1.Chapter 5LearningA Report By: Group 1Jorene LeiMariane ChiongMark BalladaHamla Buencibello

2. Overview: Topics in this Report Definitions Classical What do we mean byconditioning learning? OperantLearning is the process ofconditioning acquiring new and relatively enduring information or behaviors. Learning is any relatively permanent change in behavior brought about by experience or practice. 3. The acquisition ofknowledgeor skills throughexperience,earningpractice, or study,or by being taught. RelativelyKnowledgepermanentacquired inchangethis way. inbehavior dueto experience 4. How does learning happen?We learn from We learn by experience:association:1. when we learn to 1. when two stimuli predict events we (events or sensations) already like or dont tend to occur together like by noticing otheror in sequence. events or sensations 2. when actions become that happen first.associated with2. when our actions have pleasant or aversive consequences. results.3. when we watch what 3. when two pieces of other people do.information are linked. 5. What is learning? Behaviorist Perspective- A relatively permanent changein behavior that arises frompractice or experience Cognitive Perspective- Mental change that mayor may not be associatedwith changes in behavior 6. Types of LearningClassical conditioning:Operantlearning to link twoconditioning:stimuli in a way thatchanging behavior helps us anticipatechoices in response an event to whichto consequences we have a reaction 7. Classical Conditioning 8. Associative Learning:Dr. Ivan Pavlov. A RussianClassicalanConditioningLearning to make involuntary (reflex) physiologist, was the first to study and writeresponse to a stimulus other than the original,about the basicnatural stimulus that normally produces theprinciples of classicalreflex.Example: Lightningconditioning.Stimulus: See lightning Response: Cover ears to avoid sound 9. Studying the digestive system in his dogs, Pavlov had built adevice that wouldaccurately measure the amount of saliva produced by the dogs when they were fed 1849-1936a measured amount of food. Normally, Russian physiologistwhen food is placed in the mouth of anyanimal, the salivary glands automatically Discovered classicalstart releasing saliva. This is a normalconditioningREFLEX. Reflexes, stimuli & responses A STIMULUS can be definedA Reflex is an The food as any object, event orunlearned, involuntary causes a experience that causes a response that bis nitparticular response, the reaction of an under personal control reaction, the organism.or choiceSALIVATION. 10. Pavlov and the Salivating DogsPavlov soon discovered that his dogs begansalivating when they werent supposed to besalivating. Switching his focus, Pavlov spent therest of his career studying on what he termedClassical Conditioning, learning to elicit aninvoluntary reflex response to a stimulus otherthan the original stimulus that produces reflex.Elements of Classical Conditioning: Unconditione Unconditionedd Response Stimulus (UCS). (UCR) Conditioned Conditioned Stimulus (CS)Response (CR) 11. The original naturally occurring stimulus.This is the stimulus that ordinarily leads toUNCONDITIONED the reflex response. In the case of PavlovSTIMULUSdogs, the food is the unconditionedstimulus. The reflex response to the unconditionedstimulus. It is unlearned and occursUNCONDITIONEDbecause of genetic wiring in the nervousRESPONSEsystem. In Pavlovs experiment, the salivation to the food is the UCR. kind ofPavlov determined that almost anystimulus could become associated with CONDITIONEDUCS. The sight of the food dish itselfbecame a stimulus for salivation before theSTIMULUSfood was given. At this point, the dish wascalled NEUTRAL STIMULUS. CONDITIONED Comes as a response to the conditionedRESPONSEstimulus. 12. Putting it together: Pavlovs canineClassic or tick tock tick tock Before conditioning takes place, the sound of the metronome does not cause salivation and is a neutral stimulus or NS. Duringconditioning, the sound of themetronome occurs just before the presentation of the food, the UCS. The food causesSalivation, the UCR. When conditioning has occurred after several pairings of themetronome with the food, the metronome will begin to elicit a salivation response from the dog without any food. This islearning, and the sound of the metronome is now a CS and thesalivation to the bell is the CR. 13. Putting It Together NeutralConditioned Unconditioned Unconditioned ConditionedNo StimulusStimulusStimulusResponse ResponseResponse 14. Stimulus Generalization and Discrimation Stimulus Discrimination Stimulus GeneralizationThe tendency to respond to stop making aThe tendency to respond to a generalized response to a stimulus that isstimulus that is only similar to the similar to the original conditioned stimulus because the similar stimulus isoriginal conditioned stimulus with never paired with the unconditionedthe condition response.stimulus. For example: a person who reacts with anxiety to the sound of adentists drill might react with some slight anxiety to a similarsounding machine such as an electric coffee grinder 15. Extinction and Spontaneous Recovery Spontaneous Recovery Extinction The appearance of a learned response afterThe disappearance or weakening of aextinction has occurred. In Spontaneouslearned response following removal orRecovery the conditioned response canabsence of the unconditioned stimulus briefly appear when original CS returns(in classical conditioning) or the removal although the response is usually weak andof a reinforcer (in operant conditioning short lived.Example:People experience classicalconditioning in many ways.People who are allergic to catssometimes sneeze when theysee a picture of a cat.This graph shows the Acquisition, Extinction and SpontaneousRecovery of a conditioned salivary response. 16. Higher-Order ConditioningHigher order conditioning:Occurs when a strong conditioned stimulus is paired with a neutral stimulus causing the neutralstimulus to become a second conditioned stimulus. Conditioned Neutral Conditioned Conditioned NoStimulusStimulusResponse 17. Conditioned Emotional Responses:RATS! In 1920, 9-month-old Little Albert was not afraidof rats. John B. Watson and Rosalie Rayner then clangeda steel bar every time a rat was presented toAlbert. Albert acquired a fear of rats, and generalizedthis fear to other soft and furry things. 18. BeforeLittle Albert ExperimentConditioning No fearNS: ratUCS: steel bar hit with hammer Natural reflex: fear 19. Little Albert Experiment UCS: steel bar hitNS: rat with hammerNatural reflex:fearDuringConditioning 20. Operant Conditioning 21. Learning:Operant ConditioningThe kind of learning that applies to voluntary behavior through the effects of pleasant andunpleasant consequences responses.Example: 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). 22. Whats in It for Me? Operant Conditioning Operant conditioning voluntary behavior learnedthrough consequences Thorndikes Law of Effect responses followed bypleasurable consequences arerepeated Thorndikes puzzle boxIF a stimulus followed by Law of Effect Law of EffectLaw stating that if an actiona behavior results in aLaw stating that if an action isis followed by a pleasurablerewardfollowed by a pleasurableconsequence, it will tend toTHEN the stimulus is more consequence, it will tend to be be repeated, and if followedlikely to give rise to the repeated, and if followed by anby an unpleasant unpleasant consequence, it willbehavior in the future. consequence, it will not be not be repeated.repeated. 23. B.F. Skinner: The Behaviorists Behaviorist 1904-1990Skinner boxStudied observable, measurable behavior The rat is learning to operant voluntary press the bar in the wall behavior of the cage in order to get learning depends on consequences food .RecordingBar or lever device that an animalpresses,randomly at first, later for rewardFood/water dispenserto provide the reward 24. Any event or stimulus thatwhen followinga response,increases theeinforcementprobabilitythat the response will occur again. 25. Positive and Negative Reinforcement Positive: The reinforcement of response by the addition or experiencing of a pleasurable stimulus. Negative: The reinforcement of a response by the removal, escape from, or avoidance of an unpleasant stimulus.