SlideShare a Scribd company logo
Chapter 6
Learning
Classical or Pavlovian Conditioni
ng
 Ivan Pavlov
 1849-1936
 Russian physician/ neur
ophysiologist
 Nobel Prize, 1904
 studied digestive secreti
ons
Classical or Pavlovian Conditioni
ng
 Pavlov’s device
for recording s
alivation
Pavlov’s Apparatus for Studying Classi
cal Conditioning in Dogs
Classical or Pavlovian Conditioning:
Respondent Behavior
 Unconditioned Stimulus (UCS)
 stimulus that unconditionally- naturally and
automatically - triggers a response
 Unconditioned Response (UCR)
 unlearned, naturally occurring response to th
e unconditioned stimulus
 salivation when food is in the mouth
Classical Conditioning: Respondent Beh
avior
 learning in which a neutral stimulus acquires the c
apacity to elicit a response after being paired with
another stimulus that naturally elicits that respons
e
 Unconditioned response (UCR): automatic res
ponse to a stimulus
 Unconditioned stimulus (UCS): naturally and
automatically elicits a response
 Conditioned response (CR): learned response
to a previously neutral stimulus
 Conditioned stimulus (CS): after repeated pai
rings with UCS, elicits the same response
Classical or Pavlovian Conditioning:
Respondent Behavior
 Conditioned Stimulus (CS)
 originally neutral stimulus that, after associa
tion with an unconditioned stimulus, comes t
o trigger a conditioned response
 Conditioned Response (CR)
 learned response to a previously neutral con
ditioned stimulus
Pavlov’s Classic Experiment
Before Conditioning
During Conditioning After Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
No
salivation
UCR
(salivation)
Neutral
stimulus
(tone)
UCS (food
in mouth)
UCR
(salivation)
CS
(tone)
CR (salivation)
Classical or Pavlovian Conditio
ning
UCS
(passionate
kiss) UCR
(sexual
arousal)
CS
(onion
breath)
CS
(onion
breath) CR
(sexual
arousal)
UCS
(passionate
Kiss) UCR
(sexual
arousal)
Classical Conditioning
Classic Conditioning Allows Animals to
Learn to Predict Events
 Learning theorists once believed that the learni
ng in classical conditioning is unintentional and
automatic (classic behaviorism).
 Most contemporary learning theorists now belie
ve classical conditioning involves quite a bit of “
mindfulness” because, (through the conditionin
g process) humans and other animals are learni
ng to reliably predict upcoming events.
Classic Conditioning Allows Animals to L
earn to Predict Events
 Psychologists once believed that the key to
acquiring a conditioned response was the s
heer number of CS-UCS pairings.
 However, the order and timing of CS-UCS p
airings is also very important because it pro
vides valuable information about the upcom
ing occurrence of the unconditioned stimulu
s.
Utility of classical responding: Avoiding a Pre
dator’s Attack through Classical Conditionin
g—Step 1
Avoiding a Predator’s Attack through Cla
ssical Conditioning—Step 2
Avoiding a Predator’s Attack through Cl
assical Conditioning—Step 3
Stages in Classical (Pavlovian) Con
ditioning
 Acquisition
 the initial stage of learning, during which a re
sponse is established and gradually strengthe
ned
 the phase associating a neutral stimulus with
an unconditioned stimulus
Stages in Classical (Pavlovian) Condi
tioning
 Extinction: gradual weakening and
disappearance of the conditioned re
sponse
 Spontaneous recovery: reappearan
ce of an extinguished response afte
r a period of nonexposure to the co
nditioned stimulus
After Acquisition, Other Stimuli Can Pr
oduce the Conditioned Response
 Stimulus generalization: tendency for a c
onditioned response to be elicited by sti
muli similar to the conditioned stimulus
Generalization
Drops of saliva
in 30 seconds
60
50
40
30
20
10
0
Hind
paw
Pelvis Shoulder Front
paw
Thigh Trunk Foreleg
Part of body stimulated
After Acquisition, Other Stimuli Can Prod
uce the Conditioned Response
 Higher-order conditioning: neutral stimu
lus becomes a conditioned stimulus afte
r being paired with an existing condition
ed stimulus
Animals Differ in What Responses Can Be
Classically Conditioned
 Early learning theorists assumed that the prin
ciples of conditioning were similar across all s
pecies, but subsequent research indicates that
this assumption is incorrect.
 Animals often differ in what responses can
be conditioned.
