once believed that conditioning occurred the same in all animals (and therefore you could study human behavior by studying any (and therefore you could study human behavior by studying any animal) and that you could associate any neutral stimulus with a animal) and that you could associate any neutral stimulus with a response. Not so. Animals have biological predispositions to response. Not so. Animals have biological predispositions to associating certain stimuli over othersassociating certain stimuli over others

ExampleExample – You eat a novel food and later get sick. You will be – You eat a novel food and later get sick. You will be conditioned to associate the taste of the FOOD with getting sick conditioned to associate the taste of the FOOD with getting sick (and thus avoid that food in the future), but NOT the music playing (and thus avoid that food in the future), but NOT the music playing in the restaurant, the plate it was served on, or the perfume your in the restaurant, the plate it was served on, or the perfume your neighbor was wearing.neighbor was wearing.

It is much easier to condition someone to have a fear of snake than It is much easier to condition someone to have a fear of snake than of flowers.of flowers.

Birds hunt by sight and will more quickly become conditioned to the Birds hunt by sight and will more quickly become conditioned to the SIGHT of tainted foodSIGHT of tainted food

Operant ConditioningOperant Conditioning

Rewards and punishmentRewards and punishment

Classical vs. Operant ConditioningClassical vs. Operant Conditioning

Classical ConditioningClassical Conditioning Operant ConditioningOperant Conditioning

Behavior is determined Behavior is determined by what PRECEDES it.by what PRECEDES it.

Behavior is determined Behavior is determined by anticipation of what by anticipation of what

FOLLOWS it.FOLLOWS it.

InvoluntaryInvoluntary VoluntaryVoluntary

Dog salivates after a Dog salivates after a tone.tone.

Dog sits in anticipation Dog sits in anticipation of getting a treat.of getting a treat.

Classical or Operant?Classical or Operant?

A very bright (mildly A very bright (mildly painful) light is turned on painful) light is turned on a rat. The rat has a rat. The rat has learned that he can turn learned that he can turn off the light by pressing a off the light by pressing a lever on the other side of lever on the other side of his cage. As soon as his cage. As soon as the light comes on, the the light comes on, the rat runs across the room rat runs across the room and presses the lever.and presses the lever.

Classical or Operant?Classical or Operant?

When a mother strokes her When a mother strokes her infant’s skin, the stroking infant’s skin, the stroking creates pleasure creates pleasure responses in the baby. responses in the baby. After this goes on for After this goes on for many days, the baby many days, the baby begins to show pleasure begins to show pleasure responses simply at the responses simply at the sight of her mother (even sight of her mother (even before being touched).before being touched).

Classical or Operant?Classical or Operant?

Imagine you have a friend who Imagine you have a friend who keeps the temperature in her keeps the temperature in her home so high that each home so high that each occasion on which you visit her occasion on which you visit her you find yourself perspiring. you find yourself perspiring. The last time you visited her, The last time you visited her, you noticed that you began to you noticed that you began to perspire and became perspire and became uncomfortable as soon as you uncomfortable as soon as you saw her house (even before saw her house (even before you got inside).you got inside).

Operant ConditioningOperant Conditioning

Thorndike- Thorndike- • Puzzle Box Puzzle Box • Law of Effect- Law of Effect- responses closely followed by responses closely followed by

satisfaction will become firmly attached to the situation satisfaction will become firmly attached to the situation and therefore more likely to reoccur when the situation is and therefore more likely to reoccur when the situation is repeated. repeated.

Skinner- Skinner- • Skinner Box ShapingSkinner Box Shaping

Reinforcement SchedulesReinforcement Schedules

1.1. Continuous Reinforcement:Continuous Reinforcement: Reinforces the desired response each Reinforces the desired response each time it occurs.time it occurs.

2.2. Partial Reinforcement:Partial Reinforcement: Reinforces a Reinforces a response only part of the time. response only part of the time. Though this results in slower Though this results in slower acquisition in the beginning, it shows acquisition in the beginning, it shows greater resistance to extinction later greater resistance to extinction later on. on.

Schedules of ReinforcementSchedules of Reinforcement

Continuous Continuous reinforcementreinforcement refers refers to reinforcement to reinforcement being administered to being administered to each instance of a each instance of a responseresponse

Partial reinforcementPartial reinforcement lies between lies between continuous continuous reinforcement and reinforcement and extinctionextinction

An Example of Continuous An Example of Continuous ReinforcementReinforcement

Each instance of a smile is reinforcedEach instance of a smile is reinforced

Schedules of ReinforcementSchedules of Reinforcement

Continuous ReinforcementContinuous Reinforcement – – A schedule of reinforcement A schedule of reinforcement in which every correct in which every correct response is reinforced.response is reinforced.

