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Psychology

Psychology. Learning & Cognition. Learning & Cognition. Warm-up Brainstorm for one minute everything that comes to mind when you think of the word: LEARNING. Objectives. Students will be introduced to the behavioral perspective in psychology, classical conditioning in particular.

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Psychology

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  1. Psychology Learning & Cognition

  2. Learning & Cognition • Warm-up • Brainstorm for one minute everything that comes to mind when you think of the word: • LEARNING

  3. Objectives • Students will be introduced to the behavioral perspective in psychology, classical conditioning in particular. • Students will know that within the study of psychology the behaviorist perspective focuses on behaviors that are observable, and that within the behaviorist perspective psychologists study classical conditioning, operant conditioning, and social learning. • Students will be able to explain what is distinctive about the classical conditioning perspective.

  4. Learning • Is the way that a creature profits from its experience; it’s the mechanism by which past experience guides future behavior. • Learning involves making connections—between past experiences and current behavior, pain and response, rewards, etc. • Connections between what you DO and a particular event that follows (positive or negative) • Actions have consequences!

  5. Learning • Behaviorists use the acronym A-B-C • AB C • Antecedent Behavior Consequence • What happens before the action performed after the action • All learning is a process of conditioning

  6. Associative Learning • Making connections = associations • Associative learning: learning that two events are associated with each other.

  7. Classical conditioning • A way of learning in which two events are associated with each other • What is learned is that two previously unassociated stimuli are now “related” or associated. • Taste aversion learning • Link between particular food and illness (accurate or not) • Learned that the taste of pesto was “aversive”

  8. Classical conditioning • Some key terms: • Neutral Stimulus (NS): something that does not produce a significant response • Unconditioned stimulus (UC): stimulus that causes a response that is AUTOMATIC not learned • Unconditioned response (UR): response that is AUTOMATIC, not learned • Conditioned response (CR): a learned response to a stimulus that was PREVIOUSLY NEUTRAL • Conditioned stimulus (CS): a previously neutral stimulus that, because of pairing with an unconditioned stimulus, now produces a conditioned response

  9. Going to the dogs: Dr. Pavlov Was conducting research on digestion, but became much more famous for research on classical conditioning Dr. Pavlov was NOT a psychologist, but a prominent Russian physiologist who won the Nobel Prize for science in 1904 for his research on digestion

  10. Dog in Pavlov’s Apparatus(clip)

  11. Work in pairs • Label the different parts in the image: • Neutral Stimuli (NS); Unconditioned stimuli (US); Unconditioned response (UR); Conditioned stimuli (CS); Conditioned response (CR) • Also label scenes 1, 2, 3, 4 in order • Describe what is happening in each scene

  12. Objectives • Students will be able to explain and analyze how learning and cognition are influenced and shaped by classical conditioning; students will participate in experiments that demonstrate the classical conditioning perspective and analyze the results

  13. Classical conditioning • Neutral Stimulus (NS): • something that does not produce a significant response • Unconditioned stimulus (UC): • stimulus that causes a response that is AUTOMATIC not learned • Unconditioned response (UR): • response that is AUTOMATIC, not learned • Conditioned response (CR): • a learned response to a stimulus that was PREVIOUSLY NEUTRAL • Conditioned stimulus (CS): • a previously neutral stimulus that, because of pairing with an unconditioned stimulus, now produces a conditioned response

  14. Volunteer, please!

  15. Observe and take notes • What is the NS? Bell • What is the US? Water in the face • What is the UR? Squint • What is the CS? Bell • What is the CR? Squint

  16. Classical conditioning • Additional terms • Extinction: when a Conditioned Response (CR) no longer follows a Conditioned Stimulus (CS) • Think of Dwight Shrute: Jim stops giving him the Altoid after the computer sound; Dwight will eventual “de-couple” the sound and the response

  17. Spontaneous recovery • Reappearance of an extinguished response after a rest period Jim begins to give Dwight the Altoid again after playing the computer sound—the CR returns!

