© kip smith, 2003 beginning of part 3: nurture. © kip smith, 2003 where we are in the syllabus...

© Kip Smith, 2003

Beginning of Part 3: Nurture

© Kip Smith, 2003

Where we are in the syllabus

Part 1: Psychology - the science of mind and behavior

Part 2: Nature - how our evolutionary inheritance shapes behavior and brains and our capacity for language

Part 3: Nurture - how our environment shapes mind and behavior

© Kip Smith, 2003

Nurture

How our environment shapes mind and behavior

Environments: Family Society Culture Peer groups Etc.

© Kip Smith, 2003

Topics in Part 3: Nurture

Learning Classical conditioning

Watson, Pavlov Operant conditioning

Skinner

Child development Piaget

Ecological psychology Jimmy and Eleanor

Gibson

Social psychology Social perceptions and

attitudes Social influences on

behavior Peer pressure

Personality

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Chapter 4

Learning

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For next time

Do the PsychInquiry activity for Chapter 4 called Classically conditioned tastes

Read Chapter 4

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A Little History

During the first half of the 20th century, psychology focused on overt behavior and was not concerned with what goes on inside the head

The paradigm was called Behaviorism

The focus of research was Learning

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Behaviorism(1913 - 1956...)

The goal of psychology “is the prediction and control of behavior. Introspection forms no essential part of its methods.”

Watson, 1913

Psychology is “the science of observable behavior”

Pavlov

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Questions to ponder

What is Learning?

Why Learn?

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Types of Learning

Observational learning

Associative learning Classical conditioning Operant conditioning

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Observational Learning

Child takes gunto school,

kills teachers & classmates

Child routinely observes gunplay

and violence on TV

Child feels angry,

hostile, or insecure

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Associative learning

Classical (Pavlovian) conditioning

Operant (Skinnerian) conditioning

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Classical (Pavlovian) Conditioning

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The behaviorist’s view of behavior

Behavior

Peck

time

Behavior

Peck

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Reinforcer

Behavior

Peck

time

Behavior

Peck

Reinforcer

Food

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Conditioning

Behavior

Peck

Reinforcer

FoodTone

ConditionedReinforcer

time

Behavior

Peck

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Evidence of learning

Behavior

Peck Tone

ConditionedReinforcer

time

Behavior

Peck

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Classical (Pavlovian) Conditioning Terms

UnConditioned Stimulus

UnConditioned Response

Neutral Stimulus

Conditioned Stimulus

Conditioned Response

= UCS

= UCR

= NS

= CS

= CR

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UCR

Drool

UCS

Food

NothingBell

NS

Pavlov’s Dogs 1(Before Conditioning)

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Neutral Stimulus



= UCS

= UCR

= NS

= CS

= CR

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NS

Tone Food+

ToneBEFORE

Food

UCR

Drool

UCS

Food

Pavlov’s Dogs 2(During Conditioning)

Drool

CS

CSBEFOREUCS !!

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UCS UCR

Food Drool

Drool

NS

Tone Food+

Tone

CS

Light

Light

Touch

Touch

Drool

CR

Pavlov’s Dogs 3(After Conditioning)

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UCS UCR

Drug Nausea

NS

Nurse NauseaDrug+

Nurse Nausea

CRCS

Chemotherapy Patients

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UCS UCR

Kiss Arousal

NS

Onion breath ArousalKiss+

Onion breath Arousal

CRCS

Tirrell’s Kiss

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UCS UCR

Noise Fear

NS

Rat FearNoise+

Rat FearBunny

Bunny

Dog

Dog

CRCS

Little Albert(Watson & Rayner)

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Neutral Stimulus



= UCS

= UCR

= NS

= CS

= CR

© Kip Smith, 2003

FYI: Classical Conditioning Terms

Acquisition Initial learning

Extinction Removal of CS => Suppression of CR

Spontaneous Recovery Reappearance of a weakened CR

Generalization Discrimination

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Operant (Skinnerian) Conditioning

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Operant (Skinnerian) Conditioning

Associating behavior with its consequence shapes subsequent behavior

ConsequenceBehavior

Reinforcers

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Two types of Reinforcers

RewardPunishment

“Law of Effect”Rewarded behavior is more likely to recurPunished behavior is less likely to recur

Reward Punishment

Behavior Behavior ConsequenceConsequence

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Shaping

A procedure in which reinforcers (rewards or punishments) gradually guide an animal’s behavior toward a desired behavior

The animal associates its own behaviors with their consequences

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Operant conditioning has two components:

The consequence of the behavior is either having something given (positive) or having something taken away (negative)

Based on the consequence, the behavior either

continues (reinforcement) or decreases or stops (punishment)

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Positive vs. Negative

Positive if something is given

Negative if something is taken away

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Positive

The animal receives something that it values

Food Money Any incentive

Reinforcement

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Positive

The animal receives something that it values


The animal receives something it dreads Pain Hardship Deprivation

Reinforcement

Punishment

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Negative

The animal has something it values taken away


The animal has something it dreads taken away

Pain Hardship Deprivation

Reinforcement

Punishment

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Reinforcement vs. Punishment

Reinforcement if the behavior continues

Punishment if the behavior diminishes or stops

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Reinforcement

Doing something to encourage a behavior AND the behavior continues

“Reinforcement rests on the principle that whenever something reinforces a particular activity of an organism, it increases the chances the organism will repeat the behavior.”

© Kip Smith, 2003

Punishment

Doing something to discourage a behavior AND the behavior diminishes or stops

Punishment rests on the principle that whenever something militates against a particular activity, it decreases the chances the activity will continue

The animal behaves, the consequence is something GIVEN

The animal behaves, the consequence is something TAKEN AWAY

Positive reinforcement: giving something desired

(Ex: Giving a child a sticker for doing well on a test- the child continues to do well on tests)

Positive punishment: giving something undesired

(Ex: Yelling at your roommate for leaving the apartment a mess- and your roommate decreases her messy behavior)

Negative reinforcement: taking away something undesired

(Ex: A rat presses a lever to escape an electric shock - the rat will continue to press the lever)

Negative punishment: taking away something desired

(Ex: Taking away driving privileges after a DWI- and the person stops driving intoxicated)

Behaviorcontinues

Behaviordecreases or stops

© Kip Smith, 2003

Consequence is something

GIVENGiving something desired

(Ex: Giving a child a sticker for doing well on a test - the child continues to do well on tests)

Positive or Negative ? Reinforcement or Punishment ?

Behavior

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Taking away something UNdesired

(Ex: A rat presses a lever to escape an electric shock - the rat will continue to press the lever)

BehaviorConsequence is

something TAKEN AWAY


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Behavior Consequence is something

TAKEN AWAY

Taking away something desired

(Ex: Taking away driving privileges after a DWI- and the person stops driving intoxicated)


© Kip Smith, 2003

Behavior Consequence is something

TAKEN AWAY

Taking away something desired

Negative Punishment

Behavior diminishes or

stops

© Kip Smith, 2003


GIVENGiving something UNdesired

(Ex: Late fees and finance charges on credit card bills - payments may become less tardy)

Behavior


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Group Discussion

A teenager has a curfew of midnight. She continually comes home before her curfew. To reward her, her parents remove her curfew. The teenager continues to come home around midnight.

What kind of conditioning is this?

© Kip Smith, 2003

Group Discussion

A dog owner puts a collar on his dog that gives the dog a shock whenever it tries to leave the front yard. After a few attempts, the dog stops trying to leave the front yard.

What kind of conditioning is this?

© kip smith, 2003 beginning of part 3: nurture. © kip smith, 2003 where we are in the syllabus...

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