This document provides an overview of learning concepts from a psychology course. It defines learning and describes the key types of learning - classical conditioning and operant conditioning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a response. Operant conditioning is based on consequences influencing behavior - reinforcement increases a behavior while punishment decreases it. Examples are given of classical conditioning experiments by Pavlov and Watson, as well as B.F. Skinner's research on operant conditioning using positive and negative reinforcement in operant chambers.
This document summarizes key concepts from a psychology lecture on learning processes. It discusses operant conditioning principles like reinforcement schedules and punishment. It also covers classical conditioning, factors that influence learning like biology and cognition. Additionally, it outlines observational learning through modeling behavior and the effects of vicarious reinforcement. Mirror neurons are noted for their role in enabling observational learning through cognitive mirroring of others' actions.
Operant conditioning is a type of learning where behavior is strengthened through reinforcement or diminished through punishment. It involves voluntary behaviors that operate on the environment. Key aspects include:
1) Reinforcement strengthens behaviors by presenting a desirable stimulus or removing an undesirable one after the behavior occurs. Positive reinforcement adds a stimulus, while negative reinforcement removes one.
2) Behaviors are acquired through continuous reinforcement at first, then shaped using partial reinforcement to build resistance to extinction.
3) Reinforcement schedules like fixed ratio and variable interval impact how often behaviors are performed.
4) Complex behaviors can be learned through successive approximations using shaping principles like differential reinforcement.
This document discusses operant conditioning and B.F. Skinner's experiments with it. Operant conditioning is a method of learning through reinforcement and punishment for behaviors. Skinner designed experiments using a Skinner Box to teach rats behaviors like lever pressing through positive reinforcement with food and negative reinforcement by removing electric shocks. He found that behaviors increased most when rewards were given on a variable schedule, not consistently. The technique of shaping breaks behaviors into small steps and reinforces progress, allowing animals to learn complex actions. Skinner used shaping to teach pigeons many tasks. His work showed how reinforcement can guide learning.
B.F. Skinner was an American psychologist born in 1904 who developed the theory of operant conditioning. He believed that behavior is shaped by its consequences through reinforcement or punishment. Skinner conducted experiments using Skinner boxes to demonstrate how schedules of reinforcement can modify behavior. His work showed how intermittent reinforcement can encourage persistent behaviors like gambling. Skinner also developed the technique of shaping to gradually modify behaviors through reinforcement. His research influenced education and how behaviors are learned through reinforcement and punishment.
Learning occurs through classical conditioning, instrumental conditioning, and observational learning. Observational learning involves observing and imitating others' behaviors. Albert Bandura's Bobo doll experiment showed that children imitated aggressive behaviors they observed. Conditioning involves learning through reinforcement and punishment. Classical conditioning pairs an unconditioned stimulus with a conditioned stimulus to elicit a new response. Instrumental conditioning uses reinforcement to increase behaviors and punishment to decrease them. Therapies apply conditioning principles to treat phobias, anxiety disorders, and other conditions.
There are three main types of learning: classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves associating two stimuli through repeated pairing, like Pavlov's dogs learning to salivate to a bell. Operant conditioning is changing behavior through consequences, as Skinner showed with rats learning to press levers for food rewards. Cognitive learning involves acquiring knowledge through observation and instruction rather than direct experience.
This document discusses classical conditioning and operant conditioning. Classical conditioning involves learning associations between stimuli through repeated pairing, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning refers to changing behavior through reinforcement or punishment of responses. The document provides examples of classical conditioning experiments conducted by Ivan Pavlov on digestion in dogs and John Watson on fear responses in a baby known as Little Albert. It also discusses applications of conditioning principles in shaping behaviors.
This document summarizes key concepts from a psychology lecture on learning processes. It discusses operant conditioning principles like reinforcement schedules and punishment. It also covers classical conditioning, factors that influence learning like biology and cognition. Additionally, it outlines observational learning through modeling behavior and the effects of vicarious reinforcement. Mirror neurons are noted for their role in enabling observational learning through cognitive mirroring of others' actions.
Operant conditioning is a type of learning where behavior is strengthened through reinforcement or diminished through punishment. It involves voluntary behaviors that operate on the environment. Key aspects include:
1) Reinforcement strengthens behaviors by presenting a desirable stimulus or removing an undesirable one after the behavior occurs. Positive reinforcement adds a stimulus, while negative reinforcement removes one.
2) Behaviors are acquired through continuous reinforcement at first, then shaped using partial reinforcement to build resistance to extinction.
3) Reinforcement schedules like fixed ratio and variable interval impact how often behaviors are performed.
4) Complex behaviors can be learned through successive approximations using shaping principles like differential reinforcement.
This document discusses operant conditioning and B.F. Skinner's experiments with it. Operant conditioning is a method of learning through reinforcement and punishment for behaviors. Skinner designed experiments using a Skinner Box to teach rats behaviors like lever pressing through positive reinforcement with food and negative reinforcement by removing electric shocks. He found that behaviors increased most when rewards were given on a variable schedule, not consistently. The technique of shaping breaks behaviors into small steps and reinforces progress, allowing animals to learn complex actions. Skinner used shaping to teach pigeons many tasks. His work showed how reinforcement can guide learning.
B.F. Skinner was an American psychologist born in 1904 who developed the theory of operant conditioning. He believed that behavior is shaped by its consequences through reinforcement or punishment. Skinner conducted experiments using Skinner boxes to demonstrate how schedules of reinforcement can modify behavior. His work showed how intermittent reinforcement can encourage persistent behaviors like gambling. Skinner also developed the technique of shaping to gradually modify behaviors through reinforcement. His research influenced education and how behaviors are learned through reinforcement and punishment.
