This document discusses classical and operant conditioning principles. It covers Pavlov's experiments demonstrating classical conditioning and key concepts like acquisition and extinction. It also covers Skinner and Thorndike's work on operant conditioning, defining reinforcement types and
This document discusses operant conditioning and how it influences learning and behavior. It defines operant conditioning as a method of learning through reinforcement and punishment. Behaviors are strengthened when followed by positive reinforcement or escape from negative reinforcement, and weakened when followed by punishment. The document uses B.F. Skinner's experiments with rats in a Skinner Box as a classic example of how operant conditioning shapes behavior through variable schedules of reinforcement and punishment.
Pavlov and Watson contributed to our understanding of classical conditioning through Pavlov's experiments with dogs and Watson's experiments with humans. The document outlines the classical conditioning procedure which involves pairing a neutral stimulus with an unconditioned stimulus until the neutral stimulus elicits a conditioned response on its own. It provides examples of Pavlov's dogs and experiments conducted on Carly and Dwight to demonstrate the classical conditioning process.
Classical conditioning and operant conditioning are two types of learning. Classical conditioning involves learning through associations between stimuli, where a neutral stimulus becomes associated with an unconditioned stimulus and elicits the same response. Operant conditioning involves learning through consequences, where behaviors followed by reinforcement increase in frequency and behaviors followed by punishment decrease. Both types of learning shape behavior through repeated experiences and associations.
This document provides biographical information about John Broadus Watson, the founder of behaviorism. It summarizes that Watson grew up poor in South Carolina and received his master's degree from Furman University at age 21. In 1913, he published his behaviorist manifesto arguing that psychology should focus only on observable behaviors. He is best known for his "Little Albert" experiment in 1920 which demonstrated classical conditioning by conditioning an infant to fear a white rat. The document provides context on behaviorism and influences on Watson's work such as Ivan Pavlov.
B.F. Skinner argued that most behavior is learned through operant conditioning, where organisms learn responses that are reinforced with rewards or avoidance of punishment. All behavior is determined by prior causes and the environment, without free will. The only way to change behavior is to design environments that reinforce desired responses and not undesired ones. Even complex behaviors consist of sequences of specific responses learned through operant conditioning. Psychotherapy should be based on behaviorist principles rather than inner processes.
Lecture 8: Stress and coping - Dr.Reem AlSabahAHS_student
The document discusses stress, including definitions, theories of stress, physiological and psychological responses to stress, and strategies for coping with stress. It defines stress as involving environmental stimuli or demands that disrupt homeostasis and require compensation to reduce harm. Several theories are described, including the fight-or-flight response and general adaptation syndrome. Stress can lead to anxiety, anger, depression, or cognitive impairment. Coping strategies include problem-focused or emotion-focused approaches. Behavioral techniques like relaxation training, meditation, and exercise can help manage stress.
learning and Behavioral Approaches to LearningFarhan Laghari
Learning can be defined as a relatively permanent change in behavior, knowledge, or thinking skills that results from experience. There are two main behavioral approaches to learning: classical and operant conditioning.
Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. For example, in Pavlov's experiment with dogs, a bell (neutral stimulus) was associated with food (unconditioned stimulus) and came to elicit salivation (conditioned response). Operant conditioning involves reinforcing or punishing behaviors to increase or decrease their likelihood of occurring again. For instance, a teacher praising a student for asking good questions (positive reinforcement) makes that behavior more likely.
This document discusses operant conditioning and how it influences learning and behavior. It defines operant conditioning as a method of learning through reinforcement and punishment. Behaviors are strengthened when followed by positive reinforcement or escape from negative reinforcement, and weakened when followed by punishment. The document uses B.F. Skinner's experiments with rats in a Skinner Box as a classic example of how operant conditioning shapes behavior through variable schedules of reinforcement and punishment.
Pavlov and Watson contributed to our understanding of classical conditioning through Pavlov's experiments with dogs and Watson's experiments with humans. The document outlines the classical conditioning procedure which involves pairing a neutral stimulus with an unconditioned stimulus until the neutral stimulus elicits a conditioned response on its own. It provides examples of Pavlov's dogs and experiments conducted on Carly and Dwight to demonstrate the classical conditioning process.
Classical conditioning and operant conditioning are two types of learning. Classical conditioning involves learning through associations between stimuli, where a neutral stimulus becomes associated with an unconditioned stimulus and elicits the same response. Operant conditioning involves learning through consequences, where behaviors followed by reinforcement increase in frequency and behaviors followed by punishment decrease. Both types of learning shape behavior through repeated experiences and associations.
This document provides biographical information about John Broadus Watson, the founder of behaviorism. It summarizes that Watson grew up poor in South Carolina and received his master's degree from Furman University at age 21. In 1913, he published his behaviorist manifesto arguing that psychology should focus only on observable behaviors. He is best known for his "Little Albert" experiment in 1920 which demonstrated classical conditioning by conditioning an infant to fear a white rat. The document provides context on behaviorism and influences on Watson's work such as Ivan Pavlov.
B.F. Skinner argued that most behavior is learned through operant conditioning, where organisms learn responses that are reinforced with rewards or avoidance of punishment. All behavior is determined by prior causes and the environment, without free will. The only way to change behavior is to design environments that reinforce desired responses and not undesired ones. Even complex behaviors consist of sequences of specific responses learned through operant conditioning. Psychotherapy should be based on behaviorist principles rather than inner processes.
Lecture 8: Stress and coping - Dr.Reem AlSabahAHS_student
The document discusses stress, including definitions, theories of stress, physiological and psychological responses to stress, and strategies for coping with stress. It defines stress as involving environmental stimuli or demands that disrupt homeostasis and require compensation to reduce harm. Several theories are described, including the fight-or-flight response and general adaptation syndrome. Stress can lead to anxiety, anger, depression, or cognitive impairment. Coping strategies include problem-focused or emotion-focused approaches. Behavioral techniques like relaxation training, meditation, and exercise can help manage stress.
learning and Behavioral Approaches to LearningFarhan Laghari
Learning can be defined as a relatively permanent change in behavior, knowledge, or thinking skills that results from experience. There are two main behavioral approaches to learning: classical and operant conditioning.
Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. For example, in Pavlov's experiment with dogs, a bell (neutral stimulus) was associated with food (unconditioned stimulus) and came to elicit salivation (conditioned response). Operant conditioning involves reinforcing or punishing behaviors to increase or decrease their likelihood of occurring again. For instance, a teacher praising a student for asking good questions (positive reinforcement) makes that behavior more likely.
This document discusses behaviorism, a learning theory that focuses on observable behaviors and discounts internal mental processes. It describes two types of conditioning: classical conditioning described by Ivan Pavlov which involves involuntary reflex responses, and operant conditioning described by B.F. Skinner which involves reinforcing or punishing voluntary behaviors. While behaviorism provides practical techniques for shaping behavior, it is limited in not accounting for all types of learning and internal cognitive processes.
This document provides an overview of the foundations and early influences that shaped the development of psychology. It discusses key figures like Wundt, James, Freud, and Skinner who established schools of thought in structuralism, functionalism, psychoanalysis, and behaviorism. The document also outlines the major perspectives that currently characterize the field, including psychodynamic, behavioral, cognitive, humanistic, biological, evolutionary, sociocultural, and biopsychosocial approaches. Each perspective focuses on different aspects of behavior and mental processes, from unconscious desires to learning and environment to biology and culture.
This document discusses the theory of behaviorism. It explains that behaviorism focuses on how environmental stimuli shape observable behaviors through conditioning principles without regard to mental processes. The two types of conditioning are operant conditioning, where behaviors are reinforced or punished, and classical conditioning, where a reflex response becomes associated with a neutral stimulus. Key figures who contributed to behaviorism include Ivan Pavlov, John B. Watson, B.F. Skinner, and Albert Bandura. The document also provides examples of how teachers can apply behaviorism in their classrooms through reinforcement and punishment.
Learnind theory and its implications in psychiatryNayab Anjum
learning theory consists of classical conditioning theories, operant conditioning ,cognitive conditioning, and these theories gives background for cognitive behavior therapies. Also new concept of mirror neurons are described which gives wide views on autism spectrum disorders, empathy and emotions.
It covers a lot of aspects of psychology like what is learning, definition of learning classical conditioning, operant conditioning, Ivon Pavlov experiment on dogs and a lot of other aspects.
Lorenz conducted a study on goslings to test the hypothesis that they will imprint on and follow the first moving object they see. He found that goslings followed either him or their mother, depending on who they saw first, providing early evidence that animals form attachments to caregivers during a critical period. This research influenced later theories of attachment in humans but had limitations as it only studied one species and conclusions about permanence of imprinting were later disproven.
Chapter 11 motivation in learning & teachingbigmanbc
This document discusses motivation and self-determination. It describes intrinsic motivation, which comes from internal rewards, and extrinsic motivation, which comes from external rewards or punishments. Maslow's hierarchy of needs is also summarized, which positions basic needs like safety and belonging below higher-level needs like self-actualization and intellectual achievement. The document advocates supporting students' autonomy and sense of control to enhance intrinsic motivation and engagement in learning.
The behaviorism learning theory proposes that learning is based on conditioning responses to external stimuli without internal mental states. Major contributors included Ivan Pavlov who developed classical conditioning by conditioning a dog's salivation response, and B.F. Skinner who used operant conditioning to shape animal behavior through reinforcement or punishment. Behaviorism can be applied in classrooms by rewarding positive behaviors and eliminating negative ones, and in educational software through visual and audio cues that positively reinforce correct answers and negatively reinforce incorrect ones.
The document discusses the theory of behaviourism and some of its key proponents. Behaviourism argues that behaviour is the only objective thing that can be studied, not internal mental states. Some of the theorists discussed include Ivan Pavlov, Edward Thorndike, John B. Watson, and B.F. Skinner. Their work involved classical conditioning experiments with animals and humans to understand learning through stimulus-response associations and reinforcement.
B.F. Skinner performed stimulus-response experiments with pigeons where he taught them behaviors through operant conditioning by rewarding them when they performed the desired action. Operant conditioning is a form of learning where behaviors are shaped through reinforcement of stimulus-response patterns. Skinner argued that both positive rewards and negative responses should be used to encourage desired behaviors and discourage undesired ones. His work formed the basis for behavior modification techniques and influenced how many teachers apply principles of reinforcement and punishment in educational settings.
This document discusses the theory of behaviorism in education. It describes the key proponents of behaviorism including Ivan Pavlov, Edward Thorndike, John Watson, and B.F. Skinner. Pavlov studied classical conditioning through his experiments with dogs. Thorndike proposed the law of effect and connectionism, believing learning occurs through stimulus-response associations that are strengthened by rewards. Watson conducted experiments on conditioning emotional responses. Skinner expanded on operant conditioning, believing that learning is based on changes in behavior from responses to environmental stimuli and reinforcement. The document provides examples of reinforcement and non-reinforcement in behaviorism theory.
Defeating the Bystander Effect - How to Act as a Good Samaritan During Emerge...GAURAV. H .TANDON
The document discusses the bystander effect phenomenon where individuals are less likely to help a victim when other people are present. It provides explanations for the effect, including diffusion of responsibility among witnesses and looking to others to determine the appropriate response. The document also presents examples of the bystander effect, such as the Kitty Genovese murder case. It defines what constitutes a Good Samaritan and discusses the importance of Good Samaritan laws in providing legal protections for people who render emergency assistance.
This document provides an overview of learning theories and concepts, including:
1. Classical conditioning theories proposed by Pavlov involving reflexes in dogs. Operant conditioning theories from Thorndike, Skinner involving reward and punishment shaping behavior.
2. Key concepts in classical conditioning include stimulus generalization, extinction, spontaneous recovery. Operant conditioning concepts include reinforcement schedules, shaping, chaining, and Premack's principle.
3. Social learning theory from Bandura proposed observational learning through attention, retention, reproduction, and motivation from the environment.
Theory of Operant Conditioning - B F SkinnerSuresh Babu
Operant conditioning is a theory of learning developed by B.F. Skinner that states organisms learn by reinforcing behaviors that lead to desirable outcomes or avoiding undesirable ones. Skinner conducted experiments using rat cages and levers to show rats learned to press levers more frequently when rewarded with food. He distinguished between elicited responses controlled by stimuli and emitted operant behaviors that are reinforced. Operant conditioning involves reinforcing desired behaviors through positive or negative reinforcement to increase their frequency.