Partial ReinforcementPartial Reinforcement – – One One of several reinforcement of several reinforcement schedules in which not every schedules in which not every correct response is reinforced.correct response is reinforced.

Which method do you think is Which method do you think is used more in real life?used more in real life?

Schedules of ReinforcementSchedules of Reinforcement

Ratio VersionRatio Version – – having to do with having to do with instances of the instances of the behavior. behavior. Ex. – Ex. – Reinforce or Reinforce or reward the behavior reward the behavior after a set number or after a set number or xx many times that an many times that an action or behavior is action or behavior is demonstrated.demonstrated.

Interval VersionInterval Version – – having to do with the having to do with the passage of time.passage of time.

Ex. Ex. – – Reinforce the Reinforce the participant after a set participant after a set number or number or x x period of period of time that the behavior time that the behavior is displayed.is displayed.

4 Basic Schedules of 4 Basic Schedules of ReinforcementReinforcement

Fixed-interval Fixed-interval schedulescheduleVariable-interval Variable-interval schedulescheduleFixed-ratio Fixed-ratio schedulescheduleVariable-ratio Variable-ratio scheduleschedule

Fixed-Interval ScheduleFixed-Interval Schedule

Fixed-interval scheduleFixed-interval schedule – – A schedule in which A schedule in which a fixed amount of time must elapse between the a fixed amount of time must elapse between the previous and subsequent times that previous and subsequent times that reinforcement will occur.reinforcement will occur.No response during the interval is reinforced.No response during the interval is reinforced.The first response following the interval is The first response following the interval is reinforced.reinforced.Produces an overall low rate of respondingProduces an overall low rate of respondingEx.Ex. I get one pellet of food every 5 minutes I get one pellet of food every 5 minutes when I press the leverwhen I press the lever

Fixed Interval ReinforcementFixed Interval Reinforcement

Variable-Interval ScheduleVariable-Interval Schedule

Variable-interval ScheduleVariable-interval Schedule – – A schedule A schedule in which a variable amount of time must in which a variable amount of time must elapse between the previous and elapse between the previous and subsequent times that reinforcement is subsequent times that reinforcement is available.available.Produces an overall low consistent rate of Produces an overall low consistent rate of responding.responding.Ex.Ex. – I get a pellet of food on average – I get a pellet of food on average every 5 minutes when I press the bar.every 5 minutes when I press the bar.

Variable Interval Variable Interval ReinforcementReinforcement

Fixed-Ratio ScheduleFixed-Ratio Schedule

Fixed-ratio ScheduleFixed-ratio Schedule – – A schedule in which A schedule in which reinforcement is provided after a fixed number of reinforcement is provided after a fixed number of correct responses.correct responses.These schedules usually produce rapid rates of These schedules usually produce rapid rates of responding with short post-reinforcement responding with short post-reinforcement pausespausesThe length of the pause is directly proportional The length of the pause is directly proportional to the number of responses requiredto the number of responses requiredEx.Ex. – – For every 5 bar presses, I get one pellet of For every 5 bar presses, I get one pellet of foodfood

An Example of Fixed Ratio An Example of Fixed Ratio ReinforcementReinforcement

Every fourth instance of a smile is reinforcedEvery fourth instance of a smile is reinforced

Fixed Ratio Reinforcement Fixed Ratio Reinforcement

Variable-Ratio Schedule Variable-Ratio Schedule

Variable-ratio ScheduleVariable-ratio Schedule – – A schedule in A schedule in which reinforcement is provided after a which reinforcement is provided after a variable number of correct responses.variable number of correct responses.Produce an overall high consistent rate of Produce an overall high consistent rate of responding.responding.Ex.Ex. – – On average, I press the bar 5 times On average, I press the bar 5 times for one pellet of food.for one pellet of food.

