Module 9 and 10

1. Let’s talk about how we learn…… Module 9 and 10 Learning MR. COOPER

2. THREE KINDS OF LEARNING • Learning • A relatively enduring or permanent change in behavior that results from previous experience with certain stimuli and response • Behavior • Includes both unobservable mental events (thoughts, images) and observable responses (fainting, salivating, vomiting)

4. THREE KINDS OF LEARNING (CONT’D) • Classical conditioning • A kind of learning in which a neutral stimulus acquires the ability to produce a response that was originally produced by different stimulus • Ivan Pavlov • Conducted experiments with dogs • Pavlov rang a bell before putting food in a dog’s mouth • After numerous trials of pairing the food and bell, the dog salivated to the sound of the bell • This is a conditioned reflex

5. First a quick video…http://dsc.discovery.com/tv-shows/head-games/videos/pavlovs-bell.htm

6. PROCEDURE: CLASSICAL CONDITIONING • Step 1: Choosing stimulus and response • Neutral stimulus • some stimulus that causes a sensory response, such as being seen, heard, or smelled, but doesn’t produce the reflex being tested • Unconditioned stimulus • USC; some stimulus that triggers or elicits a physiological reflex, such as salivation or eye blink • Unconditioned response • UCR; unlearned, innate, involuntary physiological reflex elicited by the unconditioned stimulus

7. PROCEDURE: CLASSICAL CONDITIONING (CONT’D) • Step 2: Establishing classical conditioning • Neutral stimulus • trial; pair neutral stimulus (bell) with the unconditioned stimulus (food) • neutral stimulus presented first, then short time later, the unconditioned stimulus • Unconditioned stimulus • seconds after the tone begins, present the UCS • Unconditioned response • UCS (food) elicits the UCR (salivation)

8. PROCEDURE: CLASSICAL CONDITIONING (CONT’D) • Step 3: Testing for conditioning • Conditioned stimulus • CS; a formerly neutral stimulus that acquires the ability to elicit a response that was previously elicited by the unconditioned stimulus • Conditioned response • CR; elicited by the conditioned stimulus and similar to, but not identical in size or amount to, the UCS • CR; less salivation than the UCR

9. OTHER CONDITIONING CONCEPTS • Generalization • Tendency for a stimulus that’s similar to the original conditioned stimulus to elicit a response similar to the conditioned response • Discrimination • Occurs during classical conditioning when an organism learns to make a particular response to some stimuli but not to others

10. OTHER CONDITIONING CONCEPTS (CONT’D) • Extinction • Refers to a procedure in which a conditioned stimulus is repeatedly presented without the unconditioned stimulus, and, as a result, the conditioned stimulus tends to no longer elicit the conditioned response • Spontaneous recovery • Tendency for the conditioned response to reappear after being extinguished, even though there have been no further conditioning trials

11. Classical Conditioning:Definitions Unconditioned Stimulus (US): a stimulus that has the ability to produce a specified response before conditioning begins. (FOOD) Unconditioned Response (UR): the response produced by the US. (SALIVATION PRODUCED BY FOOD) Conditioned Stimulus (CS): an initially neutral stimulus that comes to produce a new response because it is associated with the US. (BELL) Conditioned Response (CR): the response produced by the CS. (SALIVATION PRODUCED BY THE BELL)

12. Classical Conditioning:The Elements of Associative Learning Ivan Pavlov Conditioning Trial: Salivation Test Trial: Salivation

13. Classical Conditioning:Basic Principles Acquisition Repeatedly pairing a CS with a US will produce a CR. 1 pairing = presenting the CS and then quickly presenting the US: Extinction After conditioning has taken place, repeatedly presenting the CS without the US will make the CR weaker and eventually make it disappear. X

14. Classical Conditioning:Additional Principles Spontaneous Recovery Following extinction, the CR reappears at reduced strength if the CS is presented again after a rest period. Stimulus Generalization After a CR has been trained to a CS, that same CR will tend to occur to similar stimuli without further training; The greater the similarity, the stronger the response will be. Conditioning: Test for Generalization:

15. Classical Conditioning Stimulus Discrimination A subject responds to the CS but not to a similar stimulus because the CS was paired with a US but the similar stimulus was presented without the US. X

16. ACTIVITY • Find an advertisement in a magazine that seems to associate the product being sold with a particular mood or feeling. For example, car advertisers have used pretty women in their advertisements for years in hopes that men would buy their car because they had associated it with sexiness. Perfume advertisers have used similar ploys. Other ads picture bright, sunny days so that people will associate their products with good feelings. Some advertisers use a different tactic, trying to associate their competitors’ products with negative moods or feelings. Some public service announcements also do this, particularly advertisements that try to discourage people from using drugs.