The document discusses two types of learning: classical conditioning and operant conditioning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a response, as in Pavlov's dog experiment. Operant conditioning is learning through reinforcement or punishment of behaviors. Reinforcers increase behaviors and punishments decrease them. Examples are given of positive and negative reinforcement and punishment in operant conditioning.
This document provides an overview of classical conditioning. It begins with an introduction that describes Ivan Pavlov's famous experiments with dogs where he conditioned them to salivate in response to a stimulus other than food. The terminology section defines key terms like unconditioned stimulus, conditioned stimulus, and conditioned response. The experiment section then describes Pavlov's specific experiment where he conditioned dogs to salivate when they heard a bell, due to pairing the bell with food. It also includes a diagram illustrating the stages of classical conditioning - before, during, and after - and how a neutral stimulus can become a conditioned stimulus. Finally, it discusses applications of classical conditioning theory including language learning and the treatment of phobias.
Learning is a mental action: When information enters the brain, is manipulated, stored and used it when it’s needed. Cognitivism is a learning theory that defines learning as a semi-permanent change in mental process associations. Learning takes place through observation and sensorial experiences.
Mental activity is the primary focus or learning. Learning occurs when connections are made between old and new information in meaningful interactions. Learning is measured by how one thinks, not how one behaves. Prior knowledge plays and important role in the learning process.
Classical conditioning involves involuntary behaviors learned through association. Pavlov's work with dogs demonstrated that a neutral stimulus could become a conditioned stimulus through repeated pairing with an unconditioned stimulus that elicits an innate response. Key terms in classical conditioning include unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. Cognitive processes and biological constraints can influence classical conditioning. Processes like acquisition, extinction, spontaneous recovery, generalization, and discrimination further describe classical conditioning.
The document discusses motivation and different theories of what motivates human behavior from an psychological perspective. It covers instinct theory, drive-reduction theory, incentive theory, arousal theory, and Maslow's hierarchy of needs theory. It examines how each theory views motivated behavior and provides examples.
This document discusses behaviorism, a learning theory that focuses on observable behaviors and discounts internal mental processes. It describes two types of conditioning: classical conditioning described by Ivan Pavlov which involves involuntary reflex responses, and operant conditioning described by B.F. Skinner which involves reinforcing or punishing voluntary behaviors. While behaviorism provides practical techniques for shaping behavior, it is limited in not accounting for all types of learning and internal cognitive processes.
This document provides an overview of the foundations and early influences that shaped the development of psychology. It discusses key figures like Wundt, James, Freud, and Skinner who established schools of thought in structuralism, functionalism, psychoanalysis, and behaviorism. The document also outlines the major perspectives that currently characterize the field, including psychodynamic, behavioral, cognitive, humanistic, biological, evolutionary, sociocultural, and biopsychosocial approaches. Each perspective focuses on different aspects of behavior and mental processes, from unconscious desires to learning and environment to biology and culture.
This document discusses the theory of behaviorism. It explains that behaviorism focuses on how environmental stimuli shape observable behaviors through conditioning principles without regard to mental processes. The two types of conditioning are operant conditioning, where behaviors are reinforced or punished, and classical conditioning, where a reflex response becomes associated with a neutral stimulus. Key figures who contributed to behaviorism include Ivan Pavlov, John B. Watson, B.F. Skinner, and Albert Bandura. The document also provides examples of how teachers can apply behaviorism in their classrooms through reinforcement and punishment.
Learnind theory and its implications in psychiatryNayab Anjum
learning theory consists of classical conditioning theories, operant conditioning ,cognitive conditioning, and these theories gives background for cognitive behavior therapies. Also new concept of mirror neurons are described which gives wide views on autism spectrum disorders, empathy and emotions.
It covers a lot of aspects of psychology like what is learning, definition of learning classical conditioning, operant conditioning, Ivon Pavlov experiment on dogs and a lot of other aspects.
Lorenz conducted a study on goslings to test the hypothesis that they will imprint on and follow the first moving object they see. He found that goslings followed either him or their mother, depending on who they saw first, providing early evidence that animals form attachments to caregivers during a critical period. This research influenced later theories of attachment in humans but had limitations as it only studied one species and conclusions about permanence of imprinting were later disproven.
Chapter 11 motivation in learning & teachingbigmanbc
This document discusses motivation and self-determination. It describes intrinsic motivation, which comes from internal rewards, and extrinsic motivation, which comes from external rewards or punishments. Maslow's hierarchy of needs is also summarized, which positions basic needs like safety and belonging below higher-level needs like self-actualization and intellectual achievement. The document advocates supporting students' autonomy and sense of control to enhance intrinsic motivation and engagement in learning.
The behaviorism learning theory proposes that learning is based on conditioning responses to external stimuli without internal mental states. Major contributors included Ivan Pavlov who developed classical conditioning by conditioning a dog's salivation response, and B.F. Skinner who used operant conditioning to shape animal behavior through reinforcement or punishment. Behaviorism can be applied in classrooms by rewarding positive behaviors and eliminating negative ones, and in educational software through visual and audio cues that positively reinforce correct answers and negatively reinforce incorrect ones.
The document discusses the theory of behaviourism and some of its key proponents. Behaviourism argues that behaviour is the only objective thing that can be studied, not internal mental states. Some of the theorists discussed include Ivan Pavlov, Edward Thorndike, John B. Watson, and B.F. Skinner. Their work involved classical conditioning experiments with animals and humans to understand learning through stimulus-response associations and reinforcement.
B.F. Skinner performed stimulus-response experiments with pigeons where he taught them behaviors through operant conditioning by rewarding them when they performed the desired action. Operant conditioning is a form of learning where behaviors are shaped through reinforcement of stimulus-response patterns. Skinner argued that both positive rewards and negative responses should be used to encourage desired behaviors and discourage undesired ones. His work formed the basis for behavior modification techniques and influenced how many teachers apply principles of reinforcement and punishment in educational settings.
This document discusses the theory of behaviorism in education. It describes the key proponents of behaviorism including Ivan Pavlov, Edward Thorndike, John Watson, and B.F. Skinner. Pavlov studied classical conditioning through his experiments with dogs. Thorndike proposed the law of effect and connectionism, believing learning occurs through stimulus-response associations that are strengthened by rewards. Watson conducted experiments on conditioning emotional responses. Skinner expanded on operant conditioning, believing that learning is based on changes in behavior from responses to environmental stimuli and reinforcement. The document provides examples of reinforcement and non-reinforcement in behaviorism theory.