 In some animals, some responses can be co
nditioned much more readily to certain stim
uli than to others.
 An animal’s biology steers it toward certai
n kinds of conditioning.
Taste aversion study by Garcia and Koelling
Rats learned to avoid a light-noise combination when
it was paired with electric shock, but not when it
was followed by X rays that made them nauseous.
In contrast, rats quickly learned to avoid flavored wa
ter when it was followed by X rays, but they did n
ot readily acquire an aversion to this same water
when it was followed by shock.
It is also adaptive that in taste aversion, strong condi
tioning develops despite the long delay between t
he CS (the taste) and the UCS (the nausea).
Biological Constraints on Taste Avers
ion in Rats
Animals Differ in What Responses Ca
n Be Classically Conditioned
Phobias: exaggerated and irrational fears of objects
or situations
Such intense fear reactions often develop through c
lassical conditioning.
We can develop a phobia toward anything, but som
e objects (snakes) or situations elicit phobic rea
ctions more easily than others.
Nausea Conditioning among Can
cer Patients
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
CS
(waiting
room) CR
(nausea)
UCS
(drug)
UCR
(nausea)
Little Albert’s Fear Conditionin
g
UCS
(loud noise)
UCR
(fear)
CS
(rat)
CS
(rat)
CR
(fear)
UCS
(loud noise)
UCR
(fear)
Stimulus similar
to rat (such as
rabbit)
Conditioned fear
(generalization)
Operant Conditioning
 B.F. Skinner (1904-
1990)
 elaborated Thorndik
e’s Law of Effect
 developed behaviora
l technology
Operant Behavior Is Voluntary & Directed
by Consequences
 Edward Thorndike ‘s Law of Effect:
 the relationship between behavior and its co
nsequences
 So named because behavior becomes more o
r less likely based on the effect it has in prod
ucing desirable or undesirable consequences.
Thorndike’s Law of Effect
Rewarded behavior is li
kely to recur
E. L. Thorndike
Operant Behavior Is Voluntary & Directed
by Consequences
 B. F. Skinner made the law of effect the corn
erstone for his influential theory of learning,
called operant conditioning.
 According to Skinner, the organism’s behavior is “oper
ating” on the environment to achieve some desired goa
l.
 Operant conditioning: learning in which beha
vior is strengthened if followed by reinforcem
ent and weakened if followed by punishment
Operant Conditioning
 Operant Chamber (
“Skinner Box”)
 soundproof chamber
with a bar or key th
at an animal can ma
nipulate to obtain a f
ood or water reinfor
cer
 contains a device to
record responses
Skinner Box
Shaping Reinforces Closer Approxim
ations to Desired Behavior
 Shaping (or the method of successive app
roximations): teaching a new behavior by
reinforcing closer and closer approximatio
ns to the desired behavior
A Reinforcer Increases the Probability
of the Behavior It Follows
 The fundamental principle of behavioris
m is that rewarded behavior is likely to
be repeated.
 This is known as reinforcement in oper
ant conditioning.
 It also states the positive side of Thorndi
ke’s Law of Effect.
A Reinforcer Increases the Probability
of the Behavior It Follows
 Primary versus secondary reinforcers
 Primary reinforcers: innately reinforcing
—satisfy biological needs.
 Secondary reinforcers: learned and beco
me reinforcing when associated with a p
rimary reinforcer
A Reinforcer Increases the Probability
of the Behavior It Follows
Positive and negative reinforcers
Positive reinforcers: strengthen a response by
presenting a positive stimulus after a respo
nse
Negative reinforcer: strengthens a response by
removing an aversive stimulus after a respo
nse
Positive and Negative Reinforcement, Positi
ve and Negative Punishment
Different Reinforcement Schedules Lead to Different
Learning and Performance Rates
 Continuous reinforcement leads to the fas
test learning.
 The biggest problem with continuous reinf
orcement is that when it ends, extinction
occurs rapidly.
Different Reinforcement Schedules Lead to Different
Learning and Performance Rates
 Partial reinforcement has an important
effect on your continued performance b
ecause being reinforced only once in a
while keeps you responding vigorously f
or longer periods of time than does con
tinuous reinforcement.
Fixed-interval schedules: reinforce the first respon
