aguiar ap learning 2014 2015 copy

1: Classical Conditioning Part 1• Learning Goals:

– Students should be able to answer the following:

1. What is classical conditioning, and how did Pavlov’s work influence behaviorism?

2. How does a neutral stimulus become a conditioned stimulus?

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Rating Student Evidence

4.0 Expert

I can teach someone else about Palov’s influence in the process of learning. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze Palov’s influence in the process of learning, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with Palov’s influence in the process of learning, but need to review this concept more.

1.0 Beginning

I don’t understand this concept and need help!

Relativelypermanent

changein

behaviordue to

experience

e a r n i n g

What does “relatively permanent” mean? How does experience change what we do?

LO 5.1

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ObserveInsightHelplessCognitiveModify

ReinforceOperantEmotionsClassical Learning

What are some basic forms of learning?

We Learn by Association

This process is called conditioning

There are two forms of conditioning:

1. Classical (Involuntary Behaviors)

2. Operant (Voluntary Behaviors)

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How Do We Learn?Classical Conditioning

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How Do We Learn?Operant Conditioning

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Pavlov and Classical Conditioning

Ivan Pavlov

• 1849-1936

• Russian physiologist

• Discovered classical conditioning

• Reflexes, stimuli & responses

5.2 How was classical conditioning first studied and what are the important elements?

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Pavlov’ Study

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Behaviorists dislike Freudian Psychologists because behaviorists claim it is only through observable responses that we can describe and change human behavior.

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Pavlov’ Study: Terminology

Neutral Stimulus (NS)- in classical conditioning, a stimulus that elicits no response before conditioning.

Unconditioned stimulus (UCS) - a naturally occurring stimulus that leads to an involuntary response.

Unconditioned means “unlearned” or “naturally occurring.”

Unconditioned response (UCR) - an involuntary response to a naturally occurring or unconditioned stimulus.

Conditioned stimulus (CS) - stimulus that becomes able to produce a learned reflex response by being paired with the original unconditioned stimulus.

A neutral stimulus can become a conditioned stimulus when paired with an unconditioned stimulus.

Conditioned response (CR) - learned reflex response to a conditioned stimulus.Sometimes called a conditioned reflex.

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Elements of Classical Conditioning

CONDITIONED(learned)

UNCONDITIONED(unlearned)

STIMULUS

RESPONSE

STIMULUS

RESPONSE

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PAVLOV’S STUDY

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Secondary or Higher Order Conditioning:

Could pairing light with a bell cause the dog to salivate to the light alone? YES

Stage 1: Unconditioned learning)Bell = No ResponseFood = Drool

Stage 2 (Acquisition)Bell + Food = Drool

Stage 3 (Conditioned learning)Bell = Drool

•Bell- Neutral Stimulus (NS)•Food- Unconditioned Stimulus (UCS)•Drool (to the food)- Unconditioned response (UCR)•Bell- Conditioned Stimulus (CS)•Drool (to the bell)- Conditioned Response (CR)

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CLASSICAL CONDITIONING BASICS

• Classical Conditioning (involuntary responses)• Acquisition

– The initial stage in classical conditioning in which an association between a neutral stimulus and an unconditioned stimulus takes place

– In this process the conditioned stimulus needs to come before the unconditioned stimulus

– The time between the two stimuli should only be half a second

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Involuntary Behaviors

• Eye Blink• Pupil Dilation• Flinching• Salivating• Sweating• Heart Rate/Breathing• Immune System Response

• Dry mouth• Reflexes• Fears/Emotions• Cravings• Arousal• Vomiting• Autistic Tics/Jerks

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Section 1: Test Your Knowledge

A mouse will normally flinch after getting a mild shock. During conditioning, a red light is present right before the mild shock is given to the mouse. Soon, the mouse will freeze/flinch when the red light is present alone.

NS=

UCS=

UR=

CS=

CR=

Would the following process also work to condition the mouse: The mild shock is given to the mouse before the red light is present. Why or Why

Not?13

Learning Goal:1. What is classical conditioning, and how did Pavlov’s work influence

behaviorism?

2. How does a neutral stimulus become a conditioned stimulus?

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4.0 Expert

I can teach someone else about Palov’s influence in the process of learning. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze Palov’s influence in the process of learning, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with Palov’s influence in the process of learning, but need to review this concept more.

1.0 Beginning


2: Classical Conditioning- Part II• Learning Goals:


1. In classical conditioning, what are the processes of acquisition, extinction, spontaneous recovery, generalization and discrimination?

