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![Higher Order Conditioning
Deliberate process where CS are paired with NS up to three
levels.
An animal might first learn to associate a bell with food (first-order conditioning),
but then learn to associate a light with the bell (second-order conditioning).
Honeybees show second-order conditioning during proboscis extension reflex
conditioning.[1]](https://image.slidesharecdn.com/qr161bdsaehziyuwfw5g-signature-2c041d96f4b24ad063797c9f2a48eee2c2089207df250c4e1e7c46f1166d848c-poli-150702223411-lva1-app6891/85/Ch-7-learning-19-320.jpg)
Uploaded byMeghan Fraley
Ch 7 learning
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.
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Ch 7 learning
- 1. Section 1: Learning MeghanFraley, PhD Theories and Principles of Learning and Behavior
- 2. Review What were yourindependent and dependent variables? Questions & Insights from Yesterday? Discuss: Would this be an experiment you would enjoy conducting? Why or why not?
- 3. Learning Autobiography Difficulties Joys Passions Future How didyou learn? Are you a self-motivated learner?
- 4. Learning Concepts toKnow Concepts Habituation Classical Conditioning Instrumental Conditioning Observational Learning Varieties of Learning
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- 6. Learning Theorists P • Pavlov:Classical Conditioning; Salivating Dogs (1901; 1927) W • Watson: Behaviorism founder, Little Albert (1913; 1920s) T • Thorndike: Law of Effect; Cats Puzzle Box (1898) S • Skinner: Operant Conditioning; Pigeons (1938; 1953) Pavlov, Classical Conditioning; Thorndike & Skinner, Operant Conditioning
- 7. The Behaviorists Pavlov, Watson,Thorndike, Skinner
- 8. CLASSICAL CONDITIONING We learnnew things when they are connected or paired. • Respondent conditioning (i.e. involuntary) • Pavlov and Watson • Reflexes: stimulus-response links • Unconditioned reflex: Unconditioned stimulus evokes unconditioned response (US UR); inborn • Conditioned reflex: Conditioned stimulus and a conditioned response (CS CR); learned
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- 11. Pavlov and ClassicalConditioning Essentials PAIRING! The CS might precede the US ½ Second and Overlapping is Best!
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- 14. Methods of ClassicalConditioning 1. Delay Conditioning (Standard Pairing): CS precedes US and overlaps 2. Trace Conditioning: CS precedes Us with short break 3. Temporal Conditioning: Time is the CS. US is presented at a time interval 4. Simultaneous Conditioning: NS and US completely overlap 5. Backward Conditioning: US precedes NS True conditioning only occurs when the CS is presented before the US
- 15. Key Concepts ofClassical Conditioning 1. Stimulus Generalization 2. Higher Order Conditioning 3. Classical Extinction 4. Spontaneous Recovery 5. Stimulus Discrimination 6. Pseudoconditioning 7. Habituation S R A stimulus is presented in order to get a response:
- 16. Stimulus Generalization Watson andLittle Albert: Little Albert was afraid of bunnies!
- 17. Stimulus Generalization Occurs whenthe stimuli similar to the CS also elicits the CR Strength of the CR diminishes as the similarity between the stimuli and the original CS decreases
- 18. Higher-Order Conditioning Two Steps •1) Ordinary classical conditioning • 2) Original CS is treated like a US and paired with neutral, so neutral begins to also stimulate CR. i.e. opening the cabinet door to get the food out for the kitties 2 order works, 3rd doesn’t Bio-preparedism: Why animals will respond to the CS prior to the US CR elicited
- 19. Higher Order Conditioning Deliberateprocess where CS are paired with NS up to three levels. An animal might first learn to associate a bell with food (first-order conditioning), but then learn to associate a light with the bell (second-order conditioning). Honeybees show second-order conditioning during proboscis extension reflex conditioning.[1]
- 20. Is Fear aConditioned Response? Watson and Baby Albert
- 21. Discuss: Phobias Based onclassical conditioning, why do objects become more fearful over time? Does anyone have a phobia that How does this discussion map on to the research projects? What might be problems with our study?
- 22. Classical Extinction Unlearning aconditioned response. Repeatedly presenting conditioned stimulus with unconditioned stimulus
- 23. Extinction CS ALONE =EXTINCTION Once the conditioned response has been established, it will eventually disappear when the CS is repeatedly presented without the US. Ahhh… but the behavior is inhibited, not eliminated
- 24. Inhibited Extinction You stillremember the former pairing… which sets the stage for spontaneous recovery.
- 25. Spontaneous Recovery Durin extinctiontrials, after a brief rest period, the conditioned response often briefly reappears.
- 26. Stimulus Discrimination Learning todiscriminate between two similar neutral stimuli when only one is paired with the unconditioned stimulus (US) Experimental Neurosis: Making stimulus discrimination too difficult may cause agitation. Later, if returned to original mastered discrimination, dog is no longer able to discriminate.
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- 28. Pseudoconditioning Accidental learning causedby inadvertant pairing or heightened arousal.
