Aguiar ap learning 2014 2015 copy

1: Classical Conditioning Part 1
• Learning Goals:
– Students should be able to answer the following:
1. What is classical conditioning, and how did Pavlov’s work influence behaviorism?
2. How does a neutral stimulus become a conditioned stimulus?
1
Rating Student Evidence
4.0
Expert
I can teach someone else about Palov’s influence
in the process of learning. In addition to 3.0 , I
can demonstrate applications and inferences
beyond what was taught
3.0
Proficient
I can analyze Palov’s influence in the process of
learning, and compare/contrast the Aspects of
the learning goal.
2.0
Developing
I can identify terms associated with Palov’s
influence in the process of learning, but need to
review this concept more.
1.0
Beginning
I don’t understand this concept and need help!

Relatively
permanent
change
in
behavior
due
to
experience
e a r n i n g
What does “relatively permanent”
mean? How does experience
change what we do?
LO 5.1

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ObserveInsightHelplessCognitiveModify
ReinforceOperantEmotionsClassicalLearning
What are some basic forms of learning?
We Learn by Association
This process is called conditioning
There are two forms of conditioning:
1. Classical (Involuntary Behaviors)
2. Operant (Voluntary Behaviors)
3
=

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How Do We Learn?
Classical Conditioning

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How Do We Learn?
Operant Conditioning

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Pavlov and Classical Conditioning
Ivan Pavlov
• 1849-1936
• Russian physiologist
• Discovered classical
conditioning
• Reflexes, stimuli &
responses
5.2 How was classical conditioning first studied and what are the important elements?

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Pavlov’ Study
7
Behaviorists dislike
Freudian Psychologists
because behaviorists
claim it is only through
observable responses
that we can describe and
change human behavior.

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Pavlov’ Study: Terminology
Neutral Stimulus (NS)- in classical conditioning, a stimulus that elicits no response
before conditioning.
Unconditioned stimulus (UCS) - a naturally occurring stimulus that leads to an
involuntary response.
Unconditioned means “unlearned” or “naturally occurring.”
Unconditioned response (UCR) - an involuntary response to a naturally occurring
or unconditioned stimulus.
Conditioned stimulus (CS) - stimulus that becomes able to produce a learned
reflex response by being paired with the original unconditioned stimulus.
A neutral stimulus can become a conditioned stimulus when paired with an
unconditioned stimulus.
Conditioned response (CR) - learned reflex response to a conditioned stimulus.
Sometimes called a conditioned reflex.

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Elements of Classical Conditioning
CONDITIONED
(learned)
UNCONDITIONED
(unlearned)
STIMULUS
RESPONSE
STIMULUS
RESPONSE

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PAVLOV’S STUDY
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Secondary or Higher Order
Conditioning:
Could pairing light with a bell
cause the dog to salivate to
the light alone? YES
Stage 1: Unconditioned learning)
Bell = No Response
Food = Drool
Stage 2 (Acquisition)
Bell + Food = Drool
Stage 3 (Conditioned learning)
Bell = Drool
•Bell- Neutral Stimulus (NS)
•Food- Unconditioned Stimulus (UCS)
•Drool (to the food)- Unconditioned
response (UCR)
•Bell- Conditioned Stimulus (CS)
•Drool (to the bell)- Conditioned Response
(CR)

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CLASSICAL CONDITIONING BASICS
• Classical Conditioning (involuntary responses)
• Acquisition
– The initial stage in classical conditioning in which an association
between a neutral stimulus and an unconditioned stimulus takes
place
– In this process the conditioned stimulus needs to come before the
unconditioned stimulus
– The time between the two stimuli should only be half a second
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Involuntary Behaviors
• Eye Blink
• Pupil Dilation
• Flinching
• Salivating
• Sweating
• Heart Rate/Breathing
• Immune System Response
• Dry mouth
• Reflexes
• Fears/Emotions
• Cravings
• Arousal
• Vomiting
• Autistic Tics/Jerks
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Section 1: Test Your Knowledge
A mouse will normally flinch after getting a mild shock.
During conditioning, a red light is present right before the
mild shock is given to the mouse. Soon, the mouse will
freeze/flinch when the red light is present alone.
NS=
UCS=
UR=
CS=
CR=
Would the following process also work to condition the mouse: The mild
shock is given to the mouse before the red light is present. Why or Why
Not?
13

