types of learning
DESCRIPTION
Types of Learning. 1) Habituation 2) Classical Conditioning 3) Operant Conditioning. Operant Conditioning. Edward Thorndike. Gradually it escapes quicker A specific response become “strengthened” by being paired with a pleasant outcome. Law of Effect. - PowerPoint PPT PresentationTRANSCRIPT
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Types of Learning
• 1) Habituation
• 2) Classical Conditioning
• 3) Operant Conditioning
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Operant Conditioning
• Edward Thorndike
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Gradually it escapes quicker
A specific response become “strengthened” by being paired with a pleasant outcome
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Law of Effect• "Of several responses made to the same situation those
which are accompanied or closely followed by satisfaction to the animal will, other things being equal, be more firmly connected with the situation, so that, when it recurs, they will be more likely to recur; those which are accompanied or closely followed by discomfort to the animal will, other things being equal, have their connections to the situation weakened, so that, when it recurs, they will be less likely to occur.
• Note: It is missing information about the internal state of the animal– Thorndike used hungry cats and rats!
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Clark Hull
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Needs
• Behavior is not just a function of the environment but also. . .
• Properties of the organism
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All animals have certain needs (food)
Creates drives (drive for food)
Reducing drive (by eating) reinforces the behavior (eating)
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Learning
• Both Hull and Thorndike felt their learning was the same as Pavlov’s classical conditioning
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Hot and Cold Game
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Skinner
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B. F. Skinner
Noted differences between the types of learning.
How is classical conditioning different then either Thorndike’s or Hull’s theories?
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Operant Conditioning
• Classical = animal does nothing to its environment.
• Operant = The animal alters its environment.
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Reinforcement Theory• Operant Conditioning
– Used to control behavior
• Behavior• Reward
• Behaviors that are rewarded are more likely to be performed in the future
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Skinner Box
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Skinner Box
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Skinner Box
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Skinner Box
• Sniffy Program
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Operant Conditioning
• Superstitious behavior– Baseball players
• Shaping behavior– Getting him to open the car door– Skinner legend
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Group Activity
• Identify one behavior in yourself that you would like to change
• Determine a system of rewards and punishments that you could use to change this behavior
• Do you think this would work?
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Did Skinner really raise his daughter in a Skinner Box?
Picture from Ladies' Home Journal: "Baby in a Box.”
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Question
• Why are you going to college?
• What are you dating someone?
• Why are you listening to this lecture?
• You do all of these things because of a long history of rewards and punishments!
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Classical vs. Operant Conditioning
• Classical– “Reactions” to the world– Emotions– Traits: anxiousness, neuroticism, depression
• Operant– “Actions” toward the world– Behaviors– Traits: Extraversion, argumentativeness, kindness
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Behaviorism
• Pros– Controlling behavior– Focus on the observable
• Cons– Mental life
• Motivation• Thought• Cognition
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Next theories• Keep the empirical rigor of behaviorism and add. . . .
• Cognition, thought, motivation, etc.
• Social learning– In Skinner box animals are alone
• We learn by watching others!
• Treat humans as active in selecting their environment– In Skinner box a rat is placed in there
• We select our environments and they will change because we are in them
– You at a party!
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Theories
• Dollard and Miller’s Social Learning Theory
• Rotter’s Social Learning Theory
• Bandura’s Social Learning Theory
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Dollard & Miller
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Dollard and Miller
• Combines behaviorism and Freudian theory!
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Habit Hierarchy
• All the behaviors a person might do
• From most likely to least likely
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Habit Hierarchy
Flex muscles
Comb hair
Talk to a woman
Get a drink
Talk to Ponch
In a bar
But, this can change based on reinforcement or punishment
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Activity
• Create your own habit hierarchy for being in the classroom
• List Top 5 habits
• Why do you think these are the top 5?
• How do you think we could change these?
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• In order to learn -- John (an organism) must
• 1) Want something (a woman)
• 2) Notice something (perceive the woman)
• 3) Do something (talk to the woman)
• 4) Get something (a smile)
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Note
• This is already different than behaviorism
• Dollard and Miller– Motivation (want something)
– Perception (notice something)
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Note
• This is already different than behaviorism
• Behaviorism– Learning changes behavior
• Dollard and Miller– Learning changes the HH
• HH is a non-observable psychological entity
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What do you want?
• Drives
• A psychological tension that feels good when it is reduced.
Need Drive
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Drives
• Primary Drives• Biologically built-in drives
– Food, water, sex, avoid pain, etc.
• Secondary Drives• Psychologically based
– Love, prestige, money, power, etc.– Learned by being paired with primary drives
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Imagine
John asks the Charlie's Angels out on a date
John gets rejected!
Is upset so he goes riding with Ponch
Arrests a person for no reason at all!
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Why?
• Freud
• Frustration-Aggression Hypothesis– Natural reaction for any person (or animal) to
being blocked from a goal, will be the urge to lash out or injure.
– The more important the goal, the greater will be the aggressive impulse
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Frustration-Aggression Hypothesis
• Different than Freud– No ID is needed (or ego)
• Same as Freud– Displacement
• e.g., riots– Sublimation (can be constructive)
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What is fun?
The story about me in the book
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Approach-Avoidance Conflict
• Conflict between desire and fear
• Changes over time
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Approach-Avoidance Conflict• 1) An increase in drive strength will increase the
tendency to approach or avoid a goal
VS.
If John wants to relieve a drive more than Ponch, John will also want the goal more!