Learning occurs through classical conditioning, instrumental conditioning, and observational learning. Observational learning involves observing and imitating others' behaviors. Albert Bandura's Bobo doll experiment showed that children imitated aggressive behaviors they observed. Conditioning involves learning through reinforcement and punishment. Classical conditioning pairs an unconditioned stimulus with a conditioned stimulus to elicit a new response. Instrumental conditioning uses reinforcement to increase behaviors and punishment to decrease them. Therapies apply conditioning principles to treat phobias, anxiety disorders, and other conditions.
There are three main types of learning: classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves associating two stimuli through repeated pairing, like Pavlov's dogs learning to salivate to a bell. Operant conditioning is changing behavior through consequences, as Skinner showed with rats learning to press levers for food rewards. Cognitive learning involves acquiring knowledge through observation and instruction rather than direct experience.
This document discusses classical conditioning and operant conditioning. Classical conditioning involves learning associations between stimuli through repeated pairing, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning refers to changing behavior through reinforcement or punishment of responses. The document provides examples of classical conditioning experiments conducted by Ivan Pavlov on digestion in dogs and John Watson on fear responses in a baby known as Little Albert. It also discusses applications of conditioning principles in shaping behaviors.
Skinner expanded on Thorndike's law of effect through experiments using operant chambers. He studied how behaviors are strengthened or weakened through reinforcement and punishment. Operant conditioning uses reinforcement to shape behaviors through successive approximations. Reinforcers can be primary, conditioned, immediate, or delayed. Reinforcement schedules include continuous, partial, fixed-ratio, variable-ratio, fixed-interval, and variable-interval. Punishment typically has negative side effects and provides no information to change behavior.
Topic: Learning Theories of Operant Conditioning
Student Name: Waqar Ali
Class: B.Ed. Hons Elementary Part (III)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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.
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.
An operant is a set of acts which constitutes an organism doing
something. In the process of operant conditioning operant responses are modified or changed by reinforcement Through operant conditioning, an association is made between a behavior and a consequence (whether negative or positive) for that behavior. An operant is a set of acts which constitutes an organism doing something. In the process of operant conditioning operant responses are modified or changed by reinforcement. It is called trial and error learning .
Video link: You can see video from YouTube also
https://youtu.be/BfK8O61ar4E
www.youtube.com/channel/UCAxHLKkrYaZ62adpr47kr8w?view_as=subscriber
Operant conditioning is a method of learning through reinforcement and punishment of behaviors. Reinforcements, like rewards, increase the likelihood a behavior will be repeated, while punishments decrease likelihood a behavior will be repeated. Skinner used a technique called shaping to teach behaviors to animals like pigeons by breaking behaviors into small, reinforced steps to build up to a complex behavior. Shaping involves giving reinforcement for closer and closer approximations of the desired behavior until the behavior is learned. The technique was effective for pigeons but not all animals, like raccoons. Shaping can also be used to teach humans complex behaviors by reinforcing successive steps.
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.
Operant conditioning principles can be applied in various settings to shape behaviors. Reinforcers are used in workplaces to increase productivity and in parenting to encourage good behaviors in children. Once addicted to drugs, continued drug use is reinforced by both the positive effects of the drugs and the negative reinforcement of avoiding withdrawal symptoms.
The document discusses different types of learning, including classical conditioning and operant conditioning. It defines classical conditioning as learning through association, where a conditioned stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. The document outlines the classical conditioning process and applications. It then defines operant conditioning as learning through reinforcement or punishment, including positive and negative reinforcement. Different schedules of reinforcement are also discussed, including continuous and intermittent reinforcement. The document concludes by briefly mentioning cognitive aspects of learning like insight learning and observational learning.
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 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.
This document provides an overview of learning theory, including classical conditioning, operant conditioning, and observational learning. It discusses key concepts such as unconditioned and conditioned stimuli/responses, reinforcement and punishment schedules, and processes like acquisition, extinction, and spontaneous recovery. Famous studies and theorists are mentioned, like Pavlov's dogs, Watson's "Little Albert" experiment, Thorndike's law of effect, and Bandura's work on observational learning. Learning is defined as continuous changes in knowledge and behavior through experience. Both classical and operant conditioning influence behaviors, emotions, and physiological responses in daily life.
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.
The document provides an overview of critical thinking skills and the scientific method in psychology. It discusses typical errors in thinking like hindsight bias and overconfidence. It emphasizes using a scientific attitude of curiosity, skepticism and humility. The scientific method involves forming testable hypotheses based on theories and then gathering data through methods like experiments, surveys and case studies to evaluate hypotheses. Correlation can be used to discover relationships between variables but does not prove causation. The goal is to think critically and obtain an accurate understanding of human behavior.
This document discusses classical and operant conditioning and their implications for marketing. Classical conditioning links a neutral stimulus to an unconditioned stimulus to elicit a response through repeated pairing, like Pavlov's dogs learning to salivate to a bell. Operant conditioning proposes that behaviors are shaped by their consequences, with reinforcers increasing a behavior and punishments decreasing it. Marketers aim to associate products with positive emotions through classical conditioning and influence purchasing behaviors as operant conditioning by providing incentives and rewards to customers.
Classical and operant conditioning are two types of learning. Classical conditioning involves associating an innate response with a neutral stimulus through repeated pairings. Operant conditioning is when behavior is influenced by its consequences - behaviors followed by reinforcement increase, while behaviors followed by punishment decrease. There are various schedules of reinforcement including continuous, fixed-ratio, variable-ratio, fixed-interval, and variable-interval schedules which impact how quickly and strongly behaviors are learned.