Learning Goal:
1. What is classical conditioning, and how did Pavlov’s work influence
behaviorism?
2. How does a neutral stimulus become a conditioned stimulus?
14
4.0
Expert
I can teach someone else about Palov’s influence
in the process of learning. In addition to 3.0 , I
can demonstrate applications and inferences
beyond what was taught
3.0
Proficient
I can analyze Palov’s influence in the process of
learning, and compare/contrast the Aspects of
the learning goal.
2.0
Developing
I can identify terms associated with Palov’s
influence in the process of learning, but need to
1.0
Beginning

2: Classical Conditioning- Part II• Learning Goals:
1. In classical conditioning, what are the processes of acquisition, extinction,
spontaneous recovery, generalization and discrimination?
2. Do Cognitive processes and biological constraints affect classical conditioning?
15
4.0
Expert
I can teach someone else about the terminology associated with
classical conditioning and the biological constraints that affect the
process. In addition to 3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze the terminology associated with classical
conditioning and the biological constraints that affect the process,
and compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated with the terminology associated
with classical conditioning and the biological constraints that
affect the process, but need to review this concept more.
1.0
Beginning

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Higher Order Conditioning
• AKA- Second Order Conditioning: After a Conditioned
Stimulus (CS1) has been established, another
conditioned stimulus (CS2) can be added to induce the
Conditioned Response (CR).
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Example: Once the dog
has been conditioned to
drool to the sound of the
bell, the dog can be
conditioned again to
drool to the sight of a
ball using only the bell
and no food.

First-Order and Second-Order Conditioning
First Order Conditioning.
•Bell + meat = salivation.
•Bell = Salivation.
Second Order Conditioning
(After first order
conditioning has occurred)
•Light + Bell = Salivation.
•Light = Salivation.

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Classical Conditioning
• Extinction (Extinguished)
– A stoppage of the conditioned response
– May be learned or occur naturally
• Spontaneous Recovery
– After a resting period, sometimes the classically
conditioned behavior reappears. “Old feelings” come
back for no reason
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Extinction & Spontaneous Recovery
Acquisition
CS + US
Extinction
CS alone
TRIALS
Extinction
CS alone
Amount of
spontaneous
recovery
Amount of
spontaneous
recovery
REST TRIALS

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Generalization v. Discrimination
• Generalization
– The tendency to respond to
similar stimuli in a like manner
– Example: responding to a pit-
bull and a dachshund in the same
way
• Discrimination
– The learned ability to
distinguish between two stimuli
that are similar
– Example: responding differently
to a math and English test
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GENERALIZATION & DISCRIMINATION
CS during
conditioning
CS during
conditioning

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Generalization and Discrimination
Generalization
• Something is so similar
to the CS that you get
a CR.
Discrimination
• Something so different
to the CS so you do
not get a CR.

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What have been some practical
applications of classical conditioning?
• Basis of Little Albert Experiment
– Can help us understand anxiety disorders
and devise treatment
• Insight into drug abuse
– Stay away from places where they once
got high
• Influences immune system response
– People can be classically conditioned to
boost or lower their immune system
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Do cognitive processes and biological
constraints affect classical conditioning?
Cognitive Processes
•Robert Rescorla
– Sometimes called the
contingency model of classical
conditioning
– showed that animals will learn
better through classical conditioning
if the UCS reliably predicts the CS
– Point to remember: cognition also
plays a role in classical conditioning
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Rescorla extends
Pavlov’s theory
into the cognitive
world

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Garcia and Koelling Study
• Studied rats and how they
make associations.
• Some associations seem to
be adaptive.
CS UCS Learned
Response
Loud Noise Shock Fear
Loud Noise Radiation
(nausea)
Nothing
Sweet Water Shock Nothing
Sweet Water Radiation
(nausea)
Avoid Water

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Do cognitive processes and biological
constraints affect classical conditioning?
Biological Predispositions
•The Garcia Effect
– Sometimes referred to as Taste
Aversion
– Garcia showed that the duration
between the CS and the US may
be long (hours), but yet result in
conditioning.
– A biologically adaptive CS (taste)
led to conditioning and not to
others (light or sound).
– Used by ranchers in California to
prevent wolves from eating sheep
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John Garcia
showed how
some species
may have a
biological
tendency to be
conditioned if it
aids in survival