An Example of Variable Ratio An Example of Variable Ratio ReinforcementReinforcement

Random instances of the behavior are Random instances of the behavior are reinforcedreinforced

Variable Ratio ReinforcementVariable Ratio Reinforcement

TYPETYPE MEANINGMEANING OUTCOMEOUTCOME

Fixed Fixed RatioRatio

Reinforcement depends Reinforcement depends on a definite number of on a definite number of responsesresponses

Activity slows after Activity slows after reinforcement and reinforcement and then picks upthen picks up

Variable Variable RatioRatio

Number of responses Number of responses needed for needed for reinforcement variesreinforcement varies

Greatest activity of Greatest activity of all schedulesall schedules

Fixed Fixed IntervalInterval

Reinforcement depends Reinforcement depends on a fixed timeon a fixed time

Activity increases Activity increases as deadline nearsas deadline nears

Variable Variable IntervalInterval

Time between Time between reinforcement variesreinforcement varies

Steady activity Steady activity resultsresults

Comparisons of Schedules of Comparisons of Schedules of ReinforcementReinforcement

Fixed interval Reward on fixed time basis

Leads to average and irregular performance

Fast extinction of behavior

Fixed ratio

Variable ratio

Variable interval

Reward tied to specific number of responses

Leads quickly to very high and stable performance

Moderately fast extinction of behavior

SCHEDULEFORM OF REWARD

Reward given after varying periods of time

Leads to moderately high and stable performance

Slow extinction of behavior

Reward given for some behaviors

Leads to very high performance

Very slow extinction of behavior

INFLUENCE ON PERFORMANCE

EFFECTS ON BEHAVIOR

FI, VI, FR, or VR?FI, VI, FR, or VR?1.1. When I bake cookies, I can only put one set in at a When I bake cookies, I can only put one set in at a

time, so after 10 minutes my first set of cookies is done. time, so after 10 minutes my first set of cookies is done. After another ten minutes, my second set of cookies is After another ten minutes, my second set of cookies is done. I get to eat a cookie after each set is done done. I get to eat a cookie after each set is done baking.baking.

2.2. After every 10 math problems that I complete, I allow After every 10 math problems that I complete, I allow myself a 5 minute break.myself a 5 minute break.

3.3. I look over my notes every night because I never know I look over my notes every night because I never know how much time will go by before my next pop quiz.how much time will go by before my next pop quiz.

4.4. When hunting season comes around, sometimes I’ll When hunting season comes around, sometimes I’ll spend all day sitting in the woods waiting to get a shot spend all day sitting in the woods waiting to get a shot at a big buck. It’s worth it though when I get a nice 10 at a big buck. It’s worth it though when I get a nice 10 point.point.

5.5. Today in Psychology class we were talking about Today in Psychology class we were talking about Schedules of Reinforcement and everyone was eagerly Schedules of Reinforcement and everyone was eagerly raising their hands and participating. Miranda raised her raising their hands and participating. Miranda raised her hand a couple of times and was eventually called on.hand a couple of times and was eventually called on.

1.1. FIFI

2.2. FRFR

3.3. VIVI

4.4. VIVI

5.5. VRVR

FI, VI, FR, or VR?FI, VI, FR, or VR?6. Madison spanks her son if she has to ask him three 6. Madison spanks her son if she has to ask him three

times to clean up his room.times to clean up his room.7. Emily has a spelling test every Friday. She usually 7. Emily has a spelling test every Friday. She usually

does well and gets a star sticker.does well and gets a star sticker.8. Steve’s a big gambling man. He plays the slot 8. Steve’s a big gambling man. He plays the slot

machines all day hoping for a big win.machines all day hoping for a big win.9.9. Snakes get hungry at certain times of the day. They Snakes get hungry at certain times of the day. They

might watch any number of prey go by before they might watch any number of prey go by before they decide to strike.decide to strike.

10.10. Mr. Bertani receives a salary paycheck every 2 Mr. Bertani receives a salary paycheck every 2 weeks. (Miss Suter doesn’t weeks. (Miss Suter doesn’t ).).

11.11. Christina works at a tanning salon. For every 2 bottles Christina works at a tanning salon. For every 2 bottles of lotion she sells, she gets 1 dollar in commission. of lotion she sells, she gets 1 dollar in commission.

12.12. Mike is trying to study for his upcoming Psychology Mike is trying to study for his upcoming Psychology quiz. He reads five pages, then takes a break. He quiz. He reads five pages, then takes a break. He resumes reading and takes another break after he has resumes reading and takes another break after he has completed 5 more pages.completed 5 more pages.