B.F. Skinner conducted experiments on operant conditioning using animal subjects in a Skinner box. In one experiment, a hungry rat pressed a lever that delivered food, demonstrating positive reinforcement and learning. In another experiment, electric shocks were delivered instead, demonstrating negative reinforcement. Skinner defined reinforcement as strengthening behaviors and punishment as weakening behaviors. He identified primary and conditioned reinforcers. Schedules of reinforcement like fixed ratio and variable interval were also explored. Later experiments by Robert Sherman and Philip Saigh applied operant conditioning principles to modify disruptive student behaviors in classroom settings through positive reinforcement like praise or activities like swimming.
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.
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 discusses key concepts in operant conditioning and learning, including:
1) Extinction refers to the weakening and disappearance of conditioned responses when reinforcement is no longer provided. An initial response surge may occur followed by a gradual decline.
2) Discriminative stimuli influence behavior by indicating when responses will or will not be reinforced. Stimulus generalization and discrimination govern reactions.
3) Reinforcement schedules, such as fixed ratio and variable interval, differentially impact the acquisition and extinction of behaviors.
4) Negative reinforcement strengthens responses that reduce unpleasant stimuli, while positive reinforcement strengthens responses followed by rewards. Escape and avoidance learning are examples.
This document discusses different types of learning, including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves learning associations between stimuli through repetition, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning involves changing behaviors based on consequences, such as rewarding or punishing responses. Cognitive learning involves acquiring new information through observation rather than direct experience. The document also discusses key figures in the development of these learning theories, such as Pavlov, Watson, Skinner, and their classic experiments on conditioning.
1. Learning is a relatively permanent change in behavior resulting from experience. There are three main types of learning: classical conditioning, operant conditioning, and observational/social learning.
2. In classical conditioning, organisms learn to associate stimuli through processes like Pavlov's dog experiment. In operant conditioning, behaviors are strengthened or weakened by their consequences, as shown through Skinner's experiments with reinforcement and punishment.
3. Observational learning involves learning new behaviors by watching others, as demonstrated by Bandura's Bobo doll experiment where children imitated an adult's aggressive behavior toward the doll.
Skinner expanded on Thorndike's law of effect through experiments using operant chambers. He studied how behaviors are strengthened or weakened through reinforcement and punishment. Operant conditioning uses reinforcement to shape behaviors through successive approximations. Reinforcers can be primary, conditioned, immediate, or delayed. Reinforcement schedules include continuous, partial, fixed-ratio, variable-ratio, fixed-interval, and variable-interval. Punishment typically has negative side effects and provides no information to change behavior.
Topic: Learning Theories of Operant Conditioning
Student Name: Waqar Ali
Class: B.Ed. Hons Elementary Part (III)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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.
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.
An operant is a set of acts which constitutes an organism doing
something. In the process of operant conditioning operant responses are modified or changed by reinforcement Through operant conditioning, an association is made between a behavior and a consequence (whether negative or positive) for that behavior. An operant is a set of acts which constitutes an organism doing something. In the process of operant conditioning operant responses are modified or changed by reinforcement. It is called trial and error learning .
Video link: You can see video from YouTube also
https://youtu.be/BfK8O61ar4E
www.youtube.com/channel/UCAxHLKkrYaZ62adpr47kr8w?view_as=subscriber
Operant conditioning is a method of learning through reinforcement and punishment of behaviors. Reinforcements, like rewards, increase the likelihood a behavior will be repeated, while punishments decrease likelihood a behavior will be repeated. Skinner used a technique called shaping to teach behaviors to animals like pigeons by breaking behaviors into small, reinforced steps to build up to a complex behavior. Shaping involves giving reinforcement for closer and closer approximations of the desired behavior until the behavior is learned. The technique was effective for pigeons but not all animals, like raccoons. Shaping can also be used to teach humans complex behaviors by reinforcing successive steps.
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.
Operant conditioning principles can be applied in various settings to shape behaviors. Reinforcers are used in workplaces to increase productivity and in parenting to encourage good behaviors in children. Once addicted to drugs, continued drug use is reinforced by both the positive effects of the drugs and the negative reinforcement of avoiding withdrawal symptoms.
The document discusses different types of learning, including classical conditioning and operant conditioning. It defines classical conditioning as learning through association, where a conditioned stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. The document outlines the classical conditioning process and applications. It then defines operant conditioning as learning through reinforcement or punishment, including positive and negative reinforcement. Different schedules of reinforcement are also discussed, including continuous and intermittent reinforcement. The document concludes by briefly mentioning cognitive aspects of learning like insight learning and observational learning.
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 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.
This document provides an overview of learning theory, including classical conditioning, operant conditioning, and observational learning. It discusses key concepts such as unconditioned and conditioned stimuli/responses, reinforcement and punishment schedules, and processes like acquisition, extinction, and spontaneous recovery. Famous studies and theorists are mentioned, like Pavlov's dogs, Watson's "Little Albert" experiment, Thorndike's law of effect, and Bandura's work on observational learning. Learning is defined as continuous changes in knowledge and behavior through experience. Both classical and operant conditioning influence behaviors, emotions, and physiological responses in daily life.
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.
The document provides an overview of critical thinking skills and the scientific method in psychology. It discusses typical errors in thinking like hindsight bias and overconfidence. It emphasizes using a scientific attitude of curiosity, skepticism and humility. The scientific method involves forming testable hypotheses based on theories and then gathering data through methods like experiments, surveys and case studies to evaluate hypotheses. Correlation can be used to discover relationships between variables but does not prove causation. The goal is to think critically and obtain an accurate understanding of human behavior.
