This document discusses key concepts from psychoanalytic learning theory, including drive, cue, response, and reward. It also examines how these concepts apply to teaching a two-year-old to go quietly to bed through techniques like punishment, extinction, and spontaneous recovery. Conflicts are analyzed in terms of approach-avoidance, avoidance-avoidance, approach-approach, and double approach-avoidance. The role of frustration and aggression is explored through the frustration-aggression hypothesis and factors like individual differences in responses, displacement, hostile versus instrumental aggression, and the role of emotions. Psychotherapy techniques aim to teach behavioral coping skills, cue discrimination, relaxation, and use language as a mediator of learning.

1. DOLLARDDOLLARD
AND MILLERAND MILLER
Psychoanalytic LearningPsychoanalytic Learning
TheoryTheory
CHAPTER
11

2. Four Fundamental ConceptsFour Fundamental Concepts
about Learningabout Learning

Drive: Wanting SomethingDrive: Wanting Something

Cue: Noticing SomethingCue: Noticing Something

Response: Doing SomethingResponse: Doing Something

Reward: Getting SomethingReward: Getting Something

3. Example of a response hierarchy: childExample of a response hierarchy: child
 RR11: cry: cry
 RR22: grab teddy bear: grab teddy bear
 RR33: hide: hide
 RR44: demand Daddy: demand Daddy
 RR55: go quietly to bed: go quietly to bed
dominant
response

4. learning dilemmalearning dilemma
a situation ina situation in
which existingwhich existing
responses are notresponses are not
rewardedrewarded

5. How would these concepts play aHow would these concepts play a
part in teaching the 2-year-old topart in teaching the 2-year-old to
go quietly to bed?go quietly to bed?
punishmentpunishment
extinctionextinction
spontaneous recoveryspontaneous recovery

6. Extinction
0
20
40
60
80
1 2 3 4 5 6 7
Day
TimeCrying
When reinforcement is withheld, the rateWhen reinforcement is withheld, the rate
of behavior decreases.of behavior decreases.

7. When cues signal the appropriateWhen cues signal the appropriate
response, we must also considerresponse, we must also consider
 stimulus generalizationstimulus generalization
 discriminationdiscrimination

8. gradient of rewardgradient of reward
The more closely the responseThe more closely the response
is followed by reward, theis followed by reward, the
more it is strengthened.more it is strengthened.
LanguageLanguage can influence thiscan influence this
by making a response "close"by making a response "close"
by talking about it.by talking about it.

9. Four Critical Periods of ChildhoodFour Critical Periods of Childhood
FeedingFeeding
Cleanliness TrainingCleanliness Training
Early Sex TrainingEarly Sex Training
Anger-Anxiety ConflictsAnger-Anxiety Conflicts

10. ConflictConflict

Gradients of Approach andGradients of Approach and
Avoidance ResponsesAvoidance Responses

Four Types of ConflictFour Types of Conflict

11. Types of ConflictTypes of Conflict
approach-avoidanceapproach-avoidance
avoidance-avoidanceavoidance-avoidance
approach-approachapproach-approach
double approach-avoidancedouble approach-avoidance

12. Frustration and AggressionFrustration and Aggression

The Frustration-AggressionThe Frustration-Aggression
HypothesisHypothesis

Individual Differences in AggressiveIndividual Differences in Aggressive
ResponsesResponses

13. The frustration-aggressionThe frustration-aggression
hypothesishypothesis

frustration:frustration:
interference withinterference with
goal attainmentgoal attainment

frustration leadsfrustration leads
to aggressionto aggression

14. People learn responses toPeople learn responses to
frustration, which may befrustration, which may be
aggressive or nonaggressiveaggressive or nonaggressive
responses.responses.

15. displacementdisplacement
 cultural scapegoatscultural scapegoats
(women, minorities,(women, minorities,
children)children)

16. hostile aggressionhostile aggression

fits the frustration-fits the frustration-
aggression hypothesisaggression hypothesis

hostility: high drivehostility: high drive

17. instrumental aggressioninstrumental aggression

doesn't fit thedoesn't fit the
frustration-frustration-
aggressionaggression
hypothesishypothesis

"cool, calculating""cool, calculating"
aggression, for aaggression, for a
purposepurpose

18. The Role of EmotionThe Role of Emotion
frustration aggression
anger
 Anger, or other emotions, mediateAnger, or other emotions, mediate
between frustration and aggression,between frustration and aggression,
according to Berkowitz.according to Berkowitz.

19. Individual Differences inIndividual Differences in
Aggressive ResponsesAggressive Responses
 Impact of early experience (childImpact of early experience (child
abuse) and failure of egoabuse) and failure of ego
development.development.
 Impact of learning.Impact of learning.
 Impact of brain development.Impact of brain development.

20. PsychotherapyPsychotherapy
teaching behavioral copingteaching behavioral coping
teaching discrimination of cuesteaching discrimination of cues
teaching relaxation (driveteaching relaxation (drive
reduction)reduction)
language as mediator of learninglanguage as mediator of learning