Chapter 6: Learning Music: “Live and Learn” by the Cardigans “Learn to Fly” by the Foo...

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Chapter 6: Learning Music: “Live and Learn” by the Cardigans “Learn to Fly” by the Foo Fighters

Transcript of Chapter 6: Learning Music: “Live and Learn” by the Cardigans “Learn to Fly” by the Foo...

Page 1: Chapter 6: Learning Music: “Live and Learn” by the Cardigans “Learn to Fly” by the Foo Fighters.

Chapter 6: Learning Music:

“Live and Learn” by the Cardigans

“Learn to Fly”by the Foo Fighters

Page 2: Chapter 6: Learning Music: “Live and Learn” by the Cardigans “Learn to Fly” by the Foo Fighters.

Learning: Agenda

• 1. Classical Conditioning– a) Pavlov’s experiments– b) Terminology– c) Acquisition/ Generalization/ Extinction– d) Application: Little Albert

• 2. Operant Conditioning– a) Distinction with CC– b) Skinner -Shaping– c) Reinforcement d) Punishment– e) Application: Gaining Self-Control**

• 3. Observational Learning– a) Bandura’s Bobo-Doll Experiments– b) Application: Media Violence

• 4. Movie: Snake Phobia (12 min.)

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1. Classical Conditioning Introduction with beer commercials:

http://www.youtube.com/watch?v=2jv-8MoDYp8 http://www.youtube.com/watch?v=irIkOdIZVvo

a) Pavlov’s Experiments: Found that dogs could salivate to non-food stimuli!

b) Terminology: Unconditioned Stimulus: UCS

• Always causes reflexive response– Unconditioned Responses: UCR

• Innate, unlearned response to UCS– Conditioned Stimulus: CS

• Previously neutral stimulus that now elicits a response – Conditioned Response: CR

• Learned response to neutral stimulus

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1. Classical Conditioning (cont’d)

Tip: Conditioned=Learned; Unconditioned=Unlearned c) Acquisition:

When should the CS (e.g. tone) be paired with the UCS (e.g. food) for conditioning to occur?

Generalization: Tendency to respond with CR to stimuli similar to the

original CS (e.g. different tones) Extinction:

Occurs with the presentation of the CS alone (e.g. tone and no food) Note on: Spontaneous recovery

Note on the treatment of phobias

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1. c) Extinction of Salivation & Fears!

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1. d) Application: Little Albert:

Watson’s famous case (1920) with 11-month healthy boy

Experimental procedure

Conditioned fear of white furry objects

Two-process theory of phobic reactions: • 1) Classical conditioning of fear

• 2) Operant conditioning of avoidance: Avoidance is reinforced and phobia is maintained

• See p. 246, Mowrer’s two- process theory

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• Mowrer

• p. 246

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2. Operant Conditioning– a) Distinction with CC:

• Controlling stimuli comes after the response

– b) Skinner:• “Law of effect”: Rewarded behavior is more likely to re-occur

• Shaping: for more complex behaviors

– c) Reinforcement:• Always strengthens behavior

• Positive: primary vs. secondary (e.g. food vs praise)

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2. Operant Conditioning (cont’d)

• Negative Reinforcement:– responses that terminate a negative, or aversive situation are

reinforced• e.g. giving a candy (response) to a crying child (negative stimulus)

• Schedules of reinforcement: (p. 244)– Note: partial reinforcement produces greater persistence in

behavior than continuous reinforcement

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2. c) Pos. vs. Neg. Reinforcement (p. 245)

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2. Operant Conditioning (cont’d)• d) Punishment:

– Negative consequences following a response– Decreases the frequency of a behavior– Could include:

• Removing a privilege /“Time out”• Undesired activity• Physical aggression

– Drawbacks:• Punished behavior is not forgotten, it is suppressed• Physical punishment increases aggression through modeling

– Can also create fear that will generalize

– Does not tell you “what to do”!– Best if used swiftly, and accompanied with positive reinforcement

for appropriate behaviors (p. 248)

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Fi2. d) Neg. Reinforcement vs. Punishment, p. 247

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2. Operant Conditioning (cont’d)

• e) Application: Gaining Self-Control!– 1) Identify target behavior

• In behavioural terms, what you wish to decrease or increase

– 2) Monitor your current habits• Keep a daily log which will serve as baseline

– 3) Look at antecedents and consequences (functional analysis)

– 4) Begin your program!• Set appropriate goals• a) To increase behavior:

– find good reinforcers (p. 260)– Seek situations that promote desired behavior

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2. e) Self-Control Program (cont’d)

• 4) Begin your program (cont’d)– b) To decrease behavior:

• Avoid situations that elicit unwanted behavior

• Find substitute for the consequences of unwanted behavior

• Reward yourself for not engaging in unwanted behavior

• 5) Monitor your behavior on a daily basis (chart your progress)

• 6) Enlist social support

• 7) Go from continuous to partial reinforcement

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3. Observational Learning• Both CC and OC can take place vicariously, through

observational learning.• a) Bandura’s Bobo-Doll Experiments (1961-1963)

• Study: 3-5 yr. old children in 4 experimental conditions:– 1) Live, aggressive model

– 2) Filmed, aggressive model

– 3) Cartoons with aggressive acts

– 4) No exposure to aggression (control condition)

• Results: Groups 1, 2 & 3 showed significantly greater no. of aggressive acts (i.e. hits against bobo doll) than the control condition

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3. Observational Learning:

• Conclusions:– Learning can occur through observation and imitation (i.e. without

conditioning or direct reinforcement)

• b) Applications:– Media violence:

• fMRI studies:– Exposure to violent movies linked to brain area involved in the inhibition of

aggressive impulses (lowered activation)

• Violent video games:– Reduces sensitivity to violence and suffering of victims– Players more hostile, less forgiving and believe violence is “normal”– Can increase likelihood of aggression

– Conversely, prosocial models can have positive effects• Prosocial video games:

– Players get into fewer fights at school and found to be more helpful

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4. Movie: Snake Phobia

• Can people with a specific phobia learn to quickly overcome their fears? You will see an actual demonstration of exposure therapy that helps a snake phobic overcome her severe phobic reaction in just three hours. (12 min.)