se after a fixed-time interval has elapsed
 Fixed-ratio schedules: reinforce a response after
a specified number of nonreinforced responses
 Variable-interval schedules: reinforce the first re
sponse after a variable-time interval has elapsed
 Variable-ratio schedules: reinforce a response af
ter a variable number of nonreinforced response
s
Different Reinforcement Schedules Lead to Differ
ent Learning and Performance Rates
Schedules of Reinforcement
Accidental Reinforcement Can Cause
Superstitious Behavior
 Superstitious behavior: learned because it happened to be
followed by a reinforcer, even though this behavior was not
the cause of the reinforcer.
 Skinner trained superstitious behavior in hungry
pigeons.
He reasoned that when reinforcement occurred, it woul
d be paired with whatever response the pigeons had ju
st performed.
Instances of accidental reinforcement triggering supers
titious behavior is common among people.
Punishment Should Be Used Only un
der Certain Circumstances
 Punishment: The process by which a cons
equence decreases the probability of the
behavior that it follows.
Punishment Should Be Used Only un
der Certain Circumstances
 To be effective in reducing unwanted behavio
rs:
 The punishment must be prompt,
 It must be relatively strong, and
 It must be consistently applied.
 Alternative to punishment of undesirable beh
avior:
 Allow undesirable actions to continue without eit
her positive or negative consequences until they
are extinguished
Criticism of Operant Conditioning Theory is that it
Overlooks Genetic Predispositions
 Biological constraints on learning
 As with classical conditioning, an animal’s bi
ology can restrict its capacity for operant con
ditioning.
 Species-specific behavior patterns can interf
ere with operant conditioning, a genetic cons
traint called instinctive drift.
Criticism of Operant Conditioning Theory is that it
Overlooks Cognitive Processes
 Latent learning: learning that occurs without a
pparent reinforcement and is not demonstrated
until sufficient reinforcement is provided
 Learning can occur without any reinforcement,
something that the theory of operant conditioni
ng assumed was not possible.
Latent Learning
Operant Conditioning Theory Overlooks Cognitive
Processes
 Learned helplessness: the passive resignation
produced by repeated exposure to aversive eve
nts that cannot be avoided
 Here again, in contradiction to behaviorist the
ory, research demonstrated that mental proce
sses play a significant role in learning.
Applications of Operant Conditioning
 Structure and feedback in learning
– immediate reinforcement
 Defined performance goals and imm
ediate reinforcement at work
 Parenting – reward good behavior, i
gnore whining, time-out
Observational Learning
 learning by observing and imitating th
e behavior of others
 The others whom we observe and imitate
are called models.
 Observational learning helps children lear
n how to behave in their families and in t
heir cultures.Yet, what about the learnin
g that occurs without direct experience?
Social Learning Theory-Albert Bandura
 Social learning theory says that people lear
n social behaviors mainly through observati
on and cognitive processing of information,
rather than through direct experience.
 Learning the consequences of an action b
y observing its consequences for someon
e else is known as vicarious conditioning.
Children Can Learn Aggressive Behavi
or through Observation
 Bobo doll studies: the first set of exper
iments demonstrating the power of obs
ervational learning in eliciting aggressi
on.
 Research demonstrates that children a
re less likely to imitate the actions of p
unished aggressors.
Children Can Learn Aggressive Beha
vior through Observation
 Bandura believes children observe and learn a
ggression through many avenues, but the thre
e principal ones are:
 Families: where adults use violence
 Communities: where aggression is considered to b
e a sign of manhood, especially among males
 Media: principally television and the movies
Children Can Learn Aggressive Beha
vior through Observation
Research indicates that aggressiv
e behavior in children is significa
ntly reduced when they spend les
s time watching violent television
shows and playing violent video g
ames.