- 29. Habituation Becoming accustomed toan unconditioned stimulus (US). It no longer evokes the unconditioned response (UR). • Only related to unconditioned stimuli/response
- 30. Wolpe: Reciprocal Inhibition AlthoughWolpe originally developed systematic desenstiziation as an application of reciprocal inhibition. Research using the “dismantling strategy” found that repeated exposure to the CS without the US (extinction) is responsible for th reduction of the anxiety response
- 31. SUD Scale Different levelsof anxiety
- 32. Aversive Counterconditioning Aversive counterconditioning (aversion therapy)uses counterconditioning to eliminate undesirable self- reinforcing behaviors such as drug use or a paraphilia Imaginary Aversive Conditioning: Covert sensitization
- 33. In Vivo Exposurewith Response Prevention (Extinction) Minimum amount of time is 45 minutes for flooding Based on the assumption that an anxiety arousing object or situation is a CS and that repeated exposure to the CS will result in extinction of the CR • Expose individual to anxiety-arousing object or situation while prohibiting him/her from making the usual avoidance response Applications of this technique include flooding and graduated (graded exposure)
- 34. OPERANT CONDITIONING We learnas a result of reward and punishment. Operant conditioning explains Voluntary behavior AKA: Instrumental Conditioning
- 35. Thorndike’s Law ofEffect
- 36. Thorndike: Law ofEffect How is a new skill learned?
- 37. Skinner & OperantConditioning
- 38. How Pigeons LearnSelf Control
- 39. Reinforcement and Punishment PositiveReinforcement = Reward Negative Reinforcement = Relief Positive Punishment = Pain Negative Punishment = Loss Positive = Added Negative = Taken Away
- 40. Schedules of Reinforcement 1.Continuous - Satiation - Thinning 2. Intermittent - Fixed Interval (FI) - Variable Interval (VI) - Fixed Ratio (FR) - Variable Ratio (VR) Satiation Thinning Graduate!
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- 45. Rates and Patternsof Responding Rates during Acquisition Variable and Ratio greatest operant strength VR, FR, VI, FI Resistance to Extinction Variable and Ration most resistant to extinction VR, FR, VI, FI Pattern of Responding Fixed schedules result in pauses after reinforcement Fixed graphs appear scalloped
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- 47. Matching Law When concurrent schedulesof reinforcement are used, subject will match the relative frequency of reinforcement obtained
- 48. Key Concepts ofOperant Conditioning Operant Extinction (response burst) Superstitious Behavior (accidental/non-contigent reinforcement) Discrimination Learning (Discriminate stimulus and S Delta) Stimulus Generalization Response Generalization Prompting (cueing subject, fading = reducing prompting) Shaping by Successive Approximations ( Chaining (stringing behaviors to accomplish goal) Premack Principle (Pairing high frequency and low frequency) Behavioral Contrast (increasing reinforced behavior of previously equally reinforced)
- 49. Operant Extinction Ceasing toreinforce behavior that has previously been reinforced. Behavior will diminish/extinguish Use of extinction involves removing reinforcement from a previously reinforced behavior in order to eliminate that behavior No longer reinforcing something that was once reinforced Thin the reinforcement ratio You will get an extinction burst!
- 50. Escape versus Avoidance Conditioning Escapeand avoidance conditioning are both applications of negative reinforcement, but avoidance conditioning combines negative reinforcement with classical conditioning
- 51. Differential Reinforcement ASK THEPERSON NOT TO DO ONE THING Combines extinction with positive reinforcement for other (alternative) behaviors Just asked NOT to do one thing
- 52. Response Burst &Superstitious Behavior
- 53. Discrimination Learning In eachof these cases which of the cards on the desk is the discriminative stimulus (SD) and which is the stimulus delta (SΔ)? Under stimulus control, example of two-factor learning
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- 55. Prompting Cueing subject, Fading= reducing prompting
- 56. Operant Postiive Reinforcement PremackPrinciple: • Do less likely behavior, and reward yourself with more likely behavior. Something you love. Shaping: • Shaping involves reinforcing successive approximations to the desired behavior Chaining: • Chaining is used to establish complex behaviors that consist of responses that must be linked together to form a “behavior change”
- 57. Shaping by Successive Approximations SIMPLE:ONE BEHAVIOR IS SHAPING Teaching an autistic child to smile
- 58. Chaining Stringing behaviors toaccomplish goal Multiple behaviors is chaining. • Teaching a rat to put a basketball through a hoop
- 59. Premack Principle Premack's principle,or the relativity theory of reinforcement, states that more probable behaviors will reinforce less probable behaviors.
- 60. Behavioral Contrast Behavioral contrastrefers to a change in the strength of one response that occurs when the rate of reward of a second response, or of the first response under different conditions, is changed.
- 61. Who’s Who? Experiments ofPavlov, Watson, Skinner, & Thorndike
- 62. Name that LearningTheory Operant or Classical Conditioning?
- 63. Social Learning Theory ReciprocalDeterminism: Interactive triad of person/behavior/environmen t regulate behavior. Bandura posited that observational learning requires four steps: 1. Attention 2. Retention 3. Production 4. Motivation
- 64. The Bobo dollexperiment
- 65. Social Learning Theory:Factors Influencing Strength Research indicates that the following factors influence the strength of learning from models: 1. How much power the model seems to have 2. How capable the model seems to be 3. How nurturing (caring) the model seems to be 4. How similar the learner perceives self and model 5. How many models the learner observes
- 66. Social Learning Theory:Interrelated Identification Processes Four interrelated processes establish and strengthen identification with the model: 1. Children want to be like the model 2. Children believe they are like the model 3. Children experience emotions like those the model is feeling. 4. Children act like the model.
- 67. Discuss: Where hassocial learning impacted you?
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- 69. What motivates usto learn?
- 70. Reflect/Journal: Your Learning Process Doyou enjoy learning? Why or why not? Do you feel confident in your ability to learn? What is your favorite thing to learn about? Why? What have been bad experiences you have had with learning? What is the point of going to school for you? Why is it important to you to be here at Skyline learning?
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- 72. Learning Theory Overview 1.Classical Conditioning • -Pavlov, Reflexes 2. Operant Conditioning • -Reinforcement/Punishment 3. Social Learning Theory
- 73. Are these experimentsethical? What ever happened to Baby Albert?