  18. Generalization • Similar stimuli produce similar responses • Pavlov’s dog: after conditioning, dog begins to salivate whenever he hears any sound—not just tuning fork, but bells, clocks, music.

  19. Discrimination • Learned ability to distinguish between a CS and other similar stimuli • Dwight Shrute didn’t put his hand out when he heard any old sound, just the sound of Jim’s computer.

  20. So let’s review… • Extinction: • when a Conditioned Response (CR) no longer follows a Conditioned Stimulus • Spontaneous Recovery: • Reappearance of an extinguished response after a rest period • Generalization: • Similar stimuli produce similar responses • Discrimination: • Learned ability to distinguish between a CS and other similar stimuli

  21. Dr. John B. Watson • Little Albert Founder of Behaviorism Psychology should be the scientific study of observable behavior

  22. Lemonade experiment results • Neutral stimuli: __________________________ • Unconditioned response: _________________ • Unconditioned stimuli: ____________________ • Conditioned stimuli: ______________________ • Conditioned response: ____________________

  23. Classical conditioning: wrapping up • Two methods for reducing fears (extinction) • Flooding: person is exposed to a harmless stimuli until fear responses to that stimulus are extinguished • Fear of heights: How to overcome? • Exposure to safe, high environments • Forced exposure (tends to be unpleasant) • Systematic desenitization: • People taught relaxation techniques • Exposed gradually to fearful stimuli gradually while remaining relaxed • Fear of snakes: show person pictures of snakes while they are relaxed; then move on to real snakes from a distance, then slowly bring them closer...and closer until fear extinguished

  24. Classical conditioning: wrapping up • Counterconditioning: pleasant stimulus is paired repeatedly with a fearful one, counteracting the fear. • Child fears rabbits; gradually pair the child with a rabbit while feeding child candy and cookies; continue to bring animal closer, paired with the treats, and so on. • Pleasure replaces fear (might, however, lead to cavities!)

  25. Identify the technique • Bird phobia

  26. Learning & Cognition • Operant Conditioning • People and animals learn to do certain things—and not to do others—because of the results of what they do • Learn from CONSEQUENCES • STUDYING GOOD GRADES • Organisms (people) learn to engage in behavior that results in desirable consequences

  27. CAUSE EFFECT

  28. Operant Conditioning • learning that is strengthened when behavior is followed by positive reinforcement. • Voluntary responses are conditioned (behaviors over which we have control) “Everything we do and are is determined by our history of rewards and punishments” —B.F. Skinner

  29. B.F. Skinner Most significant name in behaviorism (behavior is controlled by reinforcement, not your unconscious) Research on operant conditioning Creator of the operant chamber (Skinner Box) YouTube - Changing Behavior with Operant Conditioning Take notes on pigeon’s behavior; answer questions: what influences pigeon’s behavior? How might this knowledge be helpful for people?

  30. Training a puppy • Watch the video, and answer the following: • What influences the puppy’s behavior? • What positive reinforcement does the puppy receive after performing the trick? • Is there a link between the performance of the trick and the positive reinforcement? • Training a puppy to roll-over

  31. The Skinner Box

  32. The Skinner Box • What is the stimulus? • The food • Reinforcement occurs when the rat discovers that to get the stimulus (food) it must behave a certain way (hit the lever) • It learns this by repeating the process several times—hit the lever, food comes out. • Training a puppy: to get the treat, I need to roll-over • The reinforcer is the treat (food, dog bisquit, good grades, etc.