Defeating the Bystander Effect - How to Act as a Good Samaritan During Emerge...GAURAV. H .TANDON
The document discusses the bystander effect phenomenon where individuals are less likely to help a victim when other people are present. It provides explanations for the effect, including diffusion of responsibility among witnesses and looking to others to determine the appropriate response. The document also presents examples of the bystander effect, such as the Kitty Genovese murder case. It defines what constitutes a Good Samaritan and discusses the importance of Good Samaritan laws in providing legal protections for people who render emergency assistance.
This document provides an overview of learning theories and concepts, including:
1. Classical conditioning theories proposed by Pavlov involving reflexes in dogs. Operant conditioning theories from Thorndike, Skinner involving reward and punishment shaping behavior.
2. Key concepts in classical conditioning include stimulus generalization, extinction, spontaneous recovery. Operant conditioning concepts include reinforcement schedules, shaping, chaining, and Premack's principle.
3. Social learning theory from Bandura proposed observational learning through attention, retention, reproduction, and motivation from the environment.
Theory of Operant Conditioning - B F SkinnerSuresh Babu
Operant conditioning is a theory of learning developed by B.F. Skinner that states organisms learn by reinforcing behaviors that lead to desirable outcomes or avoiding undesirable ones. Skinner conducted experiments using rat cages and levers to show rats learned to press levers more frequently when rewarded with food. He distinguished between elicited responses controlled by stimuli and emitted operant behaviors that are reinforced. Operant conditioning involves reinforcing desired behaviors through positive or negative reinforcement to increase their frequency.
The document discusses two types of learning: classical conditioning and operant conditioning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a response, as in Pavlov's dog experiment. Operant conditioning is learning through reinforcement or punishment of behaviors. Reinforcers increase behaviors and punishments decrease them. Examples are given of positive and negative reinforcement and punishment in operant conditioning.
This document provides an overview of classical conditioning. It begins with an introduction that describes Ivan Pavlov's famous experiments with dogs where he conditioned them to salivate in response to a stimulus other than food. The terminology section defines key terms like unconditioned stimulus, conditioned stimulus, and conditioned response. The experiment section then describes Pavlov's specific experiment where he conditioned dogs to salivate when they heard a bell, due to pairing the bell with food. It also includes a diagram illustrating the stages of classical conditioning - before, during, and after - and how a neutral stimulus can become a conditioned stimulus. Finally, it discusses applications of classical conditioning theory including language learning and the treatment of phobias.
Learning is a mental action: When information enters the brain, is manipulated, stored and used it when it’s needed. Cognitivism is a learning theory that defines learning as a semi-permanent change in mental process associations. Learning takes place through observation and sensorial experiences.
Mental activity is the primary focus or learning. Learning occurs when connections are made between old and new information in meaningful interactions. Learning is measured by how one thinks, not how one behaves. Prior knowledge plays and important role in the learning process.
Classical conditioning involves involuntary behaviors learned through association. Pavlov's work with dogs demonstrated that a neutral stimulus could become a conditioned stimulus through repeated pairing with an unconditioned stimulus that elicits an innate response. Key terms in classical conditioning include unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. Cognitive processes and biological constraints can influence classical conditioning. Processes like acquisition, extinction, spontaneous recovery, generalization, and discrimination further describe classical conditioning.
The document discusses motivation and different theories of what motivates human behavior from an psychological perspective. It covers instinct theory, drive-reduction theory, incentive theory, arousal theory, and Maslow's hierarchy of needs theory. It examines how each theory views motivated behavior and provides examples.
1. The document discusses anxiety disorders and how they differ from ordinary worries and fears. It defines anxiety and lists some common physical symptoms.
2. Specific anxiety disorders discussed include generalized anxiety disorder, panic disorder, phobias, social anxiety disorder, obsessive-compulsive disorder, agoraphobia, and post-traumatic stress disorder. The causes and symptoms of each disorder are described.
3. Psychologists believe anxiety disorders may be caused by biological, cognitive, and behavioral/learning factors like classical and operant conditioning which can lead to the conditioning of anxiety responses.
This document provides an overview of operant conditioning from a behaviorist perspective. It begins by defining the objectives as exploring, analyzing, and evaluating operant conditioning. It then explains key concepts like reinforcement, punishment, positive and negative reinforcement, and cites studies by B.F. Skinner using rats in a Skinner box. It summarizes Skinner's findings that behaviors can be learned or modified through consequences. Strengths discussed are its scientific approach, but weaknesses include oversimplifying behavior and lack of consideration for mental processes. The document aims to help students understand, analyze, and critique the behaviorist perspective on operant conditioning.
Positive reinforcement is an effective way for teachers to encourage good behavior in children. It tends to increase desirable behaviors, boost self-esteem, and give children a sense of independence. The document outlines different types of positive reinforcement teachers can use, including social reinforcers like praise, activity reinforcers like extra privileges, and tangible rewards. It emphasizes being consistent, specific, and immediate with positive feedback to shape behavior.
Classical conditioning involves associating stimuli to form automatic responses, while operant conditioning associates behaviors with consequences; B.F. Skinner expanded on Thorndike's law of effect through experiments using operant chambers to study how reinforcement and punishment shape behaviors under schedules like fixed-ratio and variable-interval reinforcement. Operant conditioning principles can be applied in education, sports, and work to modify behaviors through consequences.
Operant conditioning is a type of learning where behaviors are strengthened through reinforcement or weakened through punishment. It is based on the behaviorist perspective that emphasizes observable behaviors and the environment's role in influencing behavior. Reinforcement increases the likelihood a behavior will be repeated by following it with a stimulus. Punishment decreases the likelihood by introducing an aversive stimulus or withdrawing a positive one after an action.
The document defines and provides examples of reinforcement, negative reinforcement, positive reinforcement, punishment, negative punishment, and positive punishment. Reinforcement increases the likelihood a behavior will occur again by adding or removing stimuli. Punishment decreases a behavior by adding or removing stimuli. Examples are given such as using thumbs up/down for reinforcement and taking away toys or threatening spankings for punishment.
This document outlines learning objectives for a chapter on learning. It covers key concepts from classical and operant conditioning, including Pavlov's studies on conditioning and stimulus-response associations, Thorndike's law of effect, reinforcement schedules, and Bandura's Bobo doll study. The objectives address defining learning, explaining classical conditioning and stimulus discrimination, describing operant conditioning and shaping behaviors, and differentiating types of reinforcement.