More Related Content

Similar to Chapter 6 Learning- descriptive.pptx

Unit learning processes
Unit learning processesUnit learning processes
Unit learning processes
Psychopedia
 
Unit learning processes
Unit learning processesUnit learning processes
Unit learning processes
Er Prakash Sharma
 
Ch08
Ch08Ch08
Ch08
lorilynw
 
AP Psyc ch 07
AP Psyc ch 07AP Psyc ch 07
AP Psyc ch 07
Squalicum High School
 
kgavura unit 6 learning
kgavura unit 6 learningkgavura unit 6 learning
kgavura unit 6 learning
Kathleen Gavura
 
Learning
LearningLearning
Chapter 8 (learning)
Chapter 8 (learning)Chapter 8 (learning)
Chapter 8 (learning)
dcrocke1
 
Classical conditioning
Classical conditioningClassical conditioning
Classical conditioning
Bonnie Crerar
 
Learning
Learning Learning
Learning
Eldrin Natad
 
Application of pavlovian conditioningto mizo
Application of pavlovian conditioningto mizoApplication of pavlovian conditioningto mizo
Application of pavlovian conditioningto mizo
Slideshare by NBD (naorem binita devi)
 
14812 learning
14812 learning14812 learning
14812 learning
clairesanjeev
 
Chap4.learning
Chap4.learningChap4.learning
Classical conditioning
Classical conditioningClassical conditioning
Classical conditioning
Sanjoy Mudi
 
Learning classicalvs operant_use_in_class[1]
Learning classicalvs operant_use_in_class[1]Learning classicalvs operant_use_in_class[1]
Learning classicalvs operant_use_in_class[1]
Christopher Galvin
 
L&B wk 3
L&B wk 3L&B wk 3
L&B wk 3
Cogpsychteacher
 
Ethology: Animal learning
Ethology: Animal learningEthology: Animal learning
CLASSICAL CONDITIONING
CLASSICAL CONDITIONINGCLASSICAL CONDITIONING
Classical conditioning
Classical conditioningClassical conditioning
Classical conditioning
mumthazmaharoof
 
Ch 7 Learning
Ch 7 Learning Ch 7 Learning
Ch 7 Learning
kbolinsky
 
Classical conditioning
Classical conditioningClassical conditioning
Classical conditioning
Shereen Shahana
 

Similar to Chapter 6 Learning- descriptive.pptx (20)

Unit learning processes
Unit learning processesUnit learning processes
Unit learning processes
 
Unit learning processes
Unit learning processesUnit learning processes
Unit learning processes
 
Ch08
Ch08Ch08
Ch08
 
AP Psyc ch 07
AP Psyc ch 07AP Psyc ch 07
AP Psyc ch 07
 
kgavura unit 6 learning
kgavura unit 6 learningkgavura unit 6 learning
kgavura unit 6 learning
 
Learning
LearningLearning
Learning
 
Chapter 8 (learning)
Chapter 8 (learning)Chapter 8 (learning)
Chapter 8 (learning)
 
Classical conditioning
Classical conditioningClassical conditioning
Classical conditioning
 
Learning
Learning Learning
Learning
 
Application of pavlovian conditioningto mizo
Application of pavlovian conditioningto mizoApplication of pavlovian conditioningto mizo
Application of pavlovian conditioningto mizo
 
14812 learning
14812 learning14812 learning
14812 learning
 
Chap4.learning
Chap4.learningChap4.learning
Chap4.learning
 
Classical conditioning
Classical conditioningClassical conditioning
Classical conditioning
 
Learning classicalvs operant_use_in_class[1]
Learning classicalvs operant_use_in_class[1]Learning classicalvs operant_use_in_class[1]
Learning classicalvs operant_use_in_class[1]
 
L&B wk 3
L&B wk 3L&B wk 3
L&B wk 3
 
Ethology: Animal learning
Ethology: Animal learningEthology: Animal learning
Ethology: Animal learning
 
CLASSICAL CONDITIONING
CLASSICAL CONDITIONINGCLASSICAL CONDITIONING
CLASSICAL CONDITIONING
 
Classical conditioning
Classical conditioningClassical conditioning
Classical conditioning
 
Ch 7 Learning
Ch 7 Learning Ch 7 Learning
Ch 7 Learning
 
Classical conditioning
Classical conditioningClassical conditioning
Classical conditioning
 

More from ParthWankhede3

Introduction to personality.ppt
Introduction to personality.pptIntroduction to personality.ppt
Introduction to personality.ppt
ParthWankhede3
 
Learning flash cards 2.pptx
Learning flash cards 2.pptxLearning flash cards 2.pptx
Learning flash cards 2.pptx
ParthWankhede3
 
Flashcards Ch 8 Thinking.ppt
Flashcards Ch 8 Thinking.pptFlashcards Ch 8 Thinking.ppt
Flashcards Ch 8 Thinking.ppt
ParthWankhede3
 