This document discusses classical and operant conditioning and their implications for marketing. Classical conditioning links a neutral stimulus to an unconditioned stimulus to elicit a response through repeated pairing, like Pavlov's dogs learning to salivate to a bell. Operant conditioning proposes that behaviors are shaped by their consequences, with reinforcers increasing a behavior and punishments decreasing it. Marketers aim to associate products with positive emotions through classical conditioning and influence purchasing behaviors as operant conditioning by providing incentives and rewards to customers.
Classical and operant conditioning are two types of learning. Classical conditioning involves associating an innate response with a neutral stimulus through repeated pairings. Operant conditioning is when behavior is influenced by its consequences - behaviors followed by reinforcement increase, while behaviors followed by punishment decrease. There are various schedules of reinforcement including continuous, fixed-ratio, variable-ratio, fixed-interval, and variable-interval schedules which impact how quickly and strongly behaviors are learned.
B.F. Skinner conducted experiments on operant conditioning using animal subjects in a Skinner box. In one experiment, a hungry rat pressed a lever that delivered food, demonstrating positive reinforcement and learning. In another experiment, electric shocks were delivered instead, demonstrating negative reinforcement. Skinner defined reinforcement as strengthening behaviors and punishment as weakening behaviors. He identified primary and conditioned reinforcers. Schedules of reinforcement like fixed ratio and variable interval were also explored. Later experiments by Robert Sherman and Philip Saigh applied operant conditioning principles to modify disruptive student behaviors in classroom settings through positive reinforcement like praise or activities like swimming.
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.
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 discusses key concepts in operant conditioning and learning, including:
1) Extinction refers to the weakening and disappearance of conditioned responses when reinforcement is no longer provided. An initial response surge may occur followed by a gradual decline.
2) Discriminative stimuli influence behavior by indicating when responses will or will not be reinforced. Stimulus generalization and discrimination govern reactions.
3) Reinforcement schedules, such as fixed ratio and variable interval, differentially impact the acquisition and extinction of behaviors.
4) Negative reinforcement strengthens responses that reduce unpleasant stimuli, while positive reinforcement strengthens responses followed by rewards. Escape and avoidance learning are examples.
This document discusses different types of learning, including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves learning associations between stimuli through repetition, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning involves changing behaviors based on consequences, such as rewarding or punishing responses. Cognitive learning involves acquiring new information through observation rather than direct experience. The document also discusses key figures in the development of these learning theories, such as Pavlov, Watson, Skinner, and their classic experiments on conditioning.
1. Learning is a relatively permanent change in behavior resulting from experience. There are three main types of learning: classical conditioning, operant conditioning, and observational/social learning.
2. In classical conditioning, organisms learn to associate stimuli through processes like Pavlov's dog experiment. In operant conditioning, behaviors are strengthened or weakened by their consequences, as shown through Skinner's experiments with reinforcement and punishment.
3. Observational learning involves learning new behaviors by watching others, as demonstrated by Bandura's Bobo doll experiment where children imitated an adult's aggressive behavior toward the doll.
The document summarizes different types of learning, including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves learning associations between stimuli through repetition, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning is learning through consequences, where behaviors are strengthened or weakened based on rewards and punishments. Cognitive learning involves acquiring new behaviors and information through observation rather than direct experience.
Learning is the process of acquiring new information or behaviors through experience or practice that results in relatively permanent changes to behavior. There are two main types of learning:
Classical conditioning involves learning associations between stimuli through experiences, where a neutral stimulus becomes associated with an unconditioned stimulus to elicit the same response. Operant conditioning involves changing behavior through reinforcement or punishment in response to the consequences of an action.
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Classical conditioning is a type of learning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a response. In Pavlov's famous experiment, dogs were conditioned to salivate at the sound of a bell, which was paired with the presentation of food. Over time, the bell became a conditioned stimulus that elicited the same salivation response as the unconditioned stimulus of food. Stimulus generalization can also occur, where similar stimuli to the conditioned one produce the same response. Extinction is when the conditioned response decreases and disappears without the unconditioned stimulus, but spontaneous recovery may occur later.
- Learning is a relatively permanent change in behavior due to experience. Classical conditioning is a type of learning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response.
- Pavlov's dog experiment demonstrated classical conditioning, where dogs learned to salivate at the sound of a bell, which was previously a neutral stimulus but was paired with the unconditioned stimulus of food.
- Operant conditioning is a type of learning involving voluntary responses that are strengthened or weakened through consequences - responses followed by reinforcement are likely to be repeated.
This document provides an overview of classical and operant conditioning. It defines classical conditioning as learning through association, where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a response. Operant conditioning is defined as changing behavior through consequences, where behaviors followed by reinforcement increase in likelihood. Examples of classical and operant conditioning are described, including Pavlov's experiments with dogs and Skinner's research using operant chambers.
Classical conditioning involves learning through associations between stimuli. It was discovered by Ivan Pavlov through his experiments with dogs where he found they learned to associate food with the presence of stimuli like a bell. There are different types of classical conditioning including delay, trace, and simultaneous conditioning which vary based on the timing of the conditioned and unconditioned stimuli. Operant conditioning, studied by B.F. Skinner, involves reinforcement and punishment to modify behavior. Reinforcers like food increase behaviors while punishers decrease them. Shaping uses reinforcement to gradually modify behaviors towards a target behavior through successive approximations.
These slides are about different methods and types of learning and basically concerned about classical conditioning. Classical conditioning and its whole process is described here briefly.
- The unconditioned stimulus naturally elicits an unconditioned response. Pavlov's research involved dogs salivating in response to food.
- Through repeated pairing of a neutral stimulus (like a bell) with the unconditioned stimulus (food), the neutral stimulus takes on the properties of a conditioned stimulus that comes to elicit the same response (salivation) as the unconditioned stimulus.
