learning
DESCRIPTION
The processes of conditioning & learning for a General Psychology class.TRANSCRIPT
What is What is Learning?Learning?
A Relatively Permanent Change in A Relatively Permanent Change in Behavior as the Result of Practice Behavior as the Result of Practice or Experienceor Experience..Learning is only through observation.Learning is only through observation.Psychologists main concern is Psychologists main concern is conditioning.conditioning.Limits to LearningLimits to LearningThe Limitations of the OrganismThe Limitations of the Organism1. Biological Predispositions1. Biological PredispositionsNo activity can be learned that the No activity can be learned that the organism can’t & doesn’t have the organism can’t & doesn’t have the capacity to learn.capacity to learn.2. Learning Experiences2. Learning ExperiencesHuman ChoiceHuman ChoiceIgnoranceIgnorance
Learning & the BrainLearning & the Brain4 Levels of 4 Levels of Complexity for Complexity for Learning in the Learning in the BrainBrain
1. 1. Molecular changesMolecular changes within the single within the single neuron.neuron.
2. 2. CommunicationCommunication among the neurons among the neurons at the synapsesat the synapses..
3. The higher circuits of interconnected 3. The higher circuits of interconnected neurons neurons ((neural pathwaysneural pathways).).
4. The activity within whole assemblies 4. The activity within whole assemblies of neurons that might control of neurons that might control complex complex behavior patternsbehavior patterns..
Classical Classical ConditioningConditioning
Ivan Pavlov’s Conditioning Experiments
Conditioned the Salivation Response in DogsConditioned the Salivation Response in Dogs
The Pairing of Stimuli over TimeThe Pairing of Stimuli over Time
Elements of Classical ConditioningElements of Classical Conditioning
Unconditioned Stimulus (UCS)Unconditioned Stimulus (UCS)
Unconditioned Response (UCR)Unconditioned Response (UCR)
Conditioning (Neutral) Stimulus (CS Conditioning (Neutral) Stimulus (CS or NS)or NS)
Conditioned Response (CR)Conditioned Response (CR)When enough pairings of the UCS & CS occur, this response is When enough pairings of the UCS & CS occur, this response is created.created.
Classical Conditioning uses pre-existing natural responses (e.g. Classical Conditioning uses pre-existing natural responses (e.g. reflexes) and makes them respond on cue.reflexes) and makes them respond on cue.
Pavlov’s ExperimentPavlov’s ExperimentThe natural The natural response is:response is:UCS > UCRUCS > UCRPaired the CS Paired the CS (NS) with the (NS) with the UCS and got the UCS and got the UCRUCRAfter enough After enough pairings the CS pairings the CS or NS produced or NS produced the CRthe CRRepeated pairings over time establishes Repeated pairings over time establishes responses.responses.
The Classical Conditioning The Classical Conditioning ProcessProcess
Classical Conditioning in Classical Conditioning in HumansHumans
Emotional respondingEmotional respondingLoving, liking, & dislikingLoving, liking, & disliking
Immune system Immune system respondingrespondingT-cells’ responseT-cells’ response
Desentization TherapyDesentization TherapyRelief from phobic responsesRelief from phobic responses
Hunger PangsHunger PangsTime, smell, & appearance of foodTime, smell, & appearance of food
Operant ConditioningOperant ConditioningJ.B Watson & B.F. J.B Watson & B.F. SkinnerSkinnerThe Main Law of The Main Law of Behavioristic Behavioristic Psychology:Psychology:What you reinforce, you’re What you reinforce, you’re going to get more of.going to get more of.
Thorndike’s Law of Effect
Rewards increase a rewarded Rewards increase a rewarded responseresponseCreates a C/E relationship in the Creates a C/E relationship in the environmentenvironment
Important TermsImportant TermsStimulus GeneralizationStimulus Generalization
Stimulus DiscriminationStimulus Discrimination
Extinction (Extinguishing)Extinction (Extinguishing)
Secondary ReinforcementSecondary Reinforcement
Spontaneous RecoverySpontaneous Recovery
SuperstitionSuperstition
ReinforcementReinforcementIncreases The Increases The Strength of a Strength of a ResponseResponse
Positive & Positive & Negative Negative ReinforcementReinforcement
Primary & Primary & Secondary Secondary ReinforcementReinforcement
Shaping Shaping BehaviorBehavior
Use of Successive Use of Successive ApproximationsApproximations8 Steps:8 Steps:
1.1. Decide on the goalDecide on the goal2.2. Decide which behaviors Decide which behaviors
there are to build fromthere are to build from3.3. Decide on a reinforcerDecide on a reinforcer4.4. Plan the programPlan the program5.5. Begin the programBegin the program6.6. Decide when to shift Decide when to shift
criteria for reinforcementcriteria for reinforcement7.7. If the program is lost, go If the program is lost, go
to an earlier step or add to an earlier step or add a new one and go ona new one and go on
8.8. Continue to the goalContinue to the goal
Reinforcement ProceduresReinforcement Procedures
Reinforcement Schedules1. Continuous Reinforcement
2. PartialReinforcement
2. PartialReinforcement
Ratio(Number)
Ratio(Number)
Interval(Time)
Interval(Time)
Fixed RatioFixed Ratio Variable RatioVariable Ratio Fixed IntervalFixed Interval Variable IntervalVariable Interval
PunishmentPunishmentThe use of anything that will decrease the strength of a responseUsed to stop a behavior
Conditions for Punishment to work:It must be quick, appropriate, & useful.
Doesn’t work as well as reinforcementCan produce Learned Helplessness
Comparing Classical & Operant Comparing Classical & Operant ConditioningConditioning
Reinforcement is important in bothReinforcement is important in both
Classical Classical Operant Operant Reward Response Reward
In Classical, a C/E relationship must be established between the UCS & CS (NS)
In Operant, reinforcement schedules make the response resistant to extinction
Non-rewarding produces extinction in both
Spontaneous recovery can occur even after an appropriate response has been established
Stimulus generalization & stimulus discriminationStimulus generalization & stimulus discriminationOccur in both
New learning can be based on old learningNew learning can be based on old learningAssimilation – fitting new information into what is already known
Accommodation – refining the data into the current schema
Cognitive LearningCognitive LearningLatent LearningLatent LearningLearning not immediately seen in behavior
Cognitive MapsCognitive MapsHypothetical representation of a learned event
A strategy for doing somethingA series of S-R sequences
Insight LearningInsight LearningThe “Ah-ha!” experience4 Criterion:It appears all of a suddenThe first performance is without errorThe solution is well-rememberedThe solution is highly transferable
More on Cognitive LearningMore on Cognitive Learning
Learning SetsLearning SetsLearning how to learnLearning how to learn
Learning strategiesLearning strategies
Observational Observational LearningLearningBandura’s learning theoryBandura’s learning theory
Imitation of observed Imitation of observed behaviorbehavior
Principles:Principles:
Vicarious learning, vicarious Vicarious learning, vicarious reinforcement, and vicarious reinforcement, and vicarious punishmentpunishment
Learning StyleLearning StyleYour characteristic approach to a Your characteristic approach to a learning situation based on your learning situation based on your cultural background & unique cultural background & unique pattern of abilitiespattern of abilities