6 - Ch 8 Thinking presentation.ppt
6 - Ch 8 Thinking presentation.ppt6 - Ch 8 Thinking presentation.ppt
6 - Ch 8 Thinking presentation.ppt
ParthWankhede3
 
Psychology Chapter 6 Learning.ppt
Psychology Chapter 6 Learning.pptPsychology Chapter 6 Learning.ppt
Psychology Chapter 6 Learning.ppt
ParthWankhede3
 
All about Memory.ppt
All about Memory.pptAll about Memory.ppt
All about Memory.ppt
ParthWankhede3
 
Lesson Plan -Ch 5 Sensory, Attentional and Perceptual Processes.docx
Lesson Plan -Ch 5 Sensory, Attentional and Perceptual Processes.docxLesson Plan -Ch 5 Sensory, Attentional and Perceptual Processes.docx
Lesson Plan -Ch 5 Sensory, Attentional and Perceptual Processes.docx
ParthWankhede3
 
Whole School Wellbeing policy .pptx
Whole School Wellbeing policy .pptxWhole School Wellbeing policy .pptx
Whole School Wellbeing policy .pptx
ParthWankhede3
 

More from ParthWankhede3 (8)

Introduction to personality.ppt
Introduction to personality.pptIntroduction to personality.ppt
Introduction to personality.ppt
 
Learning flash cards 2.pptx
Learning flash cards 2.pptxLearning flash cards 2.pptx
Learning flash cards 2.pptx
 
Flashcards Ch 8 Thinking.ppt
Flashcards Ch 8 Thinking.pptFlashcards Ch 8 Thinking.ppt
Flashcards Ch 8 Thinking.ppt
 
6 - Ch 8 Thinking presentation.ppt
6 - Ch 8 Thinking presentation.ppt6 - Ch 8 Thinking presentation.ppt
6 - Ch 8 Thinking presentation.ppt
 
Psychology Chapter 6 Learning.ppt
Psychology Chapter 6 Learning.pptPsychology Chapter 6 Learning.ppt
Psychology Chapter 6 Learning.ppt
 
All about Memory.ppt
All about Memory.pptAll about Memory.ppt
All about Memory.ppt
 
Lesson Plan -Ch 5 Sensory, Attentional and Perceptual Processes.docx
Lesson Plan -Ch 5 Sensory, Attentional and Perceptual Processes.docxLesson Plan -Ch 5 Sensory, Attentional and Perceptual Processes.docx
Lesson Plan -Ch 5 Sensory, Attentional and Perceptual Processes.docx
 
Whole School Wellbeing policy .pptx
Whole School Wellbeing policy .pptxWhole School Wellbeing policy .pptx
Whole School Wellbeing policy .pptx
 

Recently uploaded

คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
สมใจ จันสุกสี
 
PIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf IslamabadPIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf Islamabad
AyyanKhan40
 
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movieFilm vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Nicholas Montgomery
 
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdfLiberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
WaniBasim
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
haiqairshad
 
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptxPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Fajar Baskoro
 
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptxPrésentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
siemaillard
 
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdfWalmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
TechSoup
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
S. Raj Kumar
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Celine George
 
Hindi varnamala | hindi alphabet PPT.pdf
Hindi varnamala | hindi alphabet PPT.pdfHindi varnamala | hindi alphabet PPT.pdf
Hindi varnamala | hindi alphabet PPT.pdf
Dr. Mulla Adam Ali
 
Advanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docxAdvanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docx
adhitya5119
 
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingYour Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Excellence Foundation for South Sudan
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
imrankhan141184
 
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Mohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
 
MARY JANE WILSON, A “BOA MÃE” .
MARY JANE WILSON, A “BOA MÃE”           .MARY JANE WILSON, A “BOA MÃE”           .
MARY JANE WILSON, A “BOA MÃE” .
Colégio Santa Teresinha
 
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Academy of Science of South Africa
 
clinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdfclinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdf
Priyankaranawat4
 
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit InnovationLeveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
TechSoup
 
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptxC1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
mulvey2
 

Recently uploaded (20)

คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
 
PIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf IslamabadPIMS Job Advertisement 2024.pdf Islamabad
PIMS Job Advertisement 2024.pdf Islamabad
 
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movieFilm vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
 
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdfLiberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
 
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptxPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
 