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• Little Baby Albert Study (1920)
– Conducted by John B. Watson (Behaviorist)
– Synopsis: Watson classically conditions a baby to fear a white rat.
– Unintended Finding: Little Albert learns to generalize his fear of
the white rat to other white, furry things (like Santa Claus beard,
rabbits, and stuffed animals)
27
More on The Little Albert Study

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Other Examples of Biological Predispositions
and Classical Conditioning
• We have been classically conditioned to see the
Color Red as sexual for biological reproduction
– When women are ovulating or flirting they
have more blood flow to their cheeks
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1. An individual’s fear of dogs that is lost as the individual is exposed to dogs in a
non-threatening situation is referred to by behaviorists as a fear that has been:
A. Satiated
B. Suppressed
C. Repressed
D. Extinguished
E. Punished
2. Watson conditioned “Little Albert” to fear white rats by banging a hammer on
steel bars as the child played with the white rat. Later it was discovered that
Albert feared not only white rats, but also white stuffed animals. Albert’s fear
can be attributed to:
A.The law of effect
B.Stimulus generalization
C.Stimulus discrimination
D.An overactive imagination
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Classical Conditioning Test Your Knowledge
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For each scenario, identify the following:
UCS:
UCR:
CS:
CR:
1. Sam is 3 years old. One night his parents build a roaring fire in the
family room fireplace. The fire spits out a large ember that his his arm
and hurts a great deal. A week later when Sam’s parents clean out the
fireplace, he starts crying and runs behind the couch.
2. Melanie is driving to work on a rainy highway when she notices that
the brake lights of all the cars just ahead of her have come on. She hits
her brakes but watches in horror as her car glides into a four-car pileup.
She is shaken up by the accident. A month later, she is driving in the
rain and tenses up every time she sees brake lights.

Learning Goal:
1. In classical conditioning, what are the processes of acquisition, extinction,
spontaneous recovery, generalization and discrimination?
2. Do Cognitive processes and biological constraints affect classical
conditioning?
31
4.0
Expert
I can teach someone else about the terminology associated with
classical conditioning and the biological constraints that affect the
process. In addition to 3.0 , I can demonstrate applications and
inferences beyond what was taught
3.0
Proficient
I can analyze the terminology associated with classical
conditioning and the biological constraints that affect the process,
and compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated with the terminology associated
with classical conditioning and the biological constraints that
affect the process, but need to review this concept more.
1.0
Beginning

3: Operant Conditioning- Part I
• Learning Goals:
1. What is operant conditioning, and how does it differ from classical conditioning?
2. How do different schedules of reinforcement affect behavior?
32
4.0
Expert
I can teach someone else about the process of operant conditioning
and how reinforcement effects behavior. In addition to 3.0 , I can
demonstrate applications and inferences beyond what was taught
3.0
Proficient
I can analyze operant conditioning and how reinforcement effects
behavior, and compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated with operant conditioning and how
reinforcement effects behavior, but need to review this concept
more.
1.0
Beginning

The Law of Effect
• Edward Thorndike (1912)
• Locked cats in a cage
• Behavior changes because of its
consequences.
• Rewards strengthen behavior.
• If consequences are unpleasant, the
Stimulus-Reward connection will
weaken.
• Called the whole process
instrumental learning.

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B. F. Skinner (1940s)
• Experimented with training pigeons in a Skinner Box
• Believes that any person can be controlled based on the
idea of behaviorism (leads him to write Walden II)
• Expands on Thorndike’s work to create Operant
Conditioning
– Behavior is based on external factors (rewards and
punishments)
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Operant Conditioning
The Learner is NOT passive.
Learning based on
consequence!!!

