Learning Chapter 7 Outline PDF

Chapter 7 Outline The Study of Learning Classical Conditioning Operant Conditioning Observational Learning 1  The Study of Learning What is learning? A process that results in a relatively consistent change in behaviour or behaviour potential based on experi...

Chapter 7 Outline The Study of Learning Classical Conditioning Operant Conditioning Observational Learning 1  The Study of Learning What is learning? A process that results in a relatively consistent change in behaviour or behaviour potential based on experience (taking in information, evaluating it, using it, and then making a response to the environment)  Learning-performance distinction – the difference between what has been learned and what is expressed (performed) overtly – not always able to  One basic form of learning is habituation when a stimuli does not produce an action because it does not need your attention – because of repeated action (ex. how you get to school, use to the clothes you are 2 The Study of Learning Learning-Performance Distinction Example A new friend of yours has introduced you to Jazz music. After this introduction, you have come to appreciate and gain a greater understanding of the artistic stylings of many Jazz musicians. You study the map of Guelph-Humber and then get lost 3 The Study of Learning 4 Key Features of Learning Not all changes in behavior are the result of learning – only relatively permanent changes are (consistent over different occasions). Change in behavior is not always immediately obvious (not overt) - Learning needs experience, reference points. Not all learning is intentionally produced 5  The Study of Learning Several key developments in the history of learning (Behaviourism): Ivan Pavlov – classical conditioning model John Watson – founded the school of thought known as behaviourism - “Psychology of the Standpoint of Behaviourism” - introspection is too limiting need to look at how people respond (inside vs. outside) B.F. Skinner – operant conditioning model and schedules of reinforcement – what are the causes of behaviour Observational Learning/Behavioural analysis – 6 Classical Conditioning Classical conditioning is defined as a basic form of learning in which one stimulus predicts the occurrence of another (through learned associations) Ivan Pavlov Russian physiologist Observed learned associations during his research on digestion Gave various types of food to dogs and measured their salivary response Nobel Prize in 1904 7 Key Elements in Classical Conditioning A reflex is a simple unlearned response to a stimulus. 8 Key Elements in Classical Conditioning A stimulus is an environmental condition that elicits a response. 9 Classical Conditioning Pavlov and his colleagues made a accidental discovery – they began to salivate before the food was given (through hearing footsteps, bell ring) Pavlov observed that behaviour came to be elicited by a stimulus that has acquired its power through an association with a biologically significant stimulus Repeated pairing of a stimulus with stimuli that naturally elicit a reflex response  E.g., 10 salivation, pupil contraction, knee jerks Conditioning Terms Unconditioned Stimulus (UCS) Any stimulus that naturally elicits a behaviour Unconditioned Response (UCR) The behaviour elicited by the UCS Conditioned Stimulus (CS) A neutral stimulus that is able to elicit behaviour only after association with the UCS Conditioned Response (CR) The behaviour elicited to the CS The neutral stimulus becomes the conditioned stimulus 11 Features of Classical Conditioning 12 Processes of Conditioning Acquisition The process by which the CR is first elicited and gradually increases in frequency over repeated trials Association is being learned Timing of stimulus presentation important Extinction The weakening of a CR as a result of