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Approach-Avoidance Conflict• 2) Whenever there are two competing responses, the
stronger one (the one with the greater drive) will win out.
Drive: Companionship Drive: Avoid rejection
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Approach-Avoidance Conflict
• 3) The tendency to approach a positive goal increases the closer the one is to the goal
John sees the Angels across the roomJohn talks to them
John asks them back to his place
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Approach-Avoidance Conflict
• 3) The tendency to approach a positive goal increases the closer the one is to the goal
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Approach-Avoidance Conflict
• 4) The tendency to avoid a negative goal also increases the closer one is to the goal
John sees the Angels across the roomJohn talks to them
John asks them back to his place
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Approach-Avoidance Conflict
• 5) Tendency 4 is stronger than tendency 3.
0
100
Far from goal Near goal
Stre
ngy
of te
nden
cy
Avoidance
Approach
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Approach-Avoidance Conflict
• 5) Tendency 4 is stronger than tendency 3.
0
100
Far from goal Near goal
Stre
ngy
of te
nden
cy
Avoidance
Approach
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Approach-Avoidance Conflict
• 5) Tendency 4 is stronger than tendency 3.
0
100
Far from goal Near goal
Stre
ngy
of te
nden
cy
Avoidance
Approach
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Approach-Avoidance Conflict
• 5) Tendency 4 is stronger than tendency 3.
0
100
Far from goal Near goal
Stre
ngy
of te
nden
cy
Avoidance
Approach
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Group Activity
• Have you ever had something in the future that you were both looking forward to and dreading?
• Did your feelings about it change over time in the way Dollard and Miller describe?
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Defense Mechanisms
• Freud’s explanation
• Dollard and Miller
• Negative Reinforcement– A reward that consists of the withdrawal of
aversive stimuli
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Defense Mechanisms• Negative Reinforcement
• Any stopping of pain or anxiety is negatively reinforcing• The behavior that occurred before such cessation will
become more likely
Put your hand in the fire!
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Defense Mechanisms
• Dollard and Miller
• DM are cognitive behaviors that are negatively reinforced because they remove anxiety
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Defense Mechanism• Denial
• Repression
• Reaction Formation
• Projection
• Rationalization
• Intellectualization
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Defense Mechanisms
• Freud vs. Dollard and Miller
• Freud was right . . . . Perhaps too complicated
• Principle of Parsimony
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Rotter’s Social Learning Theory
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Blamoooooo
Jackpot: $100 Jackpot: $1,000
Odds: 50%
All games cost $10
Odds: .000001%
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Rotter
• Behaviorism would predict you would go for the biggest reward
• However, your beliefs (i.e., expectancies) are also important!
• Expectancy Value Theory
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Elements
• Behavior Potential (BP)
• The probability that you will perform the behavior in question
• Higher the BP, more likely you will do it!
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Elements
• Expectancy (E)
• A persons belief about how likely a behavior will bring about a goal
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Expectancy
• If you think so:– “Asking out” has high expectancy
• If you do not think so:– “Asking out” has low expectancy
•If you ask a person out will they say yes?
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Expectancy
• It is a belief
• Objective odds matter less then subjective odds
• Lottery!
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Questionnaire
• LC questionnaire
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Expectancy
• General Expectancy
• Like a trait
• High GE (Internal locus of control)– Energetic, highly motivated
• Low GE (External locus of control)– Depressed, low motivation
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Elements
• Reinforcement Value (RV)
• The subjective benefit of a reward
• How much do you really care about the outcome?
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Reinforcement Value
• How much do you care about getting that date?
• How much do you care if you are rejected?
• How much do you care about doing school work instead?
• Note: RV is a relative term!
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Putting it all together
• How do you predict BP?
)&( RVEfBP
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Putting it all together• How do you predict BP?
• Psychological Situation• These values change as a result of the situation
)&( RVEfBP
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Will you dance or take notes?)&( RVEfBP
Notes:
FUN: E = .01
GOOD GRADES: E = .50
Dance:
FUN: E = .30
GOOD GRADES: E = .01
RV
Fun = .30
Good Grades = .90
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Will you dance or take notes?)&( RVEfBP
Notes:
FUN: E = .01 BP = .003
GOOD GRADES: E = .50 BP = .45
Dance:
FUN: E = .30 BP = .009
GOOD GRADES: E = .01 BP = .003
RV
Fun = .30
Good Grades = .90
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Will you dance or take notes?)&( RVEfBP
Notes:
FUN: E = .01
GOOD GRADES: E = .20
Dance:
FUN: E = .80
GOOD GRADES: E = .001
RV
Fun = .95
Good Grades = .05
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Will you dance or take notes?)&( RVEfBP
Notes:
FUN: E = .01 BP = .009
GOOD GRADES: E = .20 BP = .01
Dance:
FUN: E = .80 BP = .72
GOOD GRADES: E = .01 BP = .009
RV
Fun = .95
Good Grades = .05
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Imagine
• High RV• Low E
• What might happen?
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John wants a date really bad!
Doesn’t think he can get one.
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Maladjustment
Excessive time spent fantasizing
Failure to develop social relationships
Failure to develop social skills
Self-fulfilling prophecy
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Imagine
• Two behaviors have high RV?
• What might happen?
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John wants to dedicate his life to the ladies!
John wants to dedicate his life to police work!
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Maladjustment
Feel conflict
Erratic and unpredictable behavior
Neither may be accomplished
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Therapy
• Focuses on the conscious and rational mind
• 1) What can you do?• 2) What do you want?
• Importance of minimal goal level• Importance of prioritizing desires
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