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Operant Conditioning Chamber (Skinner Box)
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Operant Conditioning Chamber (Skinner
Box)
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Shaping & Chaining
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Shaping
Rewarding behaviors as they get
closer and closer to the desired
goal through successive
approximations
Examples:
•Pigeons turning in circles
•Learning to putt in golf
•Learning to write your name
Chaining
Linking multiple complex
behaviors together through
shaping to achieve a final result
Examples:
•Having a chicken complete an
obstacle course
•Making a sandwich
•Teaching a dog to get a soda
from the fridge

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Ping Pong Pigeons

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Chaining…

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Reinforcers
• A reinforcer is anything that
INCREASES a behavior.
Positive Reinforcement:
• The addition of something
pleasant.
Negative Reinforcement:
• The removal of something
unpleasant.
• Two types of NR
• Escape Learning
• Avoidance Learning
(Getting kicked out of class versus
cutting class)

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Positive or Negative?
Putting your seatbelt on.
Studying for a test.
Having a headache and
taking an aspirin.
Faking sick to
avoid AP Psych
class.
Breaking out
of jail.
Getting a kiss
for doing the
dishes.

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Other Types of Reinforcement
• Primary Reinforcer
– Satisfies a biological need (food, warmth)
• Secondary Reinforcer
– Learned reinforcer (money, applause)
• Continuous Reinforcer
– Reinforcers behavior every time it occurs
– Leads to rapid acquisition and rapid extinction
• Partial Reinforcer
– Reinforcement occurs after some, but not all responses
– More resistant to extinction
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Reinforcement Schedules
How often to you give
the reinforcer?
• Every time or just
sometimes you see
the behavior.

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Ratio Schedules (set number)
Fixed Ratio
• Provides a
reinforcement after a
SET number of
responses.
Variable Ratio
• Provides a
reinforcement after a
RANDOM number of
responses.
• Very hard to get
acquisition but also
very resistant to
extinction.
Fixed Ration- She gets a manicure for every 5
pounds she loses.

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Interval Schedules (time)
Fixed Interval
• Requires a SET amount
of time to elapse
before giving the
reinforcement.
Variable Interval
• Requires a RANDOM
amount of time to
elapse before giving
the reinforcement.
• Very hard to get
acquisition but also
very resistant to
extinction.
Fixed Interval: She gets a
manicure for every 7 days she
stays on her diet.

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Schedules of Reinforcement
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Which are most resistant to extinction?

Token Economy
• Every time a desired
behavior is performed,
a token is given.
• They can trade tokens
in for a variety of
prizes (reinforcers)
• Used in homes, prisons,
mental institutions and
schools.

Premack Principle
• You have to take into
consideration the
reinforcers used.
• Is the reinforcer
wanted….or at least
is it more preferable
than the targeted
behavior.
Red Robin’s
Whiskey River
Veggie burger might
be a great positive
reinforcer for me,
but it would not
work well on a
carnivore.

Learning Goal:
1. What is operant conditioning, and how does it differ from classical
conditioning?
2. How do different schedules of reinforcement affect behavior?
50
4.0
Expert
I can teach someone else about the process of operant conditioning
and how reinforcement effects behavior. In addition to 3.0 , I can
demonstrate applications and inferences beyond what was taught
3.0
Proficient
I can analyze operant conditioning and how reinforcement effects
behavior, and compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated with operant conditioning and how
reinforcement effects behavior, but need to review this concept
more.
1.0
Beginning

4: Operant Conditioning- Part II
• Learning Goals:
1. How does punishment affect behavior?
51
4.0
Expert
I can teach someone else about how punishment
affects behavior. In addition to 3.0 , I can
demonstrate applications and inferences beyond
what was taught
3.0
Proficient
I can analyze how punishment affects behavior,
and compare/contrast the Aspects of the
learning goal.
2.0
Developing
I can identify terms associated with how
punishment affects behavior, but need to review
this concept more.
1.0
Beginning

Punishment
Meant to decrease a
behavior.
Positive Punishment
• Addition of something
unpleasant.
Negative Punishment
(Omission Training)
• Removal of something
pleasant.
Punishment works best
when it is immediately
done after behavior and
if it is harsh!

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Punishment
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Negative Reinforcement vs.
Punishment
• Negative Reinforcement
– Used to INCREASE a behavior in the future.
– Example: You fail your psychology test, so your parents nag you until
you study. Your parent’s goal: to get you to increase your
performance and study time.
• Punishment
– Used to DECREASE a behavior from reoccurring.
– Example: You do poorly on your psychology test, so your parents take
away your cell phone. Your parent’s goal: to stop you from doing
other things that distract you and lead to performing poorly on tests
in the future.
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Ask Yourself:
What is the ultimate goal of the
the conditioning- To Increase
or decrease the behavior?
Ask Yourself:
What is the ultimate goal of the
the conditioning- To Increase
or decrease the behavior?