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptxPrésentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
Présentationvvvvvvvvvvvvvvvvvvvvvvvvvvvv2.pptx
 
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdfWalmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
 
Hindi varnamala | hindi alphabet PPT.pdf
Hindi varnamala | hindi alphabet PPT.pdfHindi varnamala | hindi alphabet PPT.pdf
Hindi varnamala | hindi alphabet PPT.pdf
 
Advanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docxAdvanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docx
 
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingYour Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
 
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
 
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
 
MARY JANE WILSON, A “BOA MÃE” .
MARY JANE WILSON, A “BOA MÃE”           .MARY JANE WILSON, A “BOA MÃE”           .
MARY JANE WILSON, A “BOA MÃE” .
 
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
 
clinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdfclinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdf
 
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit InnovationLeveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
 
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptxC1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
C1 Rubenstein AP HuG xxxxxxxxxxxxxx.pptx
 

Chapter 6 Learning- descriptive.pptx

  • 2. Classical or Pavlovian Conditioni ng  Ivan Pavlov  1849-1936  Russian physician/ neur ophysiologist  Nobel Prize, 1904  studied digestive secreti ons
  • 3. Classical or Pavlovian Conditioni ng  Pavlov’s device for recording s alivation
  • 4. Pavlov’s Apparatus for Studying Classi cal Conditioning in Dogs
  • 5. Classical or Pavlovian Conditioning: Respondent Behavior  Unconditioned Stimulus (UCS)  stimulus that unconditionally- naturally and automatically - triggers a response  Unconditioned Response (UCR)  unlearned, naturally occurring response to th e unconditioned stimulus  salivation when food is in the mouth
  • 6. Classical Conditioning: Respondent Beh avior  learning in which a neutral stimulus acquires the c apacity to elicit a response after being paired with another stimulus that naturally elicits that respons e  Unconditioned response (UCR): automatic res ponse to a stimulus  Unconditioned stimulus (UCS): naturally and automatically elicits a response  Conditioned response (CR): learned response to a previously neutral stimulus  Conditioned stimulus (CS): after repeated pai rings with UCS, elicits the same response
  • 7. Classical or Pavlovian Conditioning: Respondent Behavior  Conditioned Stimulus (CS)  originally neutral stimulus that, after associa tion with an unconditioned stimulus, comes t o trigger a conditioned response  Conditioned Response (CR)  learned response to a previously neutral con ditioned stimulus
  • 8. Pavlov’s Classic Experiment Before Conditioning During Conditioning After Conditioning UCS (food in mouth) Neutral stimulus (tone) No salivation UCR (salivation) Neutral stimulus (tone) UCS (food in mouth) UCR (salivation) CS (tone) CR (salivation)
  • 9. Classical or Pavlovian Conditio ning UCS (passionate kiss) UCR (sexual arousal) CS (onion breath) CS (onion breath) CR (sexual arousal) UCS (passionate Kiss) UCR (sexual arousal)
  • 11. Classic Conditioning Allows Animals to Learn to Predict Events  Learning theorists once believed that the learni ng in classical conditioning is unintentional and automatic (classic behaviorism).  Most contemporary learning theorists now belie ve classical conditioning involves quite a bit of “ mindfulness” because, (through the conditionin g process) humans and other animals are learni ng to reliably predict upcoming events.
  • 12. Classic Conditioning Allows Animals to L earn to Predict Events  Psychologists once believed that the key to acquiring a conditioned response was the s heer number of CS-UCS pairings.  However, the order and timing of CS-UCS p airings is also very important because it pro vides valuable information about the upcom ing occurrence of the unconditioned stimulu s.
  • 13. Utility of classical responding: Avoiding a Pre dator’s Attack through Classical Conditionin g—Step 1
  • 14. Avoiding a Predator’s Attack through Cla ssical Conditioning—Step 2
  • 15. Avoiding a Predator’s Attack through Cl assical Conditioning—Step 3
  • 16. Stages in Classical (Pavlovian) Con ditioning  Acquisition  the initial stage of learning, during which a re sponse is established and gradually strengthe ned  the phase associating a neutral stimulus with an unconditioned stimulus
  • 17. Stages in Classical (Pavlovian) Condi tioning  Extinction: gradual weakening and disappearance of the conditioned re sponse  Spontaneous recovery: reappearan ce of an extinguished response afte r a period of nonexposure to the co nditioned stimulus