- Classical conditioning involves learning the association between the conditioned stimulus and unconditioned stimulus/response through repeated exposure.
Pavlov's classic experiments on classical conditioning demonstrated that organisms can learn to associate neutral stimuli with biologically significant stimuli, as when his dogs learned to salivate to a tone that predicted food. Later research expanded on Pavlov's work to show the importance of cognitive processes and biological predispositions in conditioning, and that conditioning principles can help explain diverse phenomena like drug addiction, immune responses, phobias, and advertising effectiveness. Pavlov's work established classical conditioning as a fundamental form of learning and influenced the development of behaviorism.
The document discusses various theories of learning, including:
- Non-associative learning (habituation, sensitization) vs. associative learning (classical and instrumental conditioning)
- Classical conditioning experiments by Pavlov showing that a neutral stimulus can become associated with an unconditioned stimulus through repeated pairing
- Instrumental or operant conditioning experiments by Skinner showing that behaviors are reinforced or weakened by their consequences
- Cognitive learning involves understanding cause-and-effect relationships through mental strategies like mapping internal representations
Learning theories provide frameworks for understanding how human and animal behavior is acquired and changed through experience.
Classical conditioning is a learning process discovered by Ivan Pavlov where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a new conditioned response. Pavlov's famous experiment involved ringing a bell before giving dogs food, causing the dogs to salivate in response to the bell alone. Classical conditioning involves three stages: before conditioning where the unconditioned stimulus produces an unconditioned response, during conditioning where the neutral stimulus is paired with the unconditioned stimulus, and after conditioning where the now conditioned stimulus elicits the conditioned response. This theory has implications for understanding reward, punishment, language learning, removing superstitions, developing attitudes, and using audiovisual aids in education.
This document provides an overview of learning in psychology from several perspectives. It discusses classical and operant conditioning, including their basic principles and examples of how they are applied in everyday life. Classical conditioning involves associating an unconditioned stimulus that elicits a reflexive response with a conditioned stimulus through repeated pairing. Operant conditioning examines how voluntary behaviors are strengthened by reinforcement or weakened by punishment. The document also covers types of learning like shaping behavior through successive approximations and uses of reinforcement schedules.
1) The document provides an overview of the learning approach, outlining key assumptions and describing three types of learning: classical conditioning, operant conditioning, and social learning theory.
2) Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning uses reinforcement and punishment to shape behaviors. Social learning emphasizes learning from others through observation and imitation.
3) Examples are described to illustrate classical and operant conditioning principles, including Watson and Rayner's experiment conditioning fear in a baby, and Skinner's study on superstitious behaviors in pigeons. Evaluations note both practical applications and limitations of animal studies to human behaviors.
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.
Classical conditioning is a learning process theorized by Ivan Pavlov in which a neutral stimulus that elicits no response comes to elicit a response after being paired with an unconditioned stimulus that naturally elicits a response. Through repeated pairings, the neutral stimulus becomes a conditioned stimulus that elicits a conditioned response from the organism. The three main stages of classical conditioning are before conditioning when no response occurs to the neutral stimulus, during conditioning when the neutral and unconditioned stimuli are paired, and after conditioning when the now conditioned stimulus elicits the conditioned response alone. Classical conditioning has implications for developing habits, interests, eliminating undesirable behaviors, and language learning.
The document discusses teaching grammar, including identifying important elements and organizing the classroom. It describes the stages of a sample grammar lesson as present, practice, and produce. Key questions about teaching grammar and how learners need exposure, notice forms, understand meaning and use, practice, and remember items are discussed. Guided discovery techniques teachers can use like asking questions about meaning, context and form are outlined. The importance of allowing practice, speaking, and writing is emphasized.
This week focused on presenting vocabulary and giving instructions in the classroom. Students learned about techniques for teaching vocabulary including presenting the form, meaning and use of words. They also learned about eliciting vocabulary, checking comprehension, and practicing vocabulary. The assignment was to work in groups to prepare and do a microteaching lesson presenting the meaning, form, and checking comprehension of assigned words. Students were asked to reflect on their lesson, what went according to plan and could be improved, and what they learned from other groups.
"The experiment requires that you continue."
Participant: "I don't think I should go on."
Assistant: "It is absolutely essential that you continue. You have no other choice, you must go on."
participants continued to the highest shock
level (450 volts) if the experimenter insisted
they do so.
▪ Only about 1/3 defied the experimenter and
refused to continue at some point.
So obedience to authority was much higher
than predicted.
Week 3.2 Ethical Decision Making Process & Ethical Dilemma.pdfDr. Russell Rodrigo
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The document provides an overview of marketing concepts including defining marketing, the marketing concept, marketing strategy, selecting a target market, identifying the market, segmenting the market, the marketing mix, developing products, marketing research, branding, packaging and labeling, and placing products. It discusses topics such as coming up with products and defining features/benefits, setting prices, identifying target markets, promoting awareness, distribution channels, and what intermediaries can do. Key areas of the marketing mix like product, price, place, and promotion are examined.
This document outlines a discussion on discrimination and harassment in the workplace. It begins with an introduction to the topic and provides definitions for discrimination, workplace harassment, and sexual harassment. Examples of different types of discriminatory and harassing behaviors are given. The document then poses discussion questions for employees to consider regarding protected classes, reporting inappropriate behaviors, and steps supervisors can take to address issues. Overall, the summary emphasizes that discrimination and harassment have no place in the workplace and that prevention, education, and addressing reports are important to maintain a respectful environment.
This document discusses workplace ethics and related topics covered in a university course. It includes:
1. An outline of topics covering ethical issues in the current workplace environment, parameters of the employment relationship, health and safety, and work ethic.