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Effects of Punishment
• Results in unwanted fears
• Conveys no information to organism
• Cause a person to avoid situations or other
people
• Causes unwanted behavior to reappear in
absence of punisher
• Causes aggression towards the agent of
punishment
• Increases depression
• Lowers Self-esteem
• Teaches punishment through modeling
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Differences between Operant and Classical
Conditioning
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“Pavlovian” “Skinnerian”

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Keys to Operant Conditioning
• Provide immediate and clear feedback
• Reinforcers and punishers should be presented
as close in time to response as possible
• Reinforcement and punishment must be
consistent
• Biologically predisposed behaviors are more
easily reinforced than non-predisposed
behaviors.
• Feedback must follow subject’s behavior, not
precede it!
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Same Terminology as Classical
Conditioning
• Acquisition
• Extinction
• Spontaneous
Recovery
• Generalization
• Discrimination
If I wanted to
reinforce my son’s
dancing by giving him
lollipops when he
dances. Identify
the following….

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Reinforcement and Punishment
And Scheduling Practice
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Learning Goal:
How does punishment affect behavior?
60
4.0
Expert
I can teach someone else about how punishment
affects behavior. In addition to 3.0 , I can
demonstrate applications and inferences beyond
what was taught
3.0
Proficient
I can analyze how punishment affects behavior,
and compare/contrast the Aspects of the
learning goal.
2.0
Developing
I can identify terms associated with how
punishment affects behavior, but need to review
this concept more.
1.0
Beginning

5: Operant Conditioning- Part III (cognitive learning)
• Learning Goals:
1. Do cognitive processes and biological constraints affect operant conditioning?
61
4.0
Expert
I can teach someone else about how cognitive processes and
biological constraints affect operant conditioning. In addition to 3.0 ,
I can demonstrate applications and inferences beyond what was
taught
3.0
Proficient
I can analyze how cognitive processes and biological constraints
affect operant conditioning, and compare/contrast the Aspects of
the learning goal.
2.0
Developing
I can identify terms associated with how cognitive processes and
biological constraints affect operant conditioning, but need to
1.0
Beginning

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Cognition and Operant Conditioning
 Cognitive Map
 mental representation of the layout of
one’s environment
 Example: after exploring a maze, rats
act as if they have learned a cognitive
map of it
 Latent Learning
 learning that occurs, but is not
apparent until there is an incentive to
demonstrate it

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Latent Leaning
• Edward Toleman
• Three rat experiment.
• Latent means hidden.
• Sometimes learning is
not immediately
evident.
• Rats needed a reason
to display what they
have learned.

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Latent Learning & Cognitive Maps (E.C.
Toleman)
• Cognitive maps are based on latent learning, which becomes apparent
when an incentive is given (Tolman, 1930)
• Rats can learn by “sight-seeing” their maze
• Example: Learning the cognitive map of your car’s controls
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Biological Predispositions
• Animals will learn behaviors they are biological predisposed
to faster than behaviors that do not come naturally.
– Example: A dog will learn to fetch slippers faster than
they will learn to climb a tree.
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Piggy Bank Experiment and “Instinctual
drift”
Pigs can learn to push things with their
snouts easily, but it takes training to get
them to learn to pick things up (like wooden
coins) in their mouth and they will
eventually revert back to pushing with their
snouts.

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Insight Learning
• Wolfgang Kohler
and his
Chimpanzees.
• Some animals learn
through the “ah ha”
experience.