  • 18. After Acquisition, Other Stimuli Can Pr oduce the Conditioned Response  Stimulus generalization: tendency for a c onditioned response to be elicited by sti muli similar to the conditioned stimulus
  • 19. Generalization Drops of saliva in 30 seconds 60 50 40 30 20 10 0 Hind paw Pelvis Shoulder Front paw Thigh Trunk Foreleg Part of body stimulated
  • 20. After Acquisition, Other Stimuli Can Prod uce the Conditioned Response  Higher-order conditioning: neutral stimu lus becomes a conditioned stimulus afte r being paired with an existing condition ed stimulus
  • 21. Animals Differ in What Responses Can Be Classically Conditioned  Early learning theorists assumed that the prin ciples of conditioning were similar across all s pecies, but subsequent research indicates that this assumption is incorrect.  Animals often differ in what responses can be conditioned.  In some animals, some responses can be co nditioned much more readily to certain stim uli than to others.  An animal’s biology steers it toward certai n kinds of conditioning.
  • 22. Taste aversion study by Garcia and Koelling Rats learned to avoid a light-noise combination when it was paired with electric shock, but not when it was followed by X rays that made them nauseous. In contrast, rats quickly learned to avoid flavored wa ter when it was followed by X rays, but they did n ot readily acquire an aversion to this same water when it was followed by shock. It is also adaptive that in taste aversion, strong condi tioning develops despite the long delay between t he CS (the taste) and the UCS (the nausea).
  • 23. Biological Constraints on Taste Avers ion in Rats
  • 24. Animals Differ in What Responses Ca n Be Classically Conditioned Phobias: exaggerated and irrational fears of objects or situations Such intense fear reactions often develop through c lassical conditioning. We can develop a phobia toward anything, but som e objects (snakes) or situations elicit phobic rea ctions more easily than others.
  • 25. Nausea Conditioning among Can cer Patients UCS (drug) UCR (nausea) CS (waiting room) CS (waiting room) CR (nausea) UCS (drug) UCR (nausea)
  • 26. Little Albert’s Fear Conditionin g UCS (loud noise) UCR (fear) CS (rat) CS (rat) CR (fear) UCS (loud noise) UCR (fear) Stimulus similar to rat (such as rabbit) Conditioned fear (generalization)
  • 27. Operant Conditioning  B.F. Skinner (1904- 1990)  elaborated Thorndik e’s Law of Effect  developed behaviora l technology
  • 28. Operant Behavior Is Voluntary & Directed by Consequences  Edward Thorndike ‘s Law of Effect:  the relationship between behavior and its co nsequences  So named because behavior becomes more o r less likely based on the effect it has in prod ucing desirable or undesirable consequences.
  • 29. Thorndike’s Law of Effect Rewarded behavior is li kely to recur E. L. Thorndike
  • 30. Operant Behavior Is Voluntary & Directed by Consequences  B. F. Skinner made the law of effect the corn erstone for his influential theory of learning, called operant conditioning.  According to Skinner, the organism’s behavior is “oper ating” on the environment to achieve some desired goa l.  Operant conditioning: learning in which beha vior is strengthened if followed by reinforcem ent and weakened if followed by punishment
  • 31. Operant Conditioning  Operant Chamber ( “Skinner Box”)  soundproof chamber with a bar or key th at an animal can ma nipulate to obtain a f ood or water reinfor cer  contains a device to record responses
  • 33. Shaping Reinforces Closer Approxim ations to Desired Behavior  Shaping (or the method of successive app roximations): teaching a new behavior by reinforcing closer and closer approximatio ns to the desired behavior
  • 34. A Reinforcer Increases the Probability of the Behavior It Follows  The fundamental principle of behavioris m is that rewarded behavior is likely to be repeated.  This is known as reinforcement in oper ant conditioning.  It also states the positive side of Thorndi ke’s Law of Effect.
  • 35. A Reinforcer Increases the Probability of the Behavior It Follows  Primary versus secondary reinforcers  Primary reinforcers: innately reinforcing —satisfy biological needs.  Secondary reinforcers: learned and beco me reinforcing when associated with a p rimary reinforcer
  • 36. A Reinforcer Increases the Probability of the Behavior It Follows Positive and negative reinforcers Positive reinforcers: strengthen a response by presenting a positive stimulus after a respo nse Negative reinforcer: strengthens a response by removing an aversive stimulus after a respo nse
  • 37. Positive and Negative Reinforcement, Positi ve and Negative Punishment
