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learning
This document provides an overview of learning and various theories of learning. It discusses different types of learning including nonassociative learning like habituation and sensitization, and associative learning like classical and operant conditioning. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to form a conditioned response. Operant conditioning is based on reinforcement and punishment to shape behavior. Theories of classical conditioning like stimulus substitution and information/expectation theories are also covered. Different schedules of reinforcement are discussed along with other concepts like latent learning, cognitive learning, prepared/unprepared behavior, and insights into the brain mechanisms underlying learning.
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- 1. Learning DR GANESH INGOLE RESIDENTPSYCHIATRY 1
- 2. CONTENTS • Introduction • Biologyof memory • Theories of memory • Forgetting • Disorders of memory • Improving memory • Conclusions 2
- 3. Learning • Any relativelypermanent change in behavior that occurs as a result of practice or experience. • Important elements 1.Change in behavior 2.Through practice or experience 3.Relatively permanent 3
- 4. Types of Learning •Nonassociative Learning 1.Habituation 2.Sensitisation • Associative Learning 1.Classical Conditioning 2.Instrumental Conditioning 3.Complex Learning 4
- 5. Nonassociative Learning • Habituation-decreased behavioral response to innocuous stimulus • Sensitization- Increased behavioral response to an intense stimuli 5
- 6. • Unconditioned Response-Unlearned Response • Unconditioned Stimulus- Stimulus automatically elicits response without prior conditioning 6
- 7. Classical Conditioning • Previouslyneutral stimulus becomes associated with another stimulus through repeated pairing • Pavlovian Experiment • Sight of food causes salivation in dog 7
- 8.
- 9. Instrumental/Operant Conditioning • Learners' behavioris important • Change is Reward • Response is repeated 9
- 10. Theories of Classical Conditioning •Stimulus substitution:- • CS substitutes US • Bond formation between CS and US • Reflex response • CR should be same as UR • Freezing 10
- 11. Properties of Learning •Acquisition:-Strength of association between CS & US increases after repeated pairing • Extinction:-CS presented alone • Strength of CR decreases • Inhibition –CS ceases to be signal for US • CS becomes neutral stimuli 11
- 12. Spontaneous Recovery • Increasedresponse after rest • Learning is rememberd • Reconditioning is fast 12
- 13. • Stimulus Generalization:-Similar response to different stimuli • Greater response with similar stimuli • Unpaired stimuli • Discrimination:-Different response to different stimuli 13
- 14. Theories of Classical ConditioningCont… • Information And Expectation:- • CS Signals US • Recent memory for CS • Link forms between CS and US • Expectation of future event 14
- 15. Reinforcer • An envirnomentalevent that is the consequence of an instrumental response and that makes the response more likely again • Positive Reinforcer- Increased likelihood of response • Omission of reinforcer –Positive renforcer is withdrawan 18
- 16. • Negative Reinforcer-Cessation of event increased likelihood of response • Punishers:-Event decreases likelihood of response Responses tend not to be repeated 19
- 17. 20 Positive Reinforcement (Increased likelihoodof response) Punishment (Decreased Likelihood Of Response) Omission of Reinforcement( Decreased Likelihood Of Response) Negative Reinforcement (Increased likelihood of response)
- 18. Shaping Behavior • Tospeed up operant conditioning • To condition complex response • Method of Successive Approximations • Auto shaping 21
- 19. Conditioned Positive Reinforcers 22 Primary ReinforcersSecondary Reinforcers 1. No previous special training required Previous special training required 2. Work Naturally Does not work naturally 3. No extinction Extinction
- 20. Schedule of Positive Reinforcement •Continuous • Fixed Ratio • Fixed interval • Varied interval 23
- 21. Escape Learning • Noxiousstimuli are avoided • Instrumental learning based on negative reinforcement 24
- 22. Avoidance learning • Noxiousstimulus is avoided before its occurrence • Latency of response early • Safety signals • Extinction is slow • Species typical defense mechanism 25
- 23. Punishment • Intensity • Consistency •Closure to time & place of response • Adaptation • Simultaneous use of Positive Reinforcement • Should be used sparingly • May lead to US for fear 26
- 24. Latent Learning • Learningnot evident until favorable conditions • Occurs without reinforcement 27
- 25. Programmed Learning • Usedin Psychological therapy • Small easy steps • Reinforcement on completion of each step • Response at own pace • Useful in learning facts, rules and formulas 28
- 26. Insight Learning • Suddensolution to a problem • Perceptual reorganization • Generalization of a solution 29
- 27. Imitation • Imitation ofbehavior • Species typical • Learner pays attention to models behavior • Remember • Able to reproduce behavior • Motivated to do so 30
- 28. Cognitive Learning • Pastexperiences changes memory of events • New pairing between stimuli and response • Stored in memory 31
- 29. Prepared Behavior • Certainspecies predisposed to learn some things easily • Language learning in earlier stages • Species typical defense mechanism • Phobias – Certain phobias more common 32
- 30. • Unprepared Behavior:- Learnedwith moderate difficulty • Contra prepared Behavior:- Learned with great difficulty 33
- 31. Personalized system of instructions •Broken into steps • Each step is to be mastered before moving into next step • Performance at own pace • Increase in prductivity 34
- 32. Behavior Therapy 35 • Totreat psychological disorders • Reinforce socially adaptive behavior • Extinguishing maladaptive behavior • Pairing of stimuli
- 33. Learning & Brain •Hebbian Learning rule- repetition of same responses lead to permanent changes at the synopses • Increased neurotransmitters • New neuron formation • Site - Cortex 36
- 34. References • Clifford T.Morgan, Richard A. King, John R Weisz, John Schopler,1993,Emotion and stress, Introduction To Psychology, 7th edition,181-223 • Susan Nolen-Hoeksema, Barbara L. Fredrickson,Geoff Loftus, Introduction To Psychology,15th ed,228-269 37
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