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Learning and Language Development Chapter Six - Pearson R. M. Tolles. Psychology. Module 14: Explain the principles of classical conditioning, and describe some of its applications. Classical Conditioning Stimulus – something that produces a reaction or a response
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Learning and Language Development Chapter Six - Pearson R. M. Tolles Psychology
Module 14: Explain the principles of classical conditioning, and describe some of its applications. Classical Conditioning Stimulus – something that produces a reaction or a response Response – answer to stimulus Conditioning – pairing of different stimuli creating learning Classical Conditioning – simple form of learning in which one stimulus comes to call forth the response usually called forth by another stimulus Association? - two stimulus are linked together
Ivan Pavlov Learn to associate one thing with another when food is involved What did he set out to do? - set out to learn about the digestive system
US, UR, CR, and CS Unconditional Stimulus – stimulus that causes an automatic response that is not learned. Unconditioned Response – automatic response Conditioned Response – a learned response to a stimulus that was previously neutral, or meaningless Conditioned Stimulus – a learning stimulus
Adapting to the Environment Classical Conditioning allows organisms to adapt to the environment Taste Aversions – learned avoidance of a particular food (helps to avoid damage) Extinction – when the conditioned stimulus, result; the CS no longer caused the CR to occur Spontaneous Recovery – recovering an extinct response
Generalizations and Discrimination Generalizations – act of responding in the same ways to stimuli that seem to be similar to each other Discrimination – act of responding differently to stimuli that are not similar to each other Application of Classical Conditioning Flooding: exposing until the stimulus is extinct Systematic Desensitization – coping strategies Counter conditioning: pair good with bad
Module 15: Explain the principles of operant conditioning, and describe some of its application Operant Conditioning People and animals learn to do things and not to do things because of the results Reinforcement – process by which a stimulus increases the chances that the behaviour will repeat.
Types of Reinforcement Primary – basic needs; such as water, food Secondary – learned, associated with established reinforcer's; money Positive and Negative Reinforcer's Positive – increase frequency of behavior Negative – decrease frequency of behavior Rewards (+) and Punishments (-)
Schedule of Reinforcement Schedule of Reinforcements – when and how often reinforcement occurs Continuous R – every time the behavior occurs Partial R – not ever time the behavior occurs Interval S – amount of time in-between the behavior and reinforcement Ratio S – number of times of R must be given to get the response 1:1, 2:1
Extinction and Application Extinction – occurs as a result of repeated performance of the response without reinforcement Applications Shaping – a way of teaching complex behaviors in which one first reinforces small steps in the right direction. Programmed Learning – (Skinner) learning can be broken down into steps and thus learned no matter how complex Behavior – rewards and punishment
Discuss the cognitive factors in learning and observational learning. Cognitive Factors in Learning Learning by watching and listening to others. Thinking and having a purpose, not a mechanical process Latent Learning – learning that remains hidden until it is needed. Observation Learning – acquiring knowledge by seeing or viewing and then imitating
Albert Bandura • Observational Learning exists • Learning from the media • Emotions from TV - learning?
B.F. Skinner and Operant Conditioning Classical conditioning involves an automatic response to a stimulus Operant conditioning involves learning how to control one’s response to elicit a reward or avoid a punishment
The “Skinner Box”: Skinner’s Hypothesis, Methodology, and Results Rats placed in “Skinner boxes” Shaped to get closer and closer to the bar in order to receive food Eventually required to press the bar to receive food Food is a reinforcer
Operant Conditioning Operant conditioning is the use of consequences to modify the occurrence and form of behavior. Operant conditioning is distinguished from classical conditioning (also called respondent conditioning, or Pavlovian conditioning) in that operant conditioning deals with the modification of "voluntary behavior" or operant behaviour. Operant behaviour "operates" on the environment and is maintained by its consequences, while classical conditioning deals with the conditioning of respondent behaviours which are elicited by antecedent conditions. Behaviours conditioned via a classical conditioning procedure are not maintained by consequences.[1]
Module 16 and 17: Language DevelopmentExplaining Language Development Chomsky: Inborn Universal Grammar Language acquisition device Universal grammar Genetic Factors: Ancestral history prepares us for language, fear , etc…
Ethical Issues – “GENIE” Language Threshold Theory? • Is it right to experiment on people? • What limits should there be?
Language StructureGrammar Grammar Semantics Syntax
Identify the basis elements of language and summaries the stages of language development Language Communication of ideas through symbols that are arranged according to rules of grammar Basic Elements of Language Phonemes – basic sounds of language Morpheme – units of meaning in a language Syntax - the way in which words are arranged to make phrases and sentences Semantics – study of meaning, and the different levels of meaning in each sentence
How do we learn Language? Genetic Influences – natural or inborn tendencies to acquire language - Language Acquisition Device – different term for heredity’s influence and its definition - Environmental Influence – environment influence in learning language - Language Threshold Theory Bilingualism – being able to speak two or more languages
Language StructurePhonemes Phoneme English about 40 phonemes Learning another language’s phonemes
Language StructureMorphemes Morpheme Includes prefixes and suffixes
Language DevelopmentWhen Do We Learn Language? Receptive language Productive language Babbling stage One-word stage Two-word stage Telegraphic speech
Stages of Language Development Crying Cooing Babbling Words Development of Grammar Complex structure
Gardner and Gardner: Methodology • Began to train Washoe at the age of 11 months • Training continued for 51 months • Washoe was treated like a deaf human child: lots of toys, routines, plenty of attention • Washoe learned 151 signs during this period
Gardner and Gardner: Results • Washoe learned by: • Having the Gardner’s placing her hands into the correct sign • Observation and imitation • Washoe was able to use her language skills to express emotions Washoe learned to sign “toothbrush”: move the index finger horizontally back and forth across the mouth to simulate brushing
Gardner and Gardner: Results • Washoe eventually learned nearly 250 signs • Gardner’s hypothesis supported
Subsequent Studies on Apes • Koko the gorilla learned 1000 signs and 2000 spoken English words • Chimpanzees can communicate with each other in sign language • Chimpanzees can teach signs to each other
Implications of Ape Language Studies for Humans • We all communicate through gestures as well as words • This may be the way human language originated • May explain why deaf people learn sign language readily
Language DevelopmentExplaining Language Development Skinner: Operant Learning Learning principles Association Imitation Reinforcement
Language DevelopmentExplaining Language Development Statistical Learning and Critical Periods Statistical learning Critical (sensitive) period
Language Influences Thinking Whorf’s linguistic determinism Bilingual advantage