This document discusses different types of punishment and reinforcement, including positive punishment, negative punishment, positive reinforcement, and negative reinforcement. Positive punishment involves adding an undesirable stimulus to decrease an unwanted behavior. Negative punishment involves removing a desirable stimulus after an unwanted behavior to reduce its likelihood in the future. Positive reinforcement involves adding a desirable stimulus to increase a wanted behavior, while negative reinforcement aims to increase a behavior by removing an undesirable stimulus. It takes using all these techniques to effectively modify behavior.
Skinner's operant conditioning theory posits that behavior is shaped by its consequences rather than driven by internal processes or stimuli. Through experiments using a Skinner box, he found that rats would learn to press a lever when rewarded with food pellets. Their behavior was conditioned and reinforced through positive reinforcement. Operant conditioning is a process of learning whereby behaviors are strengthened if followed by rewarding consequences or weakened if followed by unpleasant consequences, with the goal of increasing or decreasing certain behaviors.
Operant conditioning is a theory of learning that focuses on how environmental interactions influence behavior. B.F. Skinner developed operant conditioning which explains that behaviors are strengthened or weakened based on consequences. There are four principles of operant conditioning: immediacy of consequences, deprivation and satiation, contingency between behavior and consequence, and effectiveness being determined by size of consequence. Reinforcement and punishment are used to shape behaviors through positive or negative consequences.
1) The document outlines several theories of learning including classical conditioning by Pavlov involving associating a neutral stimulus with a reflex, operant conditioning by Skinner involving reinforcement of behaviors, social learning by Bandura involving observational learning, and insightful learning involving problem solving.
2) Clinical applications of these theories include the development of fears through classical conditioning, using reinforcement schedules in token economies for behavior modification, and making diagnoses through selectively encoding, comparing, and combining information.
3) Other concepts discussed include latent learning, Vygotsky's zone of proximal development involving learning with guidance, and Lewin's field theory emphasizing the interaction between individuals and their environment in influencing behavior.
45 slides I have made which consists of three important learning theories; Classical Conditioning Theory, Operant Conditioning Theory and Observant Conditioning Theory and empirical studies of each.
This document summarizes key concepts from Chapter 7 of the 9th edition of the psychology textbook by David Myers. It discusses three major types of learning: classical conditioning explored through Pavlov's experiments on dogs, operant conditioning studied using Skinner's experiments in operant chambers, and observational learning demonstrated by Bandura's Bobo doll experiment. Classical conditioning involves forming associations between stimuli, operant conditioning forms associations between behaviors and consequences, and observational learning occurs when behaviors are learned through observing others. The document also outlines concepts like acquisition, extinction, reinforcement schedules, and punishment in operant conditioning.
This document provides an overview of classical and operant conditioning. It discusses classical conditioning, including Pavlov's experiment with dogs, the components of classical conditioning (unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response), and key principles like acquisition, extinction, and stimulus generalization. It then covers operant conditioning, explaining that it involves associating behaviors with consequences through reinforcement or punishment. It discusses B.F. Skinner's pioneering work in this area and concepts like primary and secondary reinforcers as well as different reinforcement schedules used to teach behaviors.
This document summarizes key concepts related to conditioning and learning from psychology. It discusses several topics, including classical conditioning, operant conditioning, avoidance learning, observational learning, implicit learning, and skill acquisition. Classical conditioning involves associating a conditioned stimulus with an unconditioned stimulus, while operant conditioning is based on rewards and punishments that shape behavior. Observational learning and implicit learning are also important ways that behaviors can be learned. Skill acquisition involves developing expertise in a domain through extensive practice and experience.
This document provides an overview of different types of learning, including classical conditioning, operant conditioning, and cognitive-social learning. Classical conditioning involves learning associations between environmental stimuli and responses, as demonstrated by Pavlov's dogs learning to salivate at the sound of a tone previously paired with food. Operant conditioning is learning through consequences, where behaviors are strengthened if followed by reinforcement or weakened if followed by punishment. Cognitive-social learning emphasizes thinking and learning from observing others, as shown in Bandura's Bobo doll experiment.
This document provides an overview of learning theories including classical conditioning, operant conditioning, and observational learning. It summarizes key experiments and findings from Ivan Pavlov on classical conditioning, B.F. Skinner on operant conditioning, and Albert Bandura on observational learning. The document outlines concepts such as acquisition, extinction, generalization, reinforcement schedules, and applications of these learning theories to behavior modification.
- Behaviorism includes classical conditioning, operant conditioning, and social learning theory. Classical conditioning involves associating stimuli to produce responses, operant conditioning uses reinforcement and punishment to change behavior, and social learning emphasizes observational learning.
- The key principles of behaviorism can be applied in the classroom through techniques like positive reinforcement, modeling good behaviors, and associating learning with pleasant experiences. Behaviorism provides strategies to effectively motivate students and shape desirable classroom conduct.
- Behaviorism includes classical conditioning, operant conditioning, and social learning theory. Classical conditioning involves associating stimuli to produce responses, operant conditioning uses reinforcement and punishment to change behavior, and social learning emphasizes observational learning.
- The key principles of behaviorism can be applied in the classroom through techniques like positive reinforcement, modeling good behaviors, and associating learning with pleasant experiences and environments. Behaviorism provides strategies to effectively motivate students and shape desirable classroom conduct.
This document provides an overview of classical conditioning and operant conditioning. It defines key concepts in classical conditioning such as unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response. It also outlines principles of classical conditioning including acquisition, extinction, reconditioning, stimulus generalization, and stimulus discrimination. Biological constraints and theories of classical conditioning from cognitive perspectives are discussed. Operant conditioning is introduced as a form of learning based on consequences, with reinforcement and punishment increasing or decreasing behaviors. Examples of positive and negative reinforcement are provided.
This document discusses several theories of learning, including:
- Pavlov's classical conditioning theory involving conditioning stimuli to elicit responses.
- Skinner's operant conditioning theory involving reinforcing or punishing behaviors to shape learning through rewards and punishments.
- Bandura's social learning theory which emphasizes how observation, modeling, and imitation of others influences learning behaviors and reactions. Bandura's experiments showed learning through observing consequences to others.