2. Do Cognitive processes and biological constraints affect classical conditioning?

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Rating Student Evidence4.0

ExpertI can teach someone else about the terminology associated with classical conditioning and the biological constraints that affect the process. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze the terminology associated with classical conditioning and the biological constraints that affect the process, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with the terminology associated with classical conditioning and the biological constraints that affect the process, but need to review this concept more.

1.0 Beginning


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Higher Order Conditioning

• AKA- Second Order Conditioning: After a Conditioned Stimulus (CS1) has been established, another conditioned stimulus (CS2) can be added to induce the Conditioned Response (CR).

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Example: Once the dog has been conditioned to drool to the sound of the bell, the dog can be conditioned again to drool to the sight of a ball using only the bell and no food.

First-Order and Second-Order ConditioningFirst Order Conditioning.

•Bell + meat = salivation. •Bell = Salivation.

Second Order Conditioning(After first order conditioning has occurred)

•Light + Bell = Salivation.

•Light = Salivation.

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Classical Conditioning

• Extinction (Extinguished)– A stoppage of the conditioned response– May be learned or occur naturally

• Spontaneous Recovery– After a resting period, sometimes the classically

conditioned behavior reappears. “Old feelings” come back for no reason

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Extinction & Spontaneous Recovery

AcquisitionCS + US

ExtinctionCS alone

TRIALS

ExtinctionCS alone

Amount of spontaneous recovery

Amount of spontaneous recovery

REST TRIALS

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Generalization v. Discrimination

• Generalization– The tendency to respond to

similar stimuli in a like manner– Example: responding to a pit-

bull and a dachshund in the same way

• Discrimination– The learned ability to

distinguish between two stimuli that are similar

– Example: responding differently to a math and English test

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GENERALIZATION & DISCRIMINATION

CS during conditioningCS during conditioning

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Generalization and Discrimination

Generalization• Something is so similar

to the CS that you get a CR.

Discrimination• Something so different

to the CS so you do not get a CR.

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What have been some practical applications of classical conditioning?

• Basis of Little Albert Experiment– Can help us understand anxiety disorders

and devise treatment

• Insight into drug abuse– Stay away from places where they once

got high

• Influences immune system response– People can be classically conditioned to

boost or lower their immune system

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Do cognitive processes and biological constraints affect classical conditioning?

Cognitive Processes•Robert Rescorla

– Sometimes called the contingency model of classical conditioning

– showed that animals will learn better through classical conditioning if the UCS reliably predicts the CS

– Point to remember: cognition also plays a role in classical conditioning

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Rescorla extends Pavlov’s theory

into the cognitive world

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Garcia and Koelling Study

• Studied rats and how they make associations.

• Some associations seem to be adaptive.

CS UCS Learned Response

Loud Noise Shock Fear

Loud Noise Radiation (nausea)

Nothing

Sweet Water Shock Nothing

Sweet Water Radiation (nausea)

Avoid Water

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Do cognitive processes and biological constraints affect classical conditioning?

Biological Predispositions•The Garcia Effect

– Sometimes referred to as Taste Aversion

– Garcia showed that the duration between the CS and the US may be long (hours), but yet result in conditioning.

– A biologically adaptive CS (taste) led to conditioning and not to others (light or sound).

– Used by ranchers in California to prevent wolves from eating sheep

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John Garcia showed how some species may have a biological

tendency to be conditioned if it aids in survival

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• Little Baby Albert Study (1920)– Conducted by John B. Watson (Behaviorist)– Synopsis: Watson classically conditions a baby to fear a white rat.– Unintended Finding: Little Albert learns to generalize his fear of

the white rat to other white, furry things (like Santa Claus beard, rabbits, and stuffed animals)

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More on The Little Albert Study

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Other Examples of Biological Predispositions and Classical Conditioning

• We have been classically conditioned to see the Color Red as sexual for biological reproduction– When women are ovulating or flirting they

have more blood flow to their cheeks

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1. An individual’s fear of dogs that is lost as the individual is exposed to dogs in a non-threatening situation is referred to by behaviorists as a fear that has been:

A. Satiated

B. Suppressed

C. Repressed

D. Extinguished

E. Punished

2. Watson conditioned “Little Albert” to fear white rats by banging a hammer on steel bars as the child played with the white rat. Later it was discovered that Albert feared not only white rats, but also white stuffed animals. Albert’s fear can be attributed to:

A.The law of effect

B.Stimulus generalization

C.Stimulus discrimination

D.An overactive imagination29

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Classical Conditioning Test Your Knowledge

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For each scenario, identify the following:UCS:UCR:CS:CR:

1. Sam is 3 years old. One night his parents build a roaring fire in the family room fireplace. The fire spits out a large ember that his his arm and hurts a great deal. A week later when Sam’s parents clean out the fireplace, he starts crying and runs behind the couch.

