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Learning

Classical Conditioning, Operant Conditioning, and Observational Learning. Learning. Intro Into learning. Humans are not born with a genetic layout for life Learning gives us flexibility Adaptability- Nature’s Greatest Gift. Intro Into learning. If it can be learned then it is teachable

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Learning

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  1. Classical Conditioning, Operant Conditioning, and Observational Learning Learning

  2. Intro Into learning

  3. Humans are not born with a genetic layout for life • Learning gives us flexibility • Adaptability- Nature’s Greatest Gift Intro Into learning

  4. If it can be learned then it is teachable • Change learned patterns through new learning Intro Into learning

  5. Learning: a relatively permanent change in an organism’s behavior due to experience • Three types of learning • Classical Conditioning • Operant Conditioning • Observational/Social Learning Intro Into learning

  6. How do we learn? • Aristotle: We learn by association • Learned associations feed habitual behaviors • Repeating behaviors in a certain context lead those behaviors to be associated with the contexts Intro Into learning

  7. Associate Learning: learning that certain events occur together. The events may be two stimuli or a response and its consequence Intro Into learning

  8. Conditioning is the process of learning associations • Classical conditioning: 2 stimuli and we can anticipate events • Operant conditioning: learn to associate a response and its consequences Intro Into learning

  9. Kobe Cow Intro Into learning

  10. Conditioning is not the only type of learning • Observational Learning- learn from others experience Intro Into learning

  11. Classical Conditioning • Classical condition is learning by association • it is sometimes called “reflexive learning” • it is sometimes called respondent conditioning • The Russian physiologist, Ivan Pavlov, and his dogs circa 1905 • discovered classical conditioning by serendipity • received the Nobel Prize in science for discovery

  12. Pavlov’s Experiment

  13. Analysis of Pavlov’s Study

  14. Classical Conditioning • Association: the KEY element in classical conditioning • Pavlov considered classical conditioning to be a form of learning through association, in time, of a neutral stimulus and a stimulus that incites a response. • Any stimulus can be paired with another to make an association if it is done in the correct way (following the classical conditioning paradigm)

  15. Classical Conditioning • Terminology of Classical Conditioning • Unconditioned Stimulus (UCS): any stimulus that will always and naturally ELICIT a response • Unconditioned Response (UCR): any response that always and naturally occurs at the presentation of the UCS • Neutral Stimulus (NS): any stimulus that does not naturally elicit a response associated with the UCR

  16. Classical Conditioning • Terminology of Classical Conditioning (continued) • Conditioned Stimulus (CS): any stimulus that will, after association with an UCS, cause a conditioned response (CR) when present to a subject by itself • Conditioned Response (CR): any response that occurs upon the presentation of the CS

  17. Classical Conditioning • Certain stimuli can elicit a reflexive response • Air puff produces an eye-blink • Smelling a grilled steak can produce salivation • The reflexive stimulus (UCS) and response (UCR) are unconditioned • The neutral stimulus is referred to as the conditioned stimulus (CS) • In classical conditioning, the CS is repeatedly paired with the reflexive stimulus (UCS) • Conditioning is best when the CS precedes the UCS • Eventually the CS will produce a response (CR) similar to that produced by the UCS

  18. Classical Conditioning • The Classical Conditioning “paradigm” • “paradigm” is a scientific word similar to using the word “recipe” in a kitchen, I.e., this is how you do it • UCS--------------------->UCR • NS------------->UCS--------------------->UCR • CS------------------------------------------>CR • That’s all there is to it

  19. Classical Conditioning Unconditioned Stimulus Unconditioned Response

  20. Classical Conditioning Unconditioned Stimulus Unconditioned Response Neutral Stimulus

  21. Classical Conditioning Unconditioned Stimulus Unconditioned Response Neutral Stimulus

  22. Classical Conditioning Conditioned Response Conditioned Stimulus

  23. Importance of Classical Conditioning • Classical conditioning is involved in many of our behaviors • wherever stimuli are paired together over time we come to react to one of them as if the other were present • a particular song is played and you immediately think of a particular romantic partner • a particular cologne is smelled and you immediately think of a romantic partner