This document provides an overview of learning concepts covered in Psychology, including classical conditioning, operant conditioning, and observational learning. It discusses Pavlov's classical conditioning experiments with dogs, in which he showed that a neutral stimulus paired with an unconditioned stimulus could become a conditioned stimulus that elicited a conditioned response. The document defines key terms related to classical conditioning like unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. It also covers processes in classical conditioning such as acquisition, extinction, spontaneous recovery, generalization, and discrimination.
1. The document summarizes key concepts in learning from classical and operant conditioning. It describes Pavlov's experiments with classical conditioning and key terms like the unconditioned stimulus, conditioned stimulus, and conditioned response.
2. It then discusses Skinner's experiments on operant conditioning including concepts like shaping, reinforcement, and reinforcement schedules.
3. The summary also compares classical and operant conditioning, noting the differences in the associations formed in each type of learning.
This document provides an overview of learning theories including classical conditioning, operant conditioning, and observational learning. It summarizes key experiments and findings in these areas. For classical conditioning, it describes Pavlov's experiments with dogs and conditioning and key concepts like acquisition, extinction, generalization, and discrimination. For operant conditioning, it outlines Skinner's experiments with rats in operant chambers and concepts like shaping, reinforcement schedules, and punishment. It also discusses Bandura's experiments demonstrating observational learning in children through imitation of rewarded and punished behaviors.
This chapter discusses three major learning theories from a behavioral perspective: classical conditioning, operant conditioning, and social learning theory. Classical conditioning involves associating an unconditioned stimulus that naturally elicits a response with a neutral conditioned stimulus so that the conditioned stimulus comes to elicit the response. Operant conditioning is based on the principle that behaviors followed by reinforcement will increase in frequency. Social learning theory posits that people can learn through observation of others. The chapter compares and contrasts the three theories and discusses how their principles can be applied in classroom teaching.
This document discusses classical conditioning, including Pavlov's famous experiment with dogs. Classical conditioning is a learning process where associations are made between an unconditioned stimulus that elicits an innate response and a neutral stimulus. Eventually, the neutral stimulus comes to elicit the same response. Examples are given of how classical conditioning is used to train animals and explains concepts like generalization, discrimination, and extinction of conditioned responses. The document also discusses applications of classical conditioning to understanding phobias and behavior modification techniques.
This document provides an overview of key concepts in psychology and learning theories, including:
- Psychology is the scientific study of the mind and behavior. Learning is a relatively permanent change in behavior due to experience or practice.
- Classical conditioning involves associating an unconditioned stimulus that naturally elicits a response with a neutral conditioned stimulus. Operant conditioning is when behavior is modified by its consequences, such as reinforcement or punishment.
- Reinforcement increases the likelihood a behavior will occur again. Punishment decreases a behavior. Schedules of reinforcement impact how quickly behaviors are learned and extinguished. Stimulus generalization and discrimination are also discussed.
Learning -basic psychology for healthcare studentsDEEPDASGUPTA7
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences.[1] The ability to learn is possessed by humans, non-human animals, and some machines; there is also evidence for some kind of learning in certain plants.[2] Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences.[3] The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved
Learning can occur through classical conditioning, instrumental conditioning, and other forms of associative and non-associative learning. Classical conditioning involves forming an association between an unconditioned stimulus that naturally elicits a response and a neutral conditioned stimulus, so that the conditioned stimulus comes to elicit the response. Instrumental conditioning occurs when voluntary behaviors are strengthened or weakened based on their consequences. Learning theories aim to explain how learning takes place through various processes like acquisition, extinction, generalization, and discrimination.
This document provides an overview of key concepts in classical and operant conditioning. It defines learning as any relatively permanent change in behavior brought about by experience or practice. Classical conditioning is explained through Pavlov's work with dogs, defining unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. Concepts like acquisition, extinction, spontaneous recovery, and higher-order conditioning are described. Conditioned emotional responses are also discussed. Operant conditioning introduced by Thorndike and Skinner is covered, focusing on reinforcement and punishment.
The document describes 16 personality types based on the Myers-Briggs Type Indicator (MBTI) assessment. It provides brief summaries of each personality type, focusing on their key characteristics, preferences, and behaviors. The 16 types are ESTJ, ISTJ, ENTJ, INTJ, ESTP, ISTP, ENTP, INTP, ESFJ, ISFJ, ENFJ, INFJ, ENFP, INFP, ESFP, ISFP. Each summary is 1-3 sentences highlighting what defines that personality.
A meme is like a knock knock joke that uses famous images as the basis to create new jokes. Students are instructed to go to memegenerator.net or imgflip.com to select an existing meme image or add their own, and generate an AP Psychology related caption that is funny but also relevant to the course material. Examples and rules are provided to help students create their own memes for extra credit.
The document discusses various psychotherapeutic approaches and treatment methods for psychological disorders. It covers psychoanalysis and its methods developed by Sigmund Freud to access the unconscious mind. It also discusses humanistic therapies focused on empowering clients, like Carl Rogers' client-centered therapy. Behavioral therapies aim to change behaviors through conditioning principles. Cognitive therapies seek to change thinking patterns, exemplified by Aaron Beck and Albert Ellis. Alternative therapies mentioned include light therapy and EMDR. Drug therapies involve various psychopharmacological medications to treat conditions like schizophrenia, anxiety, and depression.
Aguiar ap intelligence and testing 2015 ssMrAguiar
Intelligence tests were first created in the early 20th century to identify students' reasoning abilities and place them in appropriate classes. Alfred Binet and Theodore Simon designed the first modern intelligence test in France. Their test measured "mental age" through reasoning tasks. Lewis Terman later modified the Binet test for American students and created the Stanford-Binet Intelligence Test. He used the test to study gifted individuals. William Stern coined the term "intelligence quotient" or IQ to quantify intelligence scores.
Psychologists describe the human memory system using information processing models, such as the three-stage model of memory and the working memory model. Information can be encoded automatically or effortfully, and distributing practice over time aids retention better than cramming. Effortful encoding methods like mnemonic devices, chunking, and relating information to ourselves can help form stronger memories.
Aguiar ap consciousness sleep and dreams 2014 2015MrAguiar
Biological rhythms influence our daily functioning through circadian rhythms and the sleep-wake cycle. The circadian rhythm is regulated by the suprachiasmatic nucleus which influences hormones like melatonin to make us feel sleepy. The sleep cycle consists of REM (rapid eye movement) and non-REM sleep stages that repeat about every 90 minutes. Sleep is important for restoration, recovery of the body, and processing memories from the previous day.