2. Descriptions of ethical issues facing workplaces today such as lack of employee loyalty and ethical lapses.
3. Discussions of defining legal and ethical boundaries of the employment relationship, and employers' duties regarding health and safety.
4. Explanations of the importance of developing a strong work ethic and traits of a good employee such as attendance, character, teamwork, and respect.
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The document discusses strategies for recruiting, motivating, and retaining quality employees. It covers topics such as:
- Performing job analyses to understand job requirements and develop job descriptions.
- Forecasting future hiring needs and beginning the recruiting process.
- Ensuring non-discrimination and equal opportunity in hiring.
- Training and developing new employees through orientation and ongoing learning.
- Theories about what motivates employees, such as Maslow's hierarchy of needs and Herzberg's two-factor theory.
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This document provides an overview of Kantian ethics and deontology. It discusses how Kant believed that actions should be judged based on intentions and duties rather than consequences. The document outlines Kant's categorical imperative, which states that moral laws should be universalized and that people should always be treated as ends in themselves. It also notes some potential weaknesses of Kantian ethics, such as when duties may conflict and whether consequences are always irrelevant. The document then provides an example scenario about euthanasia to illustrate how a Kantian may analyze the issue.
This document provides an overview of business foundations concepts for students in an AGC450 course. It discusses the key participants in a business, the functional areas of business, and external forces that influence business activities. It also defines economics and the factors of production, and covers the basics of supply and demand, including how equilibrium price is determined by the interaction of supply and demand in a free market system. Key terms related to competition and different market structures are also introduced.
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This document provides an outline and explanation of adverb clauses. It begins by defining adverb clauses and their functions of answering how, where, when, why, to what extent, or under what condition. It then covers the five main types of adverb clauses: time, contrast, reason/purpose, reduced time clauses, and reduced reason clauses. For each type, it provides rules, examples, and exercises. It emphasizes that adverb clauses function like adverbs to modify verbs, adjectives, or other adverbs. It also notes that adverb clauses can be reduced by changing the subject to a gerund and omitting conjunction words. The document is intended to help students understand and identify different kinds of adverb clauses
This document contains information about object relative clauses including rules, examples, and exercises. It discusses how to form object relative clauses using pronouns like who, whom, which, and that. It provides examples of object relative clauses with and without prepositions. The document also contains practice exercises for readers to test their understanding of forming object relative clauses in different contexts.
This document provides an overview of subject relative clauses. It defines key terms like relative pronouns, relative clauses, and identifying vs. non-identifying relative clauses. It discusses the different types of relative pronouns used to introduce subject and object relative clauses, including who, that, which, and whose. Examples are provided to illustrate the different types of relative clauses. Exercises are included for the learner to practice identifying and constructing various relative clauses.
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2. It provides information on active listening, including defining listening, relationships between listeners and speakers, obstacles to active listening, and strategies to become a more active listener such as setting goals and focusing on the speaker's main ideas.
3. The document poses discussion questions about concepts like listening, critical thinking, evaluating speeches, and strategies for active listening. It suggests considering the speaker, message, audience, and purpose when
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.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
2. Outline
§ Definitions
§ Classical conditioning
§ Operant conditioning
What do we mean
by “learning”?
Learning is the
process of
acquiring new
and relatively
enduring
information or
behaviors.
3. 1. when we learn to predict
events we already like or
don’t like by noticing other
events or sensations that
happen first.
2. when our actions have
consequences.
3. when we watch what other
people do.
1. when two stimuli (events or
sensations) tend to occur
together or in sequence.
2. when actions become
associated with pleasant or
aversive results.
3. when two pieces of
information are linked.
How does learning happen other than
through language/words?
We learn from experience: We learn by association:
4. Types of Learning
Classical conditioning:
learning to link two
stimuli in a way that
helps us anticipate an
event to which we have
a reaction
Operant conditioning:
changing behavior
choices in response to
consequences
Cognitive learning:
acquiring new
behaviors and
information through
observation and
information, rather than
by direct experience
5. How it works: after repeated exposure to
two stimuli occurring in sequence, we
associate those stimuli with each other.
Result: our natural response to one
stimulus now can be triggered by the
new, predictive stimulus.
Associative Learning:
Classical Conditioning
Here, our response to
thunder becomes associated
with lightning.
Stimulus 1: See
lightning
Stimulus 2: Hear
thunder
After Repetition
Stimulus: See lightning
Response: Cover ears to avoid sound
6. § Child associates his “response” (behavior) with consequences.
§ Child learns to repeat behaviors (saying “please”) which were followed by
desirable results (cookie).
§ Child learns to avoid behaviors (yelling “gimme!”) which were followed by
undesirable results (scolding or loss of dessert).
Associative Learning:
Operant Conditioning
7. Cognitive Learning
Cognitive learning refers to
acquiring new behaviors and
information mentally, rather than
by direct experience.
Cognitive learning occurs:
1. by observing events and the
behavior of others.
2. by using language to acquire
information about events
experienced by others.
8. Behaviorism
§ The term behaviorism was used by John B. Watson (1878-1958), a
proponent of classical conditioning, as well as by B.F. Skinner
(1904-1990), a leader in research about operant conditioning.
§ Both scientists believed the mental life was much less important
than behavior as a foundation for psychological science.
§ Both foresaw applications in controlling human behavior:
Skinner conceived of utopian
communities.
Watson went into advertising.
9. Ivan Pavlov’s Discovery
While studying salivation in dogs,
Ivan Pavlov found that salivation from
eating food was eventually triggered
by what should have been neutral
stimuli such as:
§ just seeing the food.
§ seeing the dish.
§ seeing the person who brought
the food.
§ just hearing that person’s
footsteps.
