Wade and Tavris © 2005 Prentice Hall 9-1 Invitation To Psychology Carol Wade and Carol Tavris...
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Transcript of Wade and Tavris © 2005 Prentice Hall 9-1 Invitation To Psychology Carol Wade and Carol Tavris...
Wade and Tavris © 2005 Prentice Hall
9-1
Invitation To Psychology
Carol Wade and Carol TavrisPowerPoint Presentation by
H. Lynn BradmanMetropolitan Community College-Omaha
Wade and Tavris © 2005 Prentice Hall
9-2
Learning
Wade and Tavris © 2005 Prentice Hall
9-3
Learning
• Classical Conditioning• Classical Conditioning in Real Life• Operant Conditioning• Operant Conditioning in Real Life• Social-Cognitive Learning Theories
Wade and Tavris © 2005 Prentice Hall
9-4
Learning
• Learning: A relatively permanent change in behavior (or behavioral potential) due to experience.
• Behaviorism: An approach to psychology that emphasizes the study of observable behavior and the role of the environment as a determinant of behavior.
Wade and Tavris © 2005 Prentice Hall
9-5
Classical Conditioning
Wade and Tavris © 2005 Prentice Hall
9-6
Classical Conditioning
• New Reflexes from Old• Principles of Classical Conditioning• What is Actually Learned in Classical
Conditioning
Wade and Tavris © 2005 Prentice Hall
9-7
Pavlov’s Apparatus
• Harness and fistula (mouth tube) help keep dog in a consistent position and gather uncontaminated saliva samples– They do not cause the dog discomfort
Wade and Tavris © 2005 Prentice Hall
9-8
New Reflexes From Old
• Classical Conditioning: The process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar or related response.
Wade and Tavris © 2005 Prentice Hall
9-9
Conditioning Terms
• Unconditioned Stimulus: – A stimulus that elicits a reflexive
response in the absence of learning.• Conditioned Stimulus:
– An initially neutral stimulus that comes to elicit a conditioned response after being associated with an unconditioned stimulus.
Wade and Tavris © 2005 Prentice Hall
9-10
Conditioning Terms
• Unconditioned Response: – A reflexive response elicited by a
stimulus in the absence of learning.• Conditioned Response:
– A response that is elicited by a conditioned stimulus; it occurs after the conditioned stimulus is associated with an unconditioned stimulus.
Wade and Tavris © 2005 Prentice Hall
9-11
Principles of Classical Conditioning
• Acquisition• Extinction• Higher-Order Conditioning• Stimulus Generalization and
Discrimination
Wade and Tavris © 2005 Prentice Hall
9-12
Acquisition
• A neutral stimulus that is consistently followed by an unconditioned stimulus will become a conditioned stimulus.
Wade and Tavris © 2005 Prentice Hall
9-13
Extinction
• The weakening and eventual disappearance of a learned response; in classical conditioning, it occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus.
Wade and Tavris © 2005 Prentice Hall
9-14
Higher Order Conditioning
• A procedure in which a neutral stimulus becomes a conditioned stimulus through association with an already established conditioned stimulus.
Wade and Tavris © 2005 Prentice Hall
9-15
Generalization and Discrimination
• Stimulus Generalization: – After conditioning, the tendency to
respond to a stimulus that resembles one involved in the original conditioning.
• Stimulus Discrimination: – The tendency to respond differently to
two or more similar stimuli.
Wade and Tavris © 2005 Prentice Hall
9-16
Classical Conditioning in Real Life
Wade and Tavris © 2005 Prentice Hall
9-17
Classical Conditioning in Real Life
• Learning to Like• Learning to Fear• Accounting for Taste• Reacting to Medical Treatments
Wade and Tavris © 2005 Prentice Hall
9-18
Learning to Fear
• An 11-month old boy – named “Albert” – was conditioned to fear a white laboratory rat– Each time he reached for the rat, Watson made a loud
clanging noise right behind Albert• Albert’s fear generalized to anything white and furry
– Including rabbits and Santa Claus
Wade and Tavris © 2005 Prentice Hall
9-19
Counterconditioning
• In classical conditioning, the process of pairing a conditioned stimulus with a stimulus that elicits a response that is incompatible with an unwanted conditioned response.