2. Melanie is driving to work on a rainy highway when she notices that the brake lights of all the cars just ahead of her have come on. She hits her brakes but watches in horror as her car glides into a four-car pileup. She is shaken up by the accident. A month later, she is driving in the rain and tenses up every time she sees brake lights.

Learning Goal:1. In classical conditioning, what are the processes of acquisition, extinction,

spontaneous recovery, generalization and discrimination?

2. Do Cognitive processes and biological constraints affect classical conditioning?

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ExpertI can teach someone else about the terminology associated with classical conditioning and the biological constraints that affect the process. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze the terminology associated with classical conditioning and the biological constraints that affect the process, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with the terminology associated with classical conditioning and the biological constraints that affect the process, but need to review this concept more.

1.0 Beginning


3: Operant Conditioning- Part I• Learning Goals:


1. What is operant conditioning, and how does it differ from classical conditioning?

2. How do different schedules of reinforcement affect behavior?

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ExpertI can teach someone else about the process of operant conditioning and how reinforcement effects behavior. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze operant conditioning and how reinforcement effects behavior, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with operant conditioning and how reinforcement effects behavior, but need to review this concept more.

1.0 Beginning


The Law of Effect• Edward Thorndike (1912)• Locked cats in a cage• Behavior changes because of its

consequences.• Rewards strengthen behavior.• If consequences are unpleasant, the

Stimulus-Reward connection will weaken.

• Called the whole process instrumental learning.

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B. F. Skinner (1940s)

• Experimented with training pigeons in a Skinner Box• Believes that any person can be controlled based on the

idea of behaviorism (leads him to write Walden II)• Expands on Thorndike’s work to create Operant

Conditioning– Behavior is based on external factors (rewards and

punishments)

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Operant Conditioning

The Learner is NOT passive.

Learning based on consequence!!!

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Operant Conditioning Chamber (Skinner Box)

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Operant Conditioning Chamber (Skinner Box)

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Shaping & Chaining

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ShapingRewarding behaviors as they get closer and closer to the desired goal through successive approximationsExamples:•Pigeons turning in circles•Learning to putt in golf•Learning to write your name

ChainingLinking multiple complex behaviors together through shaping to achieve a final resultExamples:•Having a chicken complete an obstacle course•Making a sandwich•Teaching a dog to get a soda from the fridge

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Ping Pong Pigeons

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Chaining…

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Reinforcers

• A reinforcer is anything that INCREASES a behavior.

Positive Reinforcement:• The addition of something

pleasant.Negative Reinforcement:• The removal of something

unpleasant.• Two types of NR• Escape Learning• Avoidance Learning(Getting kicked out of class versus

cutting class)

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Positive or Negative?

Putting your seatbelt on. Studying for a test.Having a headache and taking an aspirin.

Faking sick to avoid AP Psych class.

Breaking out of jail.

Getting a kiss for doing the dishes.

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Other Types of Reinforcement

• Primary Reinforcer– Satisfies a biological need (food, warmth)

• Secondary Reinforcer– Learned reinforcer (money, applause)

• Continuous Reinforcer– Reinforcers behavior every time it occurs– Leads to rapid acquisition and rapid extinction

• Partial Reinforcer– Reinforcement occurs after some, but not all responses– More resistant to extinction

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Reinforcement Schedules

How often to you give the reinforcer?

• Every time or just sometimes you see the behavior.

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Ratio Schedules (set number)

Fixed Ratio• Provides a

reinforcement after a SET number of responses.

Variable Ratio• Provides a

reinforcement after a RANDOM number of responses.

• Very hard to get acquisition but also very resistant to extinction.

Fixed Ration- She gets a manicure for every 5 pounds she loses.

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Interval Schedules (time)

Fixed Interval• Requires a SET amount

of time to elapse before giving the reinforcement.

Variable Interval• Requires a RANDOM

amount of time to elapse before giving the reinforcement.

• Very hard to get acquisition but also very resistant to extinction.

Fixed Interval: She gets a manicure for every 7 days she stays on her diet.

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Schedules of Reinforcement

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Which are most resistant to extinction?

Token Economy

• Every time a desired behavior is performed, a token is given.

• They can trade tokens in for a variety of prizes (reinforcers)

• Used in homes, prisons, mental institutions and schools.

Premack Principle

• You have to take into consideration the reinforcers used.