13. Conditioned
response:
dog salivates
After Conditioning
Conditioned
(formerly
neutral)
stimulus
The dog begins to salivate upon hearing the tone
(neutral stimulus becomes conditioned stimulus).
Did you follow the changes?
The UR and the CR are the
same response, triggered by
different events.
The difference is
whether conditioning
was necessary for the
response to happen.
The NS and the CS are the
same stimulus.
The difference is
whether the stimulus
triggers the conditioned
response.
14. Breakout Room: Find the US, UR, NS, CS, CR in the
following:
Your romantic partner always uses the same
shampoo. Soon, the smell of that shampoo makes
you feel happy.
The door to your house squeaks loudly when you
open it. Soon, your dog begins wagging its tail when
the door squeaks.
The nurse says, “This won’t hurt a bit,” just before
stabbing you with a needle. The next time you hear
“This won’t hurt,” you cringe in fear.
You have a meal at a fast food restaurant that causes
food poisoning. The next time you see a sign for that
restaurant, you feel nauseated.
Your romantic partner always uses the same shampoo.
Soon, the smell of that shampoo makes you feel happy.
The door to your house squeaks loudly when you open
it. Soon, your dog begins wagging its tail when the door
squeaks.
The nurse says, “This won’t hurt a bit,” just before
stabbing you with a needle. The next time you hear
“This won’t hurt,” you cringe in fear.
You have a meal at a fast food restaurant that causes
food poisoning. The next time you see a sign for that
restaurant, you feel nauseated.
15. § If the dog becomes conditioned to salivate at the
sound of a bell, can the dog be conditioned to
salivate when a light flashes…by associating it with
the BELL instead of with food?
§ Yes! The conditioned response can be transferred
from the US to a CS, then from there to another CS.
§ This is higher-order conditioning: turning a NS into
a CS by associating it with another CS.
àA man who was conditioned to associate joy with
coffee, could then learn to associate joy with a
restaurant if he was served coffee there every time
he walked in to the restaurant.
Higher-Order Conditioning
16. 16
Acquisition
What gets “acquired”?
à The association between a neutral
stimulus (NS) and an unconditioned
stimulus (US).
How can we tell that acquisition has
occurred?
à The UR now gets triggered by a CS
(drooling now gets triggered by a bell).
Timing
For the association to be acquired,
the neutral stimulus (NS) needs to
repeatedly appear before the
unconditioned stimulus (US)…about a
half-second before, in most cases. The
bell must come right before the food.
Acquisition refers to the initial stage of
learning/conditioning.
17. Acquisition and Extinction
§ The strength of a CR grows with conditioning.
§ Extinction refers to the diminishing of a conditioned response. If the
US (food) stops appearing with the CS (bell), the CR decreases.
18. Spontaneous Recovery [Return of the
CR]
After a CR (salivation) has been conditioned and then extinguished:
•following a rest period, presenting the tone alone might lead to a
spontaneous recovery (a return of the conditioned response despite a lack
of further conditioning).
•if the CS (tone) is again presented repeatedly without the US, the CR
becomes extinct again.
19. Generalization and Discrimination Please
notice the narrow, psychological definition .
Ivan Pavlov conditioned dogs to
drool when rubbed; they then
also drooled when scratched.
Ivan Pavlov conditioned dogs to
drool at bells of a certain pitch;
slightly different pitches did not
trigger drooling.
Generalization refers to the
tendency to have
conditioned responses
triggered by related stimuli.
MORE stuff makes you drool.
Discrimination refers to the
learned ability to only respond
to a specific stimuli,
preventing generalization.
LESS stuff makes you drool.
20. Insights about
conditioning in
general
• It occurs in all
creatures.
• It is related to
biological drives
and responses.
Insights about
science
• Learning can be
studied
objectively, by
quantifying
actions and
isolating elements
of behavior.
Insights from
specific
applications
• Substance abuse
involves
conditioned
triggers, and
these triggers
(certain places,
events) can be
avoided or
associated with
new responses.
Ivan Pavlov’s Legacy
24. John B. Watson and Classical
Conditioning: Playing with Fear
§ In 1920, 9-month-old Little Albert was not afraid of rats.
§ John B. Watson and Rosalie Rayner then clanged a
steel bar every time a rat was presented to Albert.
§ Albert acquired a fear of rats, and generalized this fear
to other soft and furry things.
§ Watson prided himself
in his ability to shape
people’s emotions. He
later went into
advertising.
29. How it works:
An act of chosen behavior (a
“response”) is followed by a reward
or punitive feedback from the
environment.
Results:
§ Reinforced behavior is more
likely to be tried again.
§ Punished behavior is less likely
to be chosen in the future.
Operant Conditioning
Response:
balancing a ball
Consequence:
receiving food
Behavior
strengthened
Operant conditioning involves
adjusting to the consequences of our
behaviors, so we can easily learn to do
more of what works, and less of what
doesn’t work. Examples à
§We may smile more at work after this
repeatedly gets us bigger tips.
§We learn how to ride a bike using the
strategies that don’t make us crash.
30. Classical conditioning: Operant conditioning:
Operant and Classical Conditioning are
Different Forms of Associative Learning
§ involves respondent behavior,
reflexive, automatic reactions
such as fear or craving
§ these reactions to unconditioned
stimuli (US) become associated
with neutral (thenàconditioned)
stimuli
§ involves operant behavior,
chosen behaviors which “operate”
on the environment
§ these behaviors become
associated with consequences
which punish (decrease) or
reinforce (increase) the operant
behavior
There is a contrast in the process of
conditioning.
The experimental (neutral) stimulus
repeatedly precedes the
respondent behavior, and
eventually triggers that behavior.
