Learning :

1. Learning: Principles and Applications

2. Learning by Definition:A RELATIVELY PERMANENT CHANGE IN BEHAVIOR THAT RESULTS FROM EXPERIENCE 3 BASIC TYPES 1. CLASSICAL CONDITIONING 2. OPERANT CONDITIONING 3. MODELING

3. CLASSICAL CONDITIONING • DISCOVERED BY ACCIDENT BY IVAN PAVLOV HIS EXPERIMENT: 1. NEUTRAL STIMULUS – A STIMULUS THAT HAS (NS) NOTHING TO DO WITH THE DESIRED RESPONSE - HE RANG A TUNING FORK AND THEN GAVE THE DOG MEAT POWDER - DOG WOULD SALIVATE AT JUST THE SOUND OF THE TUNING FORK AFTER A FEW TRIES

4. 2. UNCONDITIONED STIMULUS – (UCS) - A STIMULUS THAT LEADS TO A CERTAIN RESPONSE (Without Previous Training) (Meat Powder) 3. UNCONDITIONED RESPONSE – (UCR) - OCCURS NATURALLY AND AUTOMATICALLY WHEN THE UCS IS PRESENTED (SALIVATION) (NO ONE NEEDS TO A TAUGHT TO SALIVATE WITH FOOD!!) 4. CONDITIONED STIMULUS – (CS) - AN ORDINARILY NS THAT, AFTER TRAINING OR “PAIRING”, LEADS TO A RESPONSE (TUNING FORK) 5. CONDITIONED RESPONSE – (CR) - A LEARNED RESPONSE TO A CS (SALIVATION)

5. 6. CLASSICAL CONDITIONING – - CONTROLLING AN ORGANISM’S RESPONSES SO THAT AN OLD RESPONSE GETS ATTACHED TO A NEW STIMULUS NS CS CR UCS UCR Sign seen on Pavlov’s Door Knock ! DON’T RING BELL !

6. GENERAL PRICIPLES OF C.C. 1. GENERALIZATION – WHEN AN ORGANISM RESPONDS TO A 2ND STIMULUS SIMILAR TO THE ORIGINAL CS EXAMPLE: A DOG SALIVATES AT THE SIGHT OF A AND THEN ALSO AT THE SIGHT OF AN 2. DISCRIMINATION - ABILITY TO RESPOND DIFFERENTLY TO SIMILAR BUT DIFFERENT STIMULI EXAMPLE: USE C.C. TO MAKE THE DOG ONLY SALIVATES AT THE SIGHT OF THE HOW??????

7. 3. EXTINCTION: WHEN A CONDITIONED RESPONSE GRADUALLY DIES OUT W/O REINFORCEMENT (CS + UCS) EXAMPLE: PAVLOV’S DOGS GRADUALLY STOPPED SALIVATING IN RESPONSE TO THE TURNING FORK AFTER HE STOPPED GIVING THE MEAT POWDER. (WATCH ) HOW ABOUT HUMANS? 1. BED WETTING – ALARM GOES OFF WHEN PAD GETS WET NS = FULL BLADDER UCS = ALARM UCR = WAKES UP CS = FULL BLADDER CR = WAKES UP B4 WETTING BED

8. 2. TASTE AVERSION • ASSOCIATED PHYSICAL ILLNESS WITH A FOOD, EVEN IF IT IS NOT RESPONSIBLE, RESULT IS “FEELING” SICK AT THE SIGHT OF THAT FOOD. (USUALLY ATTRIBUTED TO “NEW” FOODS)

9. OPERANT CONDITIONING WHAT THE HECK IS IT? –AN INDIVIDUAL’S RESPONSE IS FOLLOWED BY A REINFORCEMENT OR PUNISHMENT. I. O. W. - “LEARNING FROM THE CONSEQUENCES OF A BEHAVIOR” HOW IS IT DIFFERENT FROM C.C.? 1.) CONTROL IS IN THE LEARNER’S HANDS 2.) IT’S NOT JUST UCRs (REFLEXES) A. REINFORCEMENT – AN EVENT THAT INCREASES FUTURE PROBABILITY OF THE RESPONSE

10. 1. Schedules of Reinforcement • Fixed-Ratio Schedule = RELIES ON A SPECIFIC # OF RESPONSES • Variable-Ratio Schedule = RELIES ON AN AVERAGE OR RANDOM # OF RESPONSES • Fixed-Interval Schedule = COMES AFTER A PREDETERMINED TIME • Variable-Interval Schedule = VARIES DURING CONDITIONING OVERALL, VARIABLE REINFORCEMENT WORKS BEST, BUT ONLY IF THE REINFORCEMENT IS CONSISTENT!