6. FR6. FR7. FI7. FI

8. VR8. VR

9.9. VRVR

10.10. FIFI

11.11. FRFR

12.12. FRFR

FI, VI, FR, or VR?FI, VI, FR, or VR?13. Megan is fundraising to try to raise money so she can 13. Megan is fundraising to try to raise money so she can

go on the annual band trip. She goes door to door in go on the annual band trip. She goes door to door in her neighborhood trying to sell popcorn tins. She her neighborhood trying to sell popcorn tins. She eventually sells some.eventually sells some.

14. Kylie is a business girl who works in the big city. Her 14. Kylie is a business girl who works in the big city. Her boss is busy, so he only checks her work periodically.boss is busy, so he only checks her work periodically.

15. Mark is a lawyer who owns his own practice. His 15. Mark is a lawyer who owns his own practice. His customers makes payments at irregular times.customers makes payments at irregular times.

16. Jessica is a dental assistant and gets a raise every year 16. Jessica is a dental assistant and gets a raise every year at the same time and never in between.at the same time and never in between.

17. Andrew works at a GM factory and is in charge of 17. Andrew works at a GM factory and is in charge of attaching 3 parts. After he gets his parts attached, he attaching 3 parts. After he gets his parts attached, he gets some free time before the next car moves down gets some free time before the next car moves down the line.the line.

18. Brittany is a telemarketer trying to sell life insurance. 18. Brittany is a telemarketer trying to sell life insurance. After so many calls, someone will eventually buy.After so many calls, someone will eventually buy.

13. VR13. VR

14. VI14. VI

15. VI15. VI

16. FI16. FI

17. FR17. FR

18. VR18. VR

Ratio SchedulesRatio Schedules

1.1. Fixed-ratio schedule:Fixed-ratio schedule: Reinforces a Reinforces a response only after a specified number response only after a specified number of responses. e.g., piecework pay.of responses. e.g., piecework pay.

2.2. Variable-ratio schedule:Variable-ratio schedule: Reinforces a Reinforces a response after an unpredictable response after an unpredictable number of responses. This is hard to number of responses. This is hard to extinguish because of the extinguish because of the unpredictability. (e.g., behaviors like unpredictability. (e.g., behaviors like gambling, fishing.)gambling, fishing.)

Interval SchedulesInterval Schedules

1.1. Fixed-interval schedule:Fixed-interval schedule: Reinforces a Reinforces a response only after a specified time response only after a specified time has elapsed. (e.g., preparing for an has elapsed. (e.g., preparing for an exam only when the exam draws exam only when the exam draws close.)close.)

2.2. Variable-interval schedule:Variable-interval schedule: Reinforces Reinforces a response at unpredictable time a response at unpredictable time intervals, which produces slow, intervals, which produces slow, steady responses. (e.g., pop quiz.)steady responses. (e.g., pop quiz.)

Schedules of ReinforcementSchedules of Reinforcement

PunishmentPunishment

Decreases the likelihood of a behavior to Decreases the likelihood of a behavior to recur.recur.

Positive punishment (means applied to)Positive punishment (means applied to)

Negative punishment (means take away Negative punishment (means take away from)from)

Problems with PunishmentProblems with Punishment

it models aggression as it models aggression as a way to solve a way to solve problemsproblemsbreeds anger in the breeds anger in the recipientrecipientdoesn’t provide an doesn’t provide an alternative behavior. alternative behavior. Therefore, the behavior Therefore, the behavior only goes away when only goes away when the punisher is around.the punisher is around.

What is the difference betweenWhat is the difference betweenNeg. Reinforcement and Neg. Reinforcement and

Punishment?????Punishment?????

Video clipVideo clip

Examples!!!!

Video clip 1

Video clip 2

Review of the difference between Classical and Operant Conditioning.

Cognitive (Latent) LearningCognitive (Latent) Learning

Learning that depends on mental activity Learning that depends on mental activity that is not directly observablethat is not directly observable– Example of learning by watchingExample of learning by watching

Involves such processes as attention, Involves such processes as attention, expectation, thinking, and memoryexpectation, thinking, and memory

Latent Learning and Cognitive Latent Learning and Cognitive MapsMaps

Latent learningLatent learning is learning that takes place is learning that takes place before the subject realizes it and is not before the subject realizes it and is not immediately reflected in behaviorimmediately reflected in behavior

A A cognitive mapcognitive map is latent learning stored is latent learning stored as a mental imageas a mental image