Wade and Tavris © 2005 Prentice Hall
9-20
Operant Conditioning
Wade and Tavris © 2005 Prentice Hall
9-21
Operant Conditioning
• The Birth of Radical Behaviorism• The Consequences of Behavior• Principles of Operant Conditioning• Skinner: The Man and the Myth
Wade and Tavris © 2005 Prentice Hall
9-22
Operant Conditioning
• The process by which a response becomes more likely to occur or less so, depending on its consequences.
Wade and Tavris © 2005 Prentice Hall
9-23
The Consequences of Behavior
• Reinforcement: – The process by which
a stimulus or event strengthens or increases the probability of the response that it follows.
• Punishment: – The process by which
a stimulus or event weakens or reduces the probability of the response that it follows.
Wade and Tavris © 2005 Prentice Hall
9-24
Reinforcement
• Positive Reinforcement:– The response is
followed by presentation of, or increase in intensity of, a reinforcing stimulus.
• Negative Reinforcement:– The response is
followed by removal, delay, or decrease in intensity of, an unpleasant stimulus.
Wade and Tavris © 2005 Prentice Hall
9-25
Punishment
• Positive Punishment: – The response is
followed by presentation of, or increase in intensity of, a punishing stimulus.
• Negative Punishment:– The response is
followed by removal, delay, or decrease in intensity of, an pleasant stimulus.
Wade and Tavris © 2005 Prentice Hall
9-26
Principles of Operant Conditioning
• Extinction• Stimulus generalization and
discrimination• Learning on schedule• Shaping• Biological limits on learning
Wade and Tavris © 2005 Prentice Hall
9-27
The “Skinner Box”
• When a rat in a Skinner box presses a bar, a food pellet or drop of water is automatically released.
• Similar boxes exist for pigeons and many other species.
Wade and Tavris © 2005 Prentice Hall
9-28
Learning on Schedule
• Continuous Reinforcement: – A reinforcement schedule in which a
particular response is always reinforced.
• Intermittent (Partial) Schedule of Reinforcement: – A reinforcement schedule in which a
particular response is sometimes but not always reinforced.
Wade and Tavris © 2005 Prentice Hall
9-29
Skinner: The Man and the Myth
• Burrhus Frederick Skinner, 1904-1990– Better known as B.F.
Skinner• Much misinformation is
circulated about his life and work– e.g., his daughters
grew up normal, despite rumors that they were institutionalized
Wade and Tavris © 2005 Prentice Hall
9-30
Operant Conditioningin Real Life
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Operant Conditioningin Real Life
• The Pros and Cons of Punishment• The Problems with Reward
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When Punishment Fails
• People often administer punishment inappropriately or mindlessly.
• The recipient often responds with anxiety, fear, or rage.
• The effectiveness can be temporary, and depend on the presence of the person who administers it.
Wade and Tavris © 2005 Prentice Hall
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When Punishment Fails
• Most misbehavior is hard to punish immediately.
• Punishment conveys little information. • An action intended to punish may instead by
reinforcing because it brings attention.
Wade and Tavris © 2005 Prentice Hall
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Why Rewards Can Backfire
• Extrinsic Reinforcers: – Reinforcers that are not inherently
related to the action being reinforced, such as money, prizes, and praise.
• Intrinsic Reinforcers: – Reinforcers that are inherently related
to the action being reinforced, such as enjoyment of the task and satisfaction of accomplishment.
Wade and Tavris © 2005 Prentice Hall
9-35
Turning Play Into Work
• When preschoolers were promised a prize for drawing with felt-tip pens, the behavior increased.
• After they got the prizes, they spent less time with pens than before the study began.
Wade and Tavris © 2005 Prentice Hall
9-36
Social-Cognitive Learning Theories
Wade and Tavris © 2005 Prentice Hall
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Social-Cognitive Learning Theories
• Learning by Observing• Behavior and the Mind
Wade and Tavris © 2005 Prentice Hall
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Learning by Observing
• Observational Learning: – A process in which an individual learns
new responses by observing the behavior or another (a model) rather than through direct experience; sometimes called vicarious conditioning.
Wade and Tavris © 2005 Prentice Hall
9-39
Latent Learning
• Rats: one maze trial/day• One group found food every time (red line)• Second group never found food (blue line)• Third group found food on Day 11 (green line)
– Sudden change, day 12• Learning isn’t the same as performance