• Is the reinforcer wanted….or at least is it more preferable than the targeted behavior.

Red Robin’s Whiskey River Veggie burger might be a great positive reinforcer for me, but it would not work well on a carnivore.

Learning Goal:1. What is operant conditioning, and how does it differ from classical

conditioning?

2. How do different schedules of reinforcement affect behavior?

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ExpertI can teach someone else about the process of operant conditioning and how reinforcement effects behavior. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze operant conditioning and how reinforcement effects behavior, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with operant conditioning and how reinforcement effects behavior, but need to review this concept more.

1.0 Beginning


4: Operant Conditioning- Part II• Learning Goals:


1. How does punishment affect behavior?

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4.0 Expert

I can teach someone else about how punishment affects behavior. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze how punishment affects behavior, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with how punishment affects behavior, but need to review this concept more.

1.0 Beginning


PunishmentMeant to decrease a

behavior.Positive Punishment• Addition of something

unpleasant.Negative Punishment

(Omission Training)• Removal of something

pleasant.Punishment works best

when it is immediately done after behavior and if it is harsh!

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Punishment

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Negative Reinforcement vs. Punishment

• Negative Reinforcement – Used to INCREASE a behavior in the future.– Example: You fail your psychology test, so your parents nag you until

you study. Your parent’s goal: to get you to increase your performance and study time.

• Punishment– Used to DECREASE a behavior from reoccurring.– Example: You do poorly on your psychology test, so your parents take

away your cell phone. Your parent’s goal: to stop you from doing other things that distract you and lead to performing poorly on tests in the future.

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Ask Yourself:What is the ultimate goal of the the conditioning- To Increase

or decrease the behavior?

Ask Yourself:What is the ultimate goal of the the conditioning- To Increase

or decrease the behavior?

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Effects of Punishment

• Results in unwanted fears• Conveys no information to organism• Cause a person to avoid situations or other

people• Causes unwanted behavior to reappear in

absence of punisher• Causes aggression towards the agent of

punishment• Increases depression• Lowers Self-esteem• Teaches punishment through modeling

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Differences between Operant and Classical Conditioning

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“Pavlovian” “Skinnerian”

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Keys to Operant Conditioning

• Provide immediate and clear feedback• Reinforcers and punishers should be presented

as close in time to response as possible• Reinforcement and punishment must be

consistent• Biologically predisposed behaviors are more

easily reinforced than non-predisposed behaviors.

• Feedback must follow subject’s behavior, not precede it!

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Same Terminology as Classical Conditioning

• Acquisition• Extinction• Spontaneous

Recovery• Generalization• Discrimination

If I wanted to reinforce my son’s dancing by giving him lollipops when he dances. Identify the following….

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Reinforcement and Punishment

And Scheduling Practice

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Learning Goal:How does punishment affect behavior?

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4.0 Expert

I can teach someone else about how punishment affects behavior. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze how punishment affects behavior, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with how punishment affects behavior, but need to review this concept more.

1.0 Beginning


5: Operant Conditioning- Part III (cognitive learning)• Learning Goals:


1. Do cognitive processes and biological constraints affect operant conditioning?

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ExpertI can teach someone else about how cognitive processes and biological constraints affect operant conditioning. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze how cognitive processes and biological constraints affect operant conditioning, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with how cognitive processes and biological constraints affect operant conditioning, but need to review this concept more.

1.0 Beginning


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Cognition and Operant Conditioning

Cognitive Map mental representation of the layout of one’s environment

Example: after exploring a maze, rats act as if they have learned a cognitive map of it

Latent Learning learning that occurs, but is not apparent until there is an incentive to demonstrate it

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Latent Leaning

• Edward Toleman• Three rat experiment.• Latent means hidden.• Sometimes learning is

not immediately evident.

• Rats needed a reason to display what they have learned.

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Latent Learning & Cognitive Maps (E.C. Toleman)

• Cognitive maps are based on latent learning, which becomes apparent when an incentive is given (Tolman, 1930)

• Rats can learn by “sight-seeing” their maze• Example: Learning the cognitive map of your car’s controls

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Biological Predispositions

• Animals will learn behaviors they are biological predisposed to faster than behaviors that do not come naturally.– Example: A dog will learn to fetch slippers faster than

they will learn to climb a tree.

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Piggy Bank Experiment and “Instinctual drift”Pigs can learn to push things with their snouts easily, but it takes training to get them to learn to pick things up (like wooden coins) in their mouth and they will eventually revert back to pushing with their snouts.

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Insight Learning

• Wolfgang Kohler and his Chimpanzees.