  24. Classical Conditioning • Pepper and Smoking • Treatment for phobias and aversions • Relief for Insomniacs • Cancer and Chemotherapy • Acne and the folks

  25. Classical Conditioning • Some pointers on effective conditioning • NS and UCS pairings must not be more than about 1/2 second apart for best results • Repeated NS/UCS pairings are called “training trials” • Presentations of CS without UCS pairings are called “extinction trials” • Intensity of UCS effects how many training trials are necessary for conditioning to occur

  26. Other Terms Generalization – Learning on stimulus A changes behavior regarding stimulus B Discrimination – Learning on stimulus A doesn’t change behavior regarding stimulus B Extinction – Loss of learned behavior after training stops Spontaneous Recovery – Exhibiting learned behavior after extinction has occurred.

  27. B.F. Skinner and Edward Thorndike Operant conditioning

  28. Different from classical conditioning • Classical conditioning is respondent behavior • Behavior that occurs as an automatic response to some stimuli Operant conditioning

  29. Operant conditioning: a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher Operant conditioning

  30. Operant behavior: behavior that operates on the environment, producing consequences • We can distinguish by asking if the organism learns association between events it does not control or is it learning associations between its behavior and resulting events? Operant conditioning

  31. Operant conditioning works on the law of effect: • Principle that behaviors followed by favorable consequences become more likely and that behaviors followed by un favorable consequences become less likely Operant conditioning

  32. Skinner developed the Skinner box, or the operant chamber Operant conditioning

  33. Shaping: an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior Operant conditioning

  34. Reinforcers: • Any event that strengthens behavior it follows Operant conditioning

  35. Types: • Positive Reinforcement • Negative Reinforcement Operant conditioning

  36. Positive Reinforcement • Increasing behaviors by presenting a positive stimuli, such as food. This should strengthen the response Operant conditioning

  37. Negative Reinforcement • Increasing behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response • THIS IS NOT PUNISHMENT!!!!!!!!!!!!! • Ex. Pushing your soonze button or taking an aspirin Operant conditioning

  38. Types of reinforcers • Primary: meets some biological need • Conditioned: gains reinforcing power through its association with a primary reinforcer (secondary) • Ex. Light in the Skinner box Operant conditioning

  39. Punishment • An event that decreases the behavior it follows Operant conditioning

  40. Positive Punishment: Physical Punishment • Ex. Spanking • Negative Punishment: Removal of a pleasant stimulus • Ex. Grounding, taking away phone, etc. Types of Punishment

  41. Notes on physical punishment (Gershoff and Marshall, 2002) • Punished behavior is suppressed, not forgotten • 9/10 parents of 3-4 year olds spank • Punishment teaches discrimination • Punishment can teach fear • Physical punishment could model aggression as way to cope with problems Operant conditioning

  42. The question with operant conditioning is: how often should one reinforce a behavior? Operant conditioning: schedule of reinforcement

  43. Two schedules of reinforcement: • Continuous Reinforcement • Partial Reinforcement Operant conditioning: schedule of reinforcement

  44. Continuous Reinforcement: • Reinforcing the desired response every time it occurs • Examples of continuous reinforcement: • Also the way to reinforce when potty training Operant conditioning: schedule of reinforcement

  45. Continuous Reinforcement: • Extinction happens quickly once reinforcement is stopped Operant conditioning: schedule of reinforcement

  46. Partial (intermittent) reinforcement: • Reinforcing a response only part of the time • Results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement Operant conditioning: schedule of reinforcement

  47. Types of partial reinforcement • Fixed-ration schedules • Variable-ratio schedules • Fixed-interval schedules • Variable-interval schedules Operant conditioning: schedule of reinforcement

  48. Fixed Ratio Schedules: reinforcement schedule that reinforces a response only after a specified number of responses • Example: for every ten cups of coffee you purchase, the 11th is free Operant conditioning: schedule of reinforcement Free!!!

  49. Variable Ratio Schedules: a reinforcement schedule that reinforces a response only after a random number of behaviors have occurred • Example: Operant conditioning: schedule of reinforcement

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