The experimental (consequence)
stimulus repeatedly follows the
operant behavior, and eventually
punishes or reinforces that
behavior.
31. Breakout Room:
Identify whether the examples that follow applies classical
or operant conditioning
1. Every time someone flushes a toilet in the apartment building,
the shower becomes very hot and causes the person to jump
back. Over time, the person begins to jump back
automatically after hearing the flush, before the water
temperature changes.
2. Your father gives you a credit card at the end of your first year
in college because you did so well. As a result, your grades
continue to get better in your second year.
3. Your car has a red, flashing light that blinks annoyingly if you
start the car without buckling the seat belt. You become less
likely to start the car without buckling the seat belt.
32. 4. You eat a new food and then get sick because of the flu. However, you develop a
dislike for the food and feel nauseated whenever you smell it.
5. An individual receives frequent injections of drugs, which are administered in a
small examination room at a clinic. The drug itself causes increased heart rate but
after several trips to the clinic, simply being in a small room causes an increased
heart rate.
6. A lion in a circus learns to stand up on a chair and jump through a hoop to receive
a food treat.
7. A professor has a policy of exempting students from the final exam if they
maintain perfect attendance during the quarter. His students’ attendance increases
dramatically.
8. You check the coin return slot on a pay telephone and find a quarter. You find
yourself checking other telephones over the next few days.
9. Your hands are cold so you put your gloves on. In the future, you are more likely
to put gloves on when it’s cold.
10. John Watson conducted an experiment with a boy named Albert in which he
paired a white rat with a loud, startling noise. Albert now becomes startled at the
sight of the white rat.
33. Thorndike’s Law of Effect
Edward Thorndike placed cats in a puzzle box;
they were rewarded with food (and freedom)
when they solved the puzzle.
Thorndike noted that the cats took less time to
escape after repeated trials and rewards.
The law of effect states that behaviors followed
by favorable consequences become more likely,
and behaviors followed by unfavorable
consequences become less likely.
34. B.F. Skinner: Behavioral Control
B. F. Skinner saw potential for exploring and
using Edward Thorndike’s principles much
more broadly. He wondered:
§ how can we more carefully measure
the effect of consequences on chosen
behavior?
§ what else can creatures be taught to
do by controlling consequences?
§ what happens when we change the
timing of reinforcement?
B.F. Skinner trained
pigeons to play
ping pong, and
guide a video game
missile.
35. B.F. Skinner: The Operant Chamber
§ B. F. Skinner, like Ivan Pavlov, pioneered more controlled methods of
studying conditioning.
§ The operant chamber, often called “the Skinner box,” allowed
detailed tracking of rates of behavior change in response to different
rates of reinforcement.
Recording
device
Bar or lever
that an animal
presses,
randomly at
first, later for
reward
Food/water dispenser
to provide the reward
36. Reinforcement
§ Reinforcement refers to
any feedback from the
environment that makes
a behavior more likely to
recur.
§ Positive (adding)
reinforcement:
adding something
desirable (e.g.,
warmth)
§ Negative (taking
away) reinforcement:
ending something
unpleasant (e.g., the
cold)
For the meerkat,
this warm light is
desirable.
This meerkat has just
completed a task out
in the cold
37. Four Types of Operant
Learning
Two strengthen behavior, and two weaken it.
38.
39. Shaping Behavior
Reinforcing Successive Approximations
When a creature is not likely to randomly perform exactly the
behavior you are trying to teach, you can reward any behavior that
comes close to the desired behavior.
Students could smile and
nod more when the
instructor moves left,
until the instructor stays
pinned to the left wall.
40. A cycle of mutual
reinforcement
40
Children who have a temper tantrum when
they are frustrated may get positively
reinforced for this behavior when parents
occasionally respond by giving in to a
child’s demands.
Result: stronger, more frequent
tantrums
Parents who occasionally give in to
tantrums may get negatively reinforced
when the child responds by ending the
tantrum.
Result: parents giving-in behavior is
strengthened (giving in sooner and
more often)
41. Discrimination
§ Discrimination refers to the ability to
become more and more specific in what
situations trigger a response.
§ Shaping can increase discrimination, if
reinforcement only comes for certain
discriminative stimuli.
§ For examples, dogs, rats, and even
spiders can be trained to search for very
specific smells, from drugs to explosives.
§ Pigeons, seals, and manatees have been
trained to respond to specific shapes,
colors, and categories.
Bomb-finding rat
Manatee that
selects shapes
42. Why we might
work for money
§ If we repeatedly introduce a
neutral stimulus before a reinforcer,
this stimulus acquires the power to
be used as a reinforcer.
§ A primary reinforcer is a stimulus
that meets a basic need or
otherwise is intrinsically desirable,
such as food, sex, fun, attention, or
power.
§ A secondary/conditioned
reinforcer is a stimulus, such as a
rectangle of paper with numbers
on it (money) which has become
associated with a primary reinforcer
(money buys food, builds power).
43. A Human Talent:
Responding to Delayed Reinforcers
§ If you give a dog a treat ten minutes
after they did a trick, you’ll be
reinforcing whatever they did right
before the treat (sniffing?). Dogs
respond to immediate reinforcement.
§ Humans have the ability to link a
consequence to a behavior even if they
aren’t linked sequentially in time. The
piece of paper (money) can be a
delayed reinforcer, paid a month later,
yet still reinforcing if we link it to our
performance.
§ Delaying gratification, a skill related to
impulse control, enables longer-term
goal setting.
44. Sources
• Myers, D., G. (2013). Psychology, 10th Edition. New
York: Worth Publishers.
• https://open.lib.umn.edu/intropsyc/part/chapter-7-
learning/