• Some animals learn through the “ah ha” experience.

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Overjustification Effect

• Intrinsic Motivation: Motivated by internal drive (Doing things because they interest you)

• Extrinsic Motivation: Motivated by outside forces (Doing things to get a reward or avoid punishment)

• Overjustification Effect: If you are rewarded for something you already enjoy doing, and then the reward is removed, you will lose your intrinsic motivation.

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How do you develop intrinsic motivation?Reward behaviors will “good job” or reward

behaviors like “best effort” or “most improved”

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Practical Applications for Operant Conditioning: Biofeedback

A system of recording, amplifying and providing feedback about subtle physiological changes. Helps alleviate headaches, hypertension and anxiety

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Learning Goal:?1. Do cognitive processes and biological constraints affect operant

conditioning?

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ExpertI can teach someone else about how cognitive processes and biological constraints affect operant conditioning. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze how cognitive processes and biological constraints affect operant conditioning, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with how cognitive processes and biological constraints affect operant conditioning, but need to review this concept more.

1.0 Beginning


6: Learning by Observation• Learning Goals:


1. What is observational learning, and how is it enabled by mirror neurons?

2. What is the impact of prosocial modeling and of antisocial modeling?

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ExpertI can teach someone else about how learning is enabled by mirror neurons and the impact of prosocial and antisocial modelIng on learning. addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze how learning is enabled by mirror neurons and the impact of prosocial and antisocial modelIng on learning, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with how learning is enabled by mirror neurons and the impact of prosocial and antisocial modelIng on learning, but need to review this concept more.

1.0 Beginning


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Learning Through Observation

• Observational Learning• Learning by watching others

• Modeling• The process of observing and

imitating a specific behavior• Animals and humans can learn

through observation• Mirror Neurons• Located in frontal lobe next to

motor cortex• “Monkey see - Monkey do”• In humans, mirror neurons may

help with:• Language• Empathy• Feelings/emotions

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Observational Learning

• Albert Bandura and his BoBo Doll

• We learn through modeling behavior from others.

• Observational learning + Operant Conditioning = Social Learning Theory

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Bandura’s Study

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How would you summarize the results of the Bobo doll study?

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Bandura’s Study

• QUESTION: Do you think watching violence on TV increases violent behavior?

• Bobo Doll Study• Experiments on modeling what is seen on

TV• We are especially likely to imitate people

we see as familiar to us.• Pro-Social Models• People who exhibit nonviolent behaviors

and promote emotional understanding• Works better when actions and words are

consistent

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Reel World to Real Word Violence

• More violence on TV is correlated with more fights in school (Gentile, 2004)

• More aggressive acts are committed by those who watch more violent TV (Eron et al, 1987)

• White South Africans were introduced to TV in 1975, since then the homicide rate has doubled (Centerwall, 1989)

• People who view violence in TV and Video Games tend to be more aggressive and less sympathetic.

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Review: Mini FRQ

Emma, a seven-year-old, is playing softball for the first time. She is learning how to hit the ball with the bat. Describe how the following terms contribute to her hitting the ball.•Extrinsic Motivation•Shaping•Observational Learning•Frontal Lobe

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Review: Mini FRQ- Answers

• Extrinsic Motivation• Rewards from outside source• Pressure from parents or teammates

• Shaping• Learning in stages• First learns the grip, then the stance, then the position of the bat OR

first learns to hit off a tee, then a slow pitch, then a fast pitch• Observational Learning

• Learns by watching others bat (mimics other’s behavior)• Frontal Lobe

• Mirror neurons- neurons that allow her to immitate others body position and movements

• Motor cortex will help her swing the bat by controlling body movement.

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Learning Goal:1. What is observational learning, and how is it enabled by mirror neurons?

2. What is the impact of prosocial modeling and of antisocial modeling?

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ExpertI can teach someone else about how learning is enabled by mirror neurons and the impact of prosocial and antisocial modelIng on learning. addition to 3.0 , I can demonstrate applications and inferences beyond what was taught

3.0 Proficient

I can analyze how learning is enabled by mirror neurons and the impact of prosocial and antisocial modelIng on learning, and compare/contrast the Aspects of the learning goal.

2.0 Developing

I can identify terms associated with how learning is enabled by mirror neurons and the impact of prosocial and antisocial modelIng on learning, but need to review this concept more.

1.0 Beginning


aguiar ap learning 2014 2015 copy

Education

unconditioned stimulus

process of learning

terminologyneutral stimulus

involuntary response

conditioned response

unconditioned response

conditioned reflex

classical conditioning5