17. Examples • http://www.psychpost.org/2012/02/classical-conditioning-super-bowl-2012.html

18. 1. What product was being advertised? ( Neutral Stimulus) • 2. What was the feeling or mood that the advertiser wanted you to associate with the product? (Unconditioned Response) • 3. How was the product paired or associated with the mood? Describe. (Acquisition) • 4. When you see the product at the store, what does the advertiser want you to think of? (Conditioned Response). • 5. Do you think you’ve been influenced by classical conditioning in terms of your product purchases? Why or why not?

19. Module 10 Operant & Cognitive Approaches

20. Reinforcement & Punishment • Reinforcement (Strengthens Behavior) • A consequence that occurs after a behavior and increases the likelihood that the behavior will occur again • Punishment (Weakens Behavior) • A consequence that occurs after a behavior and decreases the chance that the behavior will occur again

21. Reinforcement & Punishment • Reinforcement (Strengthens Behavior) • A consequence that occurs after a behavior and increases the likelihood that the behavior will occur again • Positive reinforcement • presentation of a stimulus that increases the probability that the behavior will occur again • Negative reinforcement • an aversive stimulus whose removal increases the likelihood that the preceding response will occur again

22. Reinforcement & Punishment • Punishment (Weakens Behavior) • A consequence that occurs after a behavior and decreases the chance that the behavior will occur again • Positive punishment • Presenting an aversive stimulus after a response • It decreases the chances that a response will recur • Negative punishment • Removing a reinforcing stimulus after a response • It decreases the chances that a response will recur

23. Clarification of Terms • Reinforcement vs. Punishment • Reinforcement- Strengthens preceding behavior • Punishment- Weakens preceding behavior • Positive vs. Negative • Positive- adding/ introducing a stimulus • Negative- subtracting/ taking away a stimulus

24. Examples of Operant Conditioning: Toilet Training • Target behavior • Goal is for Sheryl to urinate in the toilet • Preparation • Give Sheryl a large glass of apple juice • Reinforcers • Each time Sheryl performs the desired behavior, she receives an immediate reinforcer • Shaping • Each time Sheryl performs a step that leads up to using the toilet, she receives reinforcement

28. Primary vs. Secondary Reinforcers • Primary reinforcer • Stimulus that is innately satisfying and requires no learning to become pleasurable • Food, water, and sex • Secondary reinforcer • Stimulus that has acquired its reinforcing power through experience • Coupons, money, and grades

29. Consequences

30. Positive Reinforcement Examples

31. Negative Reinforcement Examples

32. Negative Reinforcement Examples • Taking an aspirin to relieve a headache. • Hurrying home in the winter to get out of the cold. • Giving in to an argument or to a dog’s begging. • Fanning oneself to escape the heat. • Leaving a movie theater if the movie is bad. • Smoking in order to relieve anxiety. • Following prison rules in order to be released from confinement. • Feigning a stomachache in order to avoid school. • Putting on a car safety belt to stop an irritating buzz. • Turning down the volume of a very loud radio. • Putting up an umbrella to escape the rain. • Saying “uncle” to stop being beaten.

33. Positive Punishment Examples

34. Negative Punishment Examples

35. BE CAREFUL, OPERANT CONDITIONING VARIES WITH THE INDIVIDUAL…

40. Classifying Consequences What type of operant conditioning is it?

41. Negative Punishment • A teenager is put on restriction for keeping the car out too late. • SUBTRACTING a pleasant consequence that DECREASES the likelihood of the behavior

42. Negative Reinforcement • A child swims three more laps just so he can stop swimming which he hates. • SUBTRACTING an unpleasant consequence that INCREASES the likelihood of the behavior

43. Positive Reinforcement • You study and earn an A. • ADDING a pleasant consequences that INCREASES the likelihood of the behavior

44. Positive Punishment • You party all night and get an F. • ADDING an unpleasant consequence that DECREASES the likelihood of the behavior

45. Positive Punishment • You are caught speeding and are given a ticket by the highway patrol. • ADDING an unpleasant consequence that DECREASES the likelihood of the behavior

46. Negative Punishment • A child is acting up in class and is sent to the corner of the room for 10 minutes. • SUBTRACTING a pleasant consequence that DECREASES the likelihood of the behavior

47. Negative Reinforcement • You clean up your room to avoid your mom’s nagging. • SUBTRACTING an unpleasant consequence that INCREASES the likelihood of the behavior

48. Negative Reinforcement • Since you find that aspirin relieves your headaches, you find yourself taking it every time you feel a headache coming on. • SUBTRACTING an unpleasant consequence that INCREASES the likelihood of the behavior

49. Negative Reinforcement • Whenever shock is applied to a rat’s feet, it presses a lever to stop it. • SUBTRACTING an unpleasant consequence that INCREASES the likelihood of the behavior

50. Negative Reinforcement • A rat has learned to press a lever whenever a light comes on in order to prevent shock from ever being applied. • SUBTRACTING an unpleasant consequence that INCREASES the likelihood of the behavior