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Overjustification Effect
• Intrinsic Motivation: Motivated by internal drive (Doing
things because they interest you)
• Extrinsic Motivation: Motivated by outside forces (Doing
things to get a reward or avoid punishment)
• Overjustification Effect: If you are rewarded for something
you already enjoy doing, and then the reward is removed,
you will lose your intrinsic motivation.
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How do you develop
intrinsic motivation?
Reward behaviors will
“good job” or reward
behaviors like “best effort”
or “most improved”

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Practical Applications for Operant Conditioning:
Biofeedback
A system of
recording,
amplifying
and
providing
feedback
about subtle
physiologica
l changes.
Helps
alleviate
headaches,
hypertension
and anxiety
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Learning Goal:?
1. Do cognitive processes and biological constraints affect operant
conditioning?
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4.0
Expert
I can teach someone else about how cognitive processes and
biological constraints affect operant conditioning. In addition to 3.0 ,
I can demonstrate applications and inferences beyond what was
taught
3.0
Proficient
I can analyze how cognitive processes and biological constraints
affect operant conditioning, and compare/contrast the Aspects of
the learning goal.
2.0
Developing
I can identify terms associated with how cognitive processes and
biological constraints affect operant conditioning, but need to
1.0
Beginning

6: Learning by Observation
• Learning Goals:
1. What is observational learning, and how is it enabled by mirror neurons?
2. What is the impact of prosocial modeling and of antisocial modeling?
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4.0
Expert
I can teach someone else about how learning is enabled by
mirror neurons and the impact of prosocial and antisocial
modelIng on learning. addition to 3.0 , I can demonstrate
applications and inferences beyond what was taught
3.0
Proficient
I can analyze how learning is enabled by mirror neurons and the
impact of prosocial and antisocial modelIng on learning, and
compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated with how learning is enabled by
modelIng on learning, but need to review this concept more.
1.0
Beginning

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Learning Through Observation
• Observational Learning
• Learning by watching others
• Modeling
• The process of observing and
imitating a specific behavior
• Animals and humans can learn
through observation
• Mirror Neurons
• Located in frontal lobe next to
motor cortex
• “Monkey see - Monkey do”
• In humans, mirror neurons may
help with:
• Language
• Empathy
• Feelings/emotions
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Observational Learning
• Albert Bandura and
his BoBo Doll
• We learn through
modeling behavior
from others.
• Observational
learning + Operant
Conditioning = Social
Learning Theory

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Bandura’s Study
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How would you summarize the results of the Bobo doll study?

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Bandura’s Study
• QUESTION: Do you think watching violence
on TV increases violent behavior?
• Bobo Doll Study
• Experiments on modeling what is seen on
TV
• We are especially likely to imitate people
we see as familiar to us.
• Pro-Social Models
• People who exhibit nonviolent behaviors
and promote emotional understanding
• Works better when actions and words are
consistent
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Reel World to Real Word Violence
• More violence on TV is correlated with more
fights in school (Gentile, 2004)
• More aggressive acts are committed by those who
watch more violent TV (Eron et al, 1987)
• White South Africans were introduced to TV in
1975, since then the homicide rate has doubled
(Centerwall, 1989)
• People who view violence in TV and Video Games
tend to be more aggressive and less sympathetic.
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Review: Mini FRQ
Emma, a seven-year-old, is playing softball for the
first time. She is learning how to hit the ball with the
bat. Describe how the following terms contribute to
her hitting the ball.
•Extrinsic Motivation
•Shaping
•Observational Learning
•Frontal Lobe
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Review: Mini FRQ- Answers
• Extrinsic Motivation
• Rewards from outside source
• Pressure from parents or teammates
• Shaping
• Learning in stages
• First learns the grip, then the stance, then the position of the bat OR
first learns to hit off a tee, then a slow pitch, then a fast pitch
• Observational Learning
• Learns by watching others bat (mimics other’s behavior)
• Frontal Lobe
• Mirror neurons- neurons that allow her to immitate others body
position and movements
• Motor cortex will help her swing the bat by controlling body
movement.
77

Learning Goal:
1. What is observational learning, and how is it enabled by mirror neurons?
2. What is the impact of prosocial modeling and of antisocial modeling?
78
4.0
Expert
I can teach someone else about how learning is enabled by
modelIng on learning. addition to 3.0 , I can demonstrate
applications and inferences beyond what was taught
3.0
Proficient
I can analyze how learning is enabled by mirror neurons and the
impact of prosocial and antisocial modelIng on learning, and
compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated with how learning is enabled by
modelIng on learning, but need to review this concept more.
1.0
Beginning

Aguiar ap learning 2014 2015 copy

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