The document discusses key concepts related to sensation and perception. It begins by outlining three learning goals: 1) defining sensation and perception, 2) explaining bottom-up and top-down processing, and 3) examining selective attention. It then provides information on various topics within these goals, including absolute and difference thresholds, signal detection theory, sensory adaptation, and examples of selective attention like change blindness. Diagrams and examples are used throughout to illustrate concepts like the sensation-to-perception process and dual processing models.
Researchers explore infants' mental abilities through tests of habituation, where they measure infants' decreased interest in repeated stimuli over time. This allows researchers to determine what infants prefer to look at, like human faces over other images. Infant brain and motor development occurs rapidly during the first years of life. The brain grows dramatically as new neural connections are formed. Infants develop motor skills like grasping, stepping, and balance. Early experiences and maturation enable new cognitive and physical abilities during this critical period of development.
The human brain is an amazing organ capable of incredible feats of memory and learning. While we still have much to learn about how memory works in the brain, researchers have discovered some interesting things. New devices are being developed to help enhance memory and recall by interacting directly with the brain in novel ways.
The brainstem located at the base of the brain controls vital functions like breathing and heart rate. It includes the medulla, pons, and reticular formation. The limbic system including the amygdala, hippocampus, hypothalamus controls emotion, learning, memory and motivation. The cortex has four lobes - frontal, parietal, occipital, and temporal - and is highly folded to fit its large surface area inside the skull.
The correct answer is B. Foot-in-the-door. The foot-in-the-door phenomenon refers to the tendency for people who have first agreed to a small request to comply later with a larger request.
Social structure and interaction chpt 4 ssMrAguiar
This document discusses macro and micro sociology approaches. Macrosociology examines broader social structures like culture, social class, institutions and how they influence large groups. Microsociology focuses on smaller scale face-to-face interactions and how symbols and definitions shape behavior. Both are needed to understand how social forces at a broad, societal level and interpersonal level jointly influence human behavior.
Psychological therapies aim to treat psychological disorders through various methods. Major therapeutic approaches include psychoanalysis, which explores the unconscious mind; humanistic therapies like client-centered therapy which empower the client; behavioral therapies that aim to change behaviors; and cognitive therapies that aim to change irrational thoughts. Therapies have adapted over time and now often combine multiple approaches. Effectiveness varies depending on the disorder and therapy used. All therapies provide hope, a new perspective, and a caring relationship to support healing.
1. Anxiety disorders involve excessive and persistent worries or fears that interfere with daily functioning, unlike ordinary worries or fears.
2. Common anxiety disorders include generalized anxiety disorder, panic disorder, phobias, obsessive-compulsive disorder, and post-traumatic stress disorder.
3. Proposed causes of anxiety disorders include biological factors like abnormal neurotransmitter levels or brain structures, as well as psychological factors like repressed urges, conditioning, or traumatic experiences.
This document contains answers to an IQ test. While it does not provide any context around the test itself such as the types of questions asked, it seems to list out responses to the questions from IQ Test 1. The brevity of the title suggests it is intended to be a concise reference for someone who has already taken the test and is now checking their answers.
The document discusses various theories of intelligence. It begins by outlining three learning goals regarding arguments for general vs. multiple intelligences, differences between Gardner's and Sternberg's theories, and what comprises emotional intelligence. It then covers several influential intelligence theorists including Spearman and his general factor theory, Thurstone and his theory of seven primary abilities, Gardner's theory of multiple intelligences, Sternberg's triarchic theory, and Mayer and Salovey's theory of emotional intelligence. It also discusses research on the relationship between intelligence and brain anatomy/functioning as well as the distinction between intelligence and creativity.
Freud's psychoanalytic theory viewed personality as being formed by unconscious drives and instincts, divided into the id, ego, and superego. Freud believed personality develops through psychosexual stages from infancy to adulthood. His followers like Jung, Adler, and Horney accepted or modified some of Freud's ideas. Contemporary psychologists are more skeptical of Freud's theories and the existence of the unconscious. Projective tests like the Rorschach inkblot test and Thematic Apperception Test aim to assess personality through people's interpretations of ambiguous stimuli, attempting to reveal aspects of the unconscious.
The document discusses emotions and related topics. It defines emotions and explores theories of emotion, including the James-Lange theory, Cannon-Bard theory, and Two-Factor theory. It examines the biological, behavioral, and cognitive components of emotions. Additionally, it covers nonverbal communication of emotions, facial expressions and their influence on feelings, and stress and its relationship to health outcomes. Learning goals focus on the components of emotions, theories of emotion, the links between arousal and physiology, nonverbal communication of emotions, and causes and consequences of specific emotions.
The document discusses various aspects of memory including the three types of memory (sensory, short-term, and long-term), models of memory (information processing and working memory), processes of encoding, storage and retrieval, factors that influence memory such as context and mood, types of forgetting, and conditions like amnesia. It provides an overview of key memory concepts and compares different theories related to how memory works.
This document discusses language development and structure. It begins by outlining the learning objectives, which are to describe language structure and its flaws, identify stages of language development, and distinguish between Chomsky and Skinner's views of language development. It then defines key parts of language structure, such as phonemes, morphemes, grammar, and discusses Chomsky's views on surface structure and deep structure. The document also outlines flaws in language semantics, syntax, and developmental stages of language learning in children. It concludes by contrasting Chomsky and Skinner's theories of language development.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Section 1: Classical Conditioning- Part I
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?
2
4. PAVLOV‟S STUDY
• Pavlov‟s Experiment
Stage 1: Unconditioned learning)
Bell = No Response
Food = Drool
Stage 2 (Acquisition)
Bell + Food = Drool
Stage 3 (Conditioned learning)
Bell = Drool
Secondary or Higher Order
Conditioning:
Could pairing light with a bell
cause the dog to salivate to
the light alone? YES
• 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)
4
5. 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
• The conditioned stimulus needs to come before the
unconditioned stimulus
• The time between the two stimuli should only be half a second
5
7. Section 1: Classical Conditioning- Part I
Reflect on 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?
Good
Understanding
Fair
Understanding
Little
Understanding
7
8. 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.
US=
UR=
CS=
CR=
NS=
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?