11. Graphed Reinforcement Schedules

12. Another Perspective

13. 2. Signals - Signals are Essential for Learning – STIMULI BECOME SIGNALS FOR BEHAVIORS • Conditioning – “PAIRING” GIVES SIGNALS MEANING, OR THEY WOULD STAY NEUTRAL STIMULI

14. Aversion Control Defined – UNPLEASANT CONSEQUENSES USED TO INFLUENCE THE RESPONSE 2 TYPES: 1. NEGATIVE REINFORCEMENT – A PAINFUL OR UNPLEASANT STIMULUS IS REMOVED OR NOT APPLIED AT ALL IF A CERTAIN KIND OF BEHAVIOR OCCURS A. ESCAPE CONDITIONING– BEHAVIOR CAUSES UNPLEASANT EVENT TO STOP EX. – LIVER & ONIONS

15. B. AVOIDANCE CONDITIONING– BEHAVIOR PREVENTS UNPLEASANT EVENT FROM HAPPENING EX. – WHINING STOPS SERVING LIVER & ONIONS 2. PUNISHMENT– AN UNPLEASANT CONSEQUENCE OCCURS AND DECREASES THE FREQUENCY OF THE BEHAVIOR THAT PRODUCED IT PROBLEMS!!!! 1. RAGE, AGGRESSION, FEAR 2. AVOIDANCE 3. SUPPRESSES BEHAVIOR

16. WHAT CAN EFFECT LEARNING? • FEEDBACK – FINDING OUT THE RESULTS OF AN ACTION OR PERFORMANCE LEARNING FROM YOUR MISTAKES AND SUCCESSES • TRANSFER – A SKILL THAT YOU HAVE ALREADY LEARNED CAN HELP YOU LEARN A NEW SKILL CAN BE POSITIVE OR NEGATIVE HMM, WHAT ABOUT… PRACTICE????

17. PRACTICE We’re talking about Practice? THE REPETITION OF A TASK. – HELPS BIND RESPONSES TOGETHER • USUALLY BETTER TO SPACE OUT PRACTICE,RATHER THAN DO IT ALL AT ONCE • “OH MY! Does this mean that craming is BAD and studying over time is GOOD?” DOES PRACTICE MAKE PERFECT? NO!!!!! PERFECT PRACTICE MAKES PERFECT!!!!! I THINK SAM NEEDS MORE PRACTICE.

18. BARRIERS TO LEARNING • LEARNED HELPLESSNESS – IF PAIN COMES NO MATTER HOW HARD ONE TRIES, AN ORGANISM GIVES UP EX. – SOUND CONTROL & ELEPHANT TRAINING TYPES OF HELPLESSNESS - INTERNALITY- FOCUS ON THE LEARNER - STABILITY – A PERMANENT FEATURE “I STINK AT MATH” - GLOBALITY – COMPLETE FAILURE “I’M JUST DUMB”

19. LEARNED LAZINESS – IF REWARDS COME WITHOUT EFFORT A ORGANISM NEVER LEARNS TO WORK EX. ATHLETE WHO IS VERY TALENTED NATURALLY OR SOMEONE WITH A NATURALLY HI I.Q. BILLY OWENS: FORMER SU STAR NBA BUST THOMAS EDISON = THE ANTI-LEARNED LAZINESS PERSON, ALSO THE POSTER CHILD FOR ADD SUCCESS!

20. How do we learn complicated skills? 2 Ways: Shaping or Response Chains • Shaping – A PROCESS IN WHICH REINFORCEMENT IS USED TO SCULPT NEW RESPONSES FROM OLD - “TRAINER” MUST BE OBSERVANT - EACH SUCCESSIVE BEHAVIOR IS REWARDED - REWARDS GIVEN AT EACH “STAGE”, BUT ONLY AFTER EACH NEW STAGE IS LEARNED. Ex. TEACHING A RAT TO PRESS A LEVER • Shaping the lever press response

21. Response Chains – RESPONSES THAT FOLLOW ONE ANOTHER IN A SQUENCE. - EACH RESPONSE BECOMES THE SIGNAL FOR THE NEXT ONE EX. – Hammering a nail into a board • Response Patterns – INDIVIDUAL RESPONSE CHAINS WORKING TOGETHER TO PERFORM A COMPLETE ACTION. EX. – Building a Bookshelf or Swimming

22. MODELING • LEARNING THROUGH OBSERVATION • FORMAL OR INFORMAL • BEHAVIOR MUST BE “SEEN” 3 TYPES: 1. SIMPLE MODELING – BEHAVIOR OF OTHERS CHANCES YOU’LL DO IT. 2. OBSERVATIONAL LEARNING – SIMPLE IMITATION 3. DISINHIBITION – YOU SEE SOMEONE ELSE DO SOMETHING THAT IS THREATENING WITHOUT BEING PUNISHED, CHANCES YOU’LL DO IT

23. A QUICK REVIEW