  33. Reinforcement • All reinforcement increases the likelihood that a behavior will be repeated • Primary reinforcers are things like food and water—essential for life • Secondary reinforcers are learned—money, attention, social approval; value is ascribed to these reinforcers by the individual

  34. Reinforcement • Positive reinforcers increase the frequency of the behavior they follow when they apply • Awards, food, prizes, praise, etc. • Negative reinforcers increase the frequency of the behavior they follow when they are removed • Discomfort, fear, shame • When we are too hot in the sun, we seek the shade; when something is stuck in our teeth, we use dental floss, fear of failure motivates one to study for test

  35. Learning & Cognition • Operant Conditioning • Big Bang Theory

  36. Operant Conditioning • Watch the video, take notes on the differences between classical conditioning and operant conditioning • Conditioning • How did Pavlov condition the dogs to salivate? • By pairing an unconditioned stimulus (food) with a neutral stimulus (bell) • In operant conditioning, what is used to generate a desired behavior? • Reinforcement (which can be positive or negative)

  37. Positive & negative reinforcment

  38. Primary & secondary reinforcers • Primary Secondary Food, water, air Varies greatly

  39. Rewards & Punishments • Rewards increase the frequency of a behavior • However, while reinforcements remain somewhat constant, rewards vary greatly (money, fame, prizes) • Punishments are unwanted events that decrease frequency of behavior they follow • NOT always effective for altering behavior long-term

  40. Punishment vs. negative reinforcement • Negative reinforcement—removal of a stimulus to increase a certain behavior • Moving out of the hot sun into the shade • Punishment—unwanted events that when they are applied decrease the frequency of a behavior they follow

  41. Examples • You are driving too fast, and the police pull you over and give you a ticket; next time you’re out driving, you’re more aware of your speed • Punishment (positive) • Your girlfriend kisses you because you bring her flowers • Reinforcement (positive) • When you get in your car, you put on your seatbelt because it quiets that annoying “ding ding” sound • Reinforcement (negative)

  42. Examples • Teacher takes a student’s cell phone away from her in class because she’s texting. • Punishment (positive) • An accused murderer is executed for his crimes. • Punishment (negative) • Eating an entire box of chocolates and feeling sick as a result • Punishment (positive) • You clean up your room so your mom will stop nagging you. • Reinforcement (negative)

  43. Turn and talk • In your notebook, answer the following question: In my life, __________________ reinforcement has worked best in my life. One way in particular that it has helped me to learn or change my behavior was when _____________ (example.) • When you are done, turn and talk to your neighbor, sharing your answers.

  44. Schedules of reinforcement • Continuous reinforcement • Reinforcement follows behavior EVERY time • Every time the pigeon taps the disk, food is dispensed • Learning happens VERY QUICKLY • However, once you stop the reinforcement, EXTINCTION occurs quickly • Not likely, virtually impossible to maintain continuous reinforcement

  45. Schedules of reinforcement • Partial reinforcement • Behavior reinforced SOMETIMES • Learning takes longer • Takes longer for extinction to occur • Do you love EVERY movie you see? But you keep going, don’t you? • Ever have a bad meal at your favorite restaurant? But you go back… • Learning takes longer—but lasts longer

  46. Interval schedules • If the amount of time (interval) between reinforcements of a behavior is greater than zero seconds, it is on an interval schedule. • Time between reinforcements • Fixed interval: every five minutes, reinforcement for behavior occurs (or whatever constant time) • Teacher gives a quiz every Friday, you will likely study every Thursday night (one-week fixed-interval schedule)

  47. Interval schedules • If the amount of time varies between reinforcements… • VARIABLE-INTERVAL SCHEDULE • Reinforcement at 10:00, then at 10:05, then at 10:07, then at 10:13, and so on • Pop-quizzes as opposed to quiz every Friday

  48. Ratio schedules • If desired response is reinforced EVERY time the response occurs, there is a one-to-one (1:1) ratio of response to reinforcement. • What if the response must occur five times before being reinforced? • 5:1 • Bruster’s Sweet Rewards • Fixed or variable? • With VARIABLE-Ratio schedule, reinforcement can come at any time—unpredictability maintains a HIGH RESPONSE RATE • gambling

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