1 / 37

Learning Theories

Learning Theories. Goal  How do we learn behaviors through classical conditioning ?. Learning is…. Relatively permanent Change in behavior Due to experience Behaviorism  Psychology should focus on observable behavior . Associative Learning.

ion
Download Presentation

Learning Theories

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning Theories Goal  How do we learn behaviors through classical conditioning?

  2. Learning is… • Relatively permanent • Change in behavior • Due to experience Behaviorism Psychology should focus on observable behavior

  3. Associative Learning Operant Conditioning: associate a behavior with a good or bad result Classical Conditioning: associate two stimuli together to anticipate events

  4. Ivan Pavlov’s Experiment • Founded classical conditioning • Measured salivation of dogs to food • Dogs began to salivate to the sight of the researchers, not just the food…

  5. Pavlov’s Experiment

  6. UR • UC • CR • CS

  7. Classical Conditioning • Acquisition = pairing of CS and US, learning of the association • Extinction = CS no longer paired with UCS, CR stops • Extinction

  8. Acquisition (CS+UCS) Strength of CR Spontaneous recovery of CR Extinction (CS alone) Extinction (CS alone) Pause Classical Conditioning Spontaneous Recovery = sudden reappearance of CR after extinction

  9. John B. Watson & “Little Albert” http://www.youtube.com/watch?v=KxKfpKQzow8&feature=related

  10. Generalization = • Discrimination

  11. Taste Aversion UC UR CS CR

  12. Factors Influencing Classical Conditioning Conditioning is stronger if… CS consistently predicts UCS CS/UCS are paired frequently (more trials) UCS is intense (causes strong response) CS is presented immediately before UCS

  13. We better learn associations when… • It is useful for survival • Biological predispositions, adaptive • It does not involve cognitive processing • i.e. alcohol & nauseating drug Garcia & Koelling’s study on biological predispositions to classical conditioning

  14. Biopsychosocial Influences on Learning • Biological • Genetic predispositions • Unconditioned responses • Adaptive responses • Psychological • Previous experiences • Predictability of associations • Generalization • Discrimination LEARNING • Social-Cultural • Culturally learned preferences • Motivation, affected by presence of others

  15. Learning Theories Goal  How do we acquire behaviors through operant conditioning?

  16. Edward Thorndike’s Law of Effect • Cats placed in “puzzle boxes” • Use trial-and-error to “escape” • Continue behaviors w/good result • Discontinue behaviors w/bad result

  17. B.F. Skinner

  18. “Skinner Boxes”

  19. Operant Conditioning • Reinforcement • Make a behavior more likely to be performed again • Punishment • Make a behavior less likely to be performed again

  20. Reinforcement Positive Reinforcement Negative Reinforcement Increases response by removing negative stimulus • Increases response by presenting positive stimulus

  21. Punishment Positive Punishment Negative Punishment Decrease behavior by removing good stimulus (omission training) • Decrease behavior by presenting bad stimulus

  22. Punishment is not as effective as Reinforcement because it… • Suppresses behavior (not forgotten) • Teaches discrimination • Teaches fear • May increase aggressiveness

  23. Reinforcers Primary Reinforcer Immediate v. Delayed Reinforcers Conditioned (Secondary) Reinforcer Learned through association • Unlearned Continuous v. Partial (Intermittent) Reinforcement

  24. Shaping • Reinforce each step (successive approximation) toward desired behavior

  25. Schedules of Partial Reinforcement • Fixed-ratio – reinforcement after a set or fixed number of behaviors occur • Variable-ratio – reinforcement after different numbers of behaviors

  26. Schedules of Partial Reinforcement • Fixed-interval – reinforcement after a set or fixed amount of time • Variable-interval – reinforcement after different amounts of time

  27. Extending Operant Conditioning Cognitive Influences • Cognitive map – mental representation of environment • Latent Learning – learning not known until there is motivation to demonstrate it

  28. Biology & Operant Conditioning • Biological constraints predispose organisms to learn associations that are naturally adaptive • Pigeons naturally peck • Easy to teach pigeons to peck to receive food • Pigeons naturally flap wings • Teach pigeons to flap wings to avoid shock • However, difficult to teach pigeon to flap wings to get food, or peck to avoid shock

  29. Applications of Operant Conditioning • School – token economy • Sports • Work – schedules of reinforcement • Home • Self-improvement - Biofeedback

  30. Operant vs Classical Conditioning

  31. Observational Learning • “social learning” • We observe & imitate others’ behavior • Modeling: demonstrating behavior to be learned

  32. Mirror Neurons • Frontal lobe • Fire when performing certain actions OR when seeing someone else perform those actions • Role in emotions, empathy (theory of mind) • http://video.pbs.org/video/1615173073/

  33. Bandura’s “Bobo Doll” Study • http://www.psychologicalscience.org/index.php/publications/observer/obsonline/bandura-and-bobo.html

  34. Vicarious Conditioning • Part observational learning • We learn by observing others’ reactions to stimulus or others’ outcomes • Learn to be afraid of shots at the doctor after watching your sister cry after getting a shot • Seeing a friend get a sticker for an A on his homework (you learn to do your homework)

  35. Prosocial Effects • Role models • Model reading, helpful behaviors, nonviolence • Consistency is key – BUT…. • “Do as I say, not as I do” = children imitate the hypocrisy!

  36. Antisocial Effects • Aggression  violence-viewing effect? • Desensitization to violence • Promiscuity? Drug use?

More Related