Chapter 6
Learning
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Learning
Learning defined on page– Classical conditioning– Operant/Instrumental conditioning– Observational learning
Ivan Pavlov – Classical conditioning Terminology
– Unconditioned Stimulus (UCS)– Conditioned Stimulus (CS)– Unconditioned Response (UCR)– Conditioned Response (CR)
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Classical Conditioning: More Terminology
Trial = pairing of UCS and CS Acquisition = initial stage in learning Stimulus contiguity = occurring together in time and space 3 types of Classical Conditioning
– Simultaneous conditioning: CS and UCS begin and end together– Short-delayed conditioning: CS begins just before the UCS, end
together– Trace conditioning: CS begins and ends before UCS is presented
Classical Conditioning in Everyday Life– Conditioned fears– Other conditioned emotional responses– Conditioning and physiological responses– Conditioning and drug effects –
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Processes in Classical Conditioning
Extinction Spontaneous Recovery Stimulus Generalization Discrimination Higher-order conditioning Applications of classical conditioning and
persuasion
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Operant Conditioning or Instrumental Learning
Edward L. Thorndike (1913) – the law of effect – puzzle box and learning curve
B.F. Skinner (1953) – principle of reinforcement– Operant chamber – “Skinner Box” – – Emission of response – Reinforcement contingencies – antecedents, behaviors, and
consequences (ABC)– Cumulative recorder –
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Table of ContentsSkinner box and cumulative recorder
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Basic Processes in Operant Conditioning
Acquisition Shaping – animal examples Extinction Stimulus Control
– Generalization– Discrimination
Remote controlled rat –
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Table of ContentsComparison of Basic Processes in Classical and Operant Conditioning
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Reinforcement: Consequences that Strengthen Responses
Delayed Reinforcement– Longer delay, slower conditioning
Primary Reinforcers– Satisfy biological needs
Secondary Reinforcers– Conditioned reinforcement
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Schedules of Reinforcement
Continuous reinforcement Intermittent (partial) reinforcement Ratio schedules
– Fixed– Variable
Interval schedules– Fixed – Variable
Schedules of reinforcement and everyday life –
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Consequences: Reinforcement and Punishment
Increasing a response:– Positive reinforcement = response followed by rewarding
stimulus– Negative reinforcement = response followed by removal of
an aversive stimulus• Escape learning• Avoidance learning
Decreasing a response:– Punishment– Problems with punishment – third variable problem and
correlation between punishment and aggression –
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Changes in Our Understanding of Conditioning
Biological Constraints on Conditioning– Breland and Breland (1961) – misbehavior of organisms– Instinctive Drift– Conditioned Taste Aversion – Garcia & Koelling (1966) –
Preparedness and Phobias
Cognitive Influences on Conditioning– Signal relations– Response-outcome relations– Latent learning –– Evolutionary Perspectives on learning
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Observational Learning: Basic Processes
Albert Bandura (1977, 1986) – Observational learning –– Vicarious conditioning– Bandura, Ross, & Ross (1963) – featured study 4 key
processes– attention– retention– reproduction– motivation
acquisition vs. performance
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Observational Learning and theMedia Violence Controversy
Studies demonstrate that exposure to TV and movie violence increases the likelihood of physical aggression, verbal aggression, aggressive thoughts, and aggressive emotions
The association between media violence and aggression is nearly as great as the correlation between smoking and cancer – third variable problem
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Modify your own behavior?