Insight and Learning SetsInsight and Learning Sets

InsightInsight is when learning seems to occur in is when learning seems to occur in a sudden “flash” as elements of a situation a sudden “flash” as elements of a situation come togethercome together

Learning setsLearning sets refer to increasing refer to increasing effectiveness at problem solving through effectiveness at problem solving through experience, i.e., organisms “learn how to experience, i.e., organisms “learn how to learn”learn”

Bandura's ExperimentsBandura's Experiments

Bandura's Bobo doll Bandura's Bobo doll study (1961) study (1961)

indicated that indicated that individuals (children) individuals (children)

learn through learn through imitating others who imitating others who receive rewards and receive rewards and

punishments.punishments.

Video and design of Video and design of experiment.experiment.

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Social Cognitive TheorySocial Cognitive TheoryLearning Learning a behavior a behavior and and performing it performing it are not the same thingare not the same thing– Tenet 1:Tenet 1: Response consequences (such as rewards or Response consequences (such as rewards or

punishments) influence the likelihood that a person will punishments) influence the likelihood that a person will perform a particular behavior again in a given situation. Note perform a particular behavior again in a given situation. Note that this principle is also shared by classical behaviorists. that this principle is also shared by classical behaviorists.

– Tenet 2: Tenet 2: Humans can learn by observing others, in addition Humans can learn by observing others, in addition to learning by participating in an act personally. Learning by to learning by participating in an act personally. Learning by observing others is called vicarious learning. The concept of observing others is called vicarious learning. The concept of vicarious learning is not one that would be subscribed to by vicarious learning is not one that would be subscribed to by classical behaviorists. classical behaviorists.

– Tenet 3:Tenet 3: Individuals are most likely to model behavior Individuals are most likely to model behavior observed by others they identify with. Identification with observed by others they identify with. Identification with others is a function of the degree to which a person is others is a function of the degree to which a person is perceived to be similar to one's self, in addition to the degree perceived to be similar to one's self, in addition to the degree of emotional attachment that is felt toward an individual. of emotional attachment that is felt toward an individual.

Learning by ObservingLearning by Observing

The likelihood of acting on vicarious learning The likelihood of acting on vicarious learning occurs when we see the consequences of other occurs when we see the consequences of other people’s behaviorpeople’s behavior

Vicarious reinforcement or vicarious punishment Vicarious reinforcement or vicarious punishment affects the willingness of people to perform affects the willingness of people to perform behaviors they learned by watching othersbehaviors they learned by watching others

The person being watched is the model. Hence The person being watched is the model. Hence modeling. (Live models and symbolic models)modeling. (Live models and symbolic models)

Mirror NeuronsMirror NeuronsVideoVideo

Neuroscientists discovered mirror neurons Neuroscientists discovered mirror neurons in the brains of animals and humans that in the brains of animals and humans that are active during observational learning.are active during observational learning.

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Unfortunately, Unfortunately, Bandura’s studies Bandura’s studies

show that antisocial show that antisocial models (family, models (family,

neighborhood or neighborhood or TV) may have TV) may have

antisocial effects.antisocial effects.

Positive Observational LearningPositive Observational Learning

Fortunately, prosocial (positive, helpful) Fortunately, prosocial (positive, helpful) models may have prosocial effects.models may have prosocial effects.

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Imitation OnsetImitation Onset

Learning by observation Learning by observation begins early in life. This begins early in life. This

14-month-old child 14-month-old child imitates the adult on TV imitates the adult on TV

in pulling a toy apart.in pulling a toy apart.

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Cognitive Learning in Cognitive Learning in NonhumansNonhumans

Nonhumans are capable of classical and Nonhumans are capable of classical and operant conditioningoperant conditioningNonhumans are also capable of latent Nonhumans are also capable of latent learning (not demonstrating that learning learning (not demonstrating that learning has occurred until a reinforcement is made has occurred until a reinforcement is made available)available)Research has also demonstrated that Research has also demonstrated that animals are capable of observational animals are capable of observational learninglearning

Learning by ObservationLearning by Observation

It is not just humans, It is not just humans, that learn through that learn through

observing and observing and imitating others.imitating others.

The monkey on the The monkey on the right imitates the right imitates the

monkey on the left in monkey on the left in touching the pictures touching the pictures in a certain order to in a certain order to

obtain a reward.obtain a reward.

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Review StuffReview Stuff

Difference b/t CC Difference b/t CC and OCand OC