  • 38. Different Reinforcement Schedules Lead to Different Learning and Performance Rates  Continuous reinforcement leads to the fas test learning.  The biggest problem with continuous reinf orcement is that when it ends, extinction occurs rapidly.
  • 39. Different Reinforcement Schedules Lead to Different Learning and Performance Rates  Partial reinforcement has an important effect on your continued performance b ecause being reinforced only once in a while keeps you responding vigorously f or longer periods of time than does con tinuous reinforcement.
  • 40. Fixed-interval schedules: reinforce the first respon se after a fixed-time interval has elapsed  Fixed-ratio schedules: reinforce a response after a specified number of nonreinforced responses  Variable-interval schedules: reinforce the first re sponse after a variable-time interval has elapsed  Variable-ratio schedules: reinforce a response af ter a variable number of nonreinforced response s Different Reinforcement Schedules Lead to Differ ent Learning and Performance Rates
  • 42. Accidental Reinforcement Can Cause Superstitious Behavior  Superstitious behavior: learned because it happened to be followed by a reinforcer, even though this behavior was not the cause of the reinforcer.  Skinner trained superstitious behavior in hungry pigeons. He reasoned that when reinforcement occurred, it woul d be paired with whatever response the pigeons had ju st performed. Instances of accidental reinforcement triggering supers titious behavior is common among people.
  • 43. Punishment Should Be Used Only un der Certain Circumstances  Punishment: The process by which a cons equence decreases the probability of the behavior that it follows.
  • 44. Punishment Should Be Used Only un der Certain Circumstances  To be effective in reducing unwanted behavio rs:  The punishment must be prompt,  It must be relatively strong, and  It must be consistently applied.  Alternative to punishment of undesirable beh avior:  Allow undesirable actions to continue without eit her positive or negative consequences until they are extinguished
  • 45. Criticism of Operant Conditioning Theory is that it Overlooks Genetic Predispositions  Biological constraints on learning  As with classical conditioning, an animal’s bi ology can restrict its capacity for operant con ditioning.  Species-specific behavior patterns can interf ere with operant conditioning, a genetic cons traint called instinctive drift.
  • 46. Criticism of Operant Conditioning Theory is that it Overlooks Cognitive Processes  Latent learning: learning that occurs without a pparent reinforcement and is not demonstrated until sufficient reinforcement is provided  Learning can occur without any reinforcement, something that the theory of operant conditioni ng assumed was not possible.
  • 48. Operant Conditioning Theory Overlooks Cognitive Processes  Learned helplessness: the passive resignation produced by repeated exposure to aversive eve nts that cannot be avoided  Here again, in contradiction to behaviorist the ory, research demonstrated that mental proce sses play a significant role in learning.
  • 49. Applications of Operant Conditioning  Structure and feedback in learning – immediate reinforcement  Defined performance goals and imm ediate reinforcement at work  Parenting – reward good behavior, i gnore whining, time-out
  • 50. Observational Learning  learning by observing and imitating th e behavior of others  The others whom we observe and imitate are called models.  Observational learning helps children lear n how to behave in their families and in t heir cultures.Yet, what about the learnin g that occurs without direct experience?
  • 51. Social Learning Theory-Albert Bandura  Social learning theory says that people lear n social behaviors mainly through observati on and cognitive processing of information, rather than through direct experience.  Learning the consequences of an action b y observing its consequences for someon e else is known as vicarious conditioning.
  • 52. Children Can Learn Aggressive Behavi or through Observation  Bobo doll studies: the first set of exper iments demonstrating the power of obs ervational learning in eliciting aggressi on.  Research demonstrates that children a re less likely to imitate the actions of p unished aggressors.
  • 53. Children Can Learn Aggressive Beha vior through Observation  Bandura believes children observe and learn a ggression through many avenues, but the thre e principal ones are:  Families: where adults use violence  Communities: where aggression is considered to b e a sign of manhood, especially among males  Media: principally television and the movies
  • 54. Children Can Learn Aggressive Beha vior through Observation Research indicates that aggressiv e behavior in children is significa ntly reduced when they spend les s time watching violent television shows and playing violent video g ames.