8
9. Section 2: Classical Conditioning- Part II
Learning Goals
• Students should be able to answer the following:
1.
2.
In classical conditioning, what are the processes of acquisition,
extinction, spontaneous recovery, generalization and
discrimination?
Do Cognitive processes and biological constraints affect classical
conditioning?
9
10. 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).
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.
10
11. 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
11
12. 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
12
13. Little Albert Study (1920)
• Little Baby Albert Study
• 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)
13
14. Garcia Effect (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).
14
15. Rescorla and Wagner
• Robert Rescorla and Allan Wagner showed
that animals will learn better through
classical conditioning if the UCS predicts
the CS
• The greater the prediction of the
conditioned stimulus (CS), the stronger the
conditioned response (CR).
• Shows that cognition in the form of
“expectations” is a part classical
conditioning
15
16. Section 2: Classical Conditioning- Part II
Reflect on Learning Goals
• Students should be able to answer the following:
1.
2.
In classical conditioning, what are the processes of acquisition,
extinction, spontaneous recovery, generalization and
discrimination?
Do Cognitive processes and biological constraints affect classical
conditioning?
Good
Understanding
Fair
Understanding
Little
Understanding
16
17. Section 2: Test Your
Knowledge
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.
B.
C.
D.
The law of effect
Stimulus generalization
Stimulus discrimination
An overactive imagination
17
18. Section Assessment- Part II
#1
#2
#3
US- Burn
UR- Pain From Burn
CS- Fire in Fireplace
CR- Fear of Fire
US- Car Accident
UR- Fear, tensing after accident
CS- Brake lights in rain
CR- Tense feeling
US- Being around cats (dander)
UR- Wheezing
CS- Sight of cats
CR- Wheezing from the sight of cats
For each
scenario,
identify the
following:
US:
UR:
CS:
CR:
18
19. Section 3: Operant Conditioning- Part I
Learning Goals
• Students should be able to answer the following:
1. What is operant conditioning, and how does it differ
from classical conditioning?
2. How do different schedules of reinforcement affect
behavior?
19
20. E. L. Thorndike (1912)
• Experimented with cats in a puzzle box
• Coined the term “Law of Effect”
• If a response in the presence of a stimulus leads to satisfying
results, then the response is strengthened.
• In other words: We keep doing something we find pleasurable.
20
21. 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)
21
23. Shaping & Chaining
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
23
24. Reinforcement Types
• Positive Reinforcement
• Giving something good to increase behavior
• Examples:
•
•
•
•
Yummy Food
Smile
Good Grades, Stickers
Wanted Hugs
• Negative Reinforcement
• Taking away something bad to increase behavior
• Examples:
•
•
•
•
Annoying seatbelt man
Stopping a nagging child/parent
Stopping a headache by taking medicine
Drug Use to relive withdrawal symptoms
24
25. 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
25
26. Schedules of Reinforcement
• Ratio (Response)
• Fixed-Ratio: Every time a response occurs
• People work harder
• Example: typist gets paid by the number of pages
typed
• Variable-Ratio: Varies unpredictably
• The best system for keeping behavior active
• Example: Slot Machines
• Interval (Time)
Very Similar
• Fixed-Interval: is „x‟ in length
• Behavior occurs steadily over time
• Test every two weeks
• Variable-Interval: varies unpredictably
• Behavior depends on motivation, but best over time
• Waiting for a taxi cab
26
28. Section 3: Operant Conditioning- Part I
Reflect on Learning Goals
• Students should be able to answer the following:
1. What is operant conditioning, and how does it differ
from classical conditioning?
2. How do different schedules of reinforcement affect
behavior?
Good
Understanding
Fair
Understanding
Little
Understanding
28
29. Section 4: Operant Conditioning- Part II
Learning Goals
• Students should be able to answer the following:
1. How does punishment affect behavior?
29
31. 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.
Ask Yourself:
What is the ultimate goal of the
the conditioning- To Increase or
decrease the behavior?
31
32. Effects of Punishment
• Punishment works best when it
administered immediately after
the behavior
• 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
32
34. 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!
34
36. Section 4: Operant Conditioning- Part II
Reflect on Learning Goals
• Students should be able to answer the following:
1. How does punishment affect behavior?
Good
Understanding
Fair
Understanding
Little
Understanding
36
37. Section 4: Test Your
Knowledge
• Answer Questions on the Worksheet:
• Types of Schedule of Reinforcement
• FI, FR, VI, VR
• Punishment or Reinforcement
• PR, NR, PUN
37
38. Section 5: Operant Conditioning- Part III
Learning Goals
• Students should be able to answer the following:
1. Do cognitive processes and biological constraints
affect operant conditioning?
38
39. 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
39
40. 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.
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.
40
41. 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.
How do you develop
intrinsic motivation?
Reward behaviors will
“good job” or reward
behaviors like “best effort”
or “most improved”
41
42. Practical Applications for Operant Conditioning: Biofeedback
A system of
recording,
amplifying and
providing
feedback about
subtle
physiological
changes. Helps
alleviate
headaches,
hypertension
and anxiety
42
43. Section 5: Operant Conditioning- Part III
Reflect on Learning Goals
• Students should be able to answer the following:
1. Do cognitive processes and biological constraints
affect operant conditioning?
Good
Understanding
Fair
Understanding
Little
Understanding
43
44. Section 6: Learning by Observation
Learning Goals
• Students should be able to answer the following:
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?
44
45. 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
45
46. 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
How would
you
summarize the
results of the
Bobo doll
46
47. 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.
47
48. Section 6: Learning by Observation
Reflect on Learning Goals
• Students should be able to answer the following:
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?
Good
Understanding
Fair
Understanding
Little
Understanding
48
49. 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
49
50. 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 imamate others
body position and movements
• Motor cortex will help her swing the bat by controlling body
movement.
50
Editor's Notes
Ask what involuntary responses humans have
Show homemade Watson Clip with actual footage.
Video Clip- Inside Out Learning Machine (Garcia Effect with Lambs and Coyotes)
D, B
Edward Lee Thorndike
Barrhus Francis Skinner; Show Video Clip of Skinner
Chicken Training Clip; Ping Pong Clip
Start With Big-Bang Clip of Operant conditioning
Any variable
Spot Operant Conditioning
Video: Rat MazeDemonstration: go to commons area and have three students draw the room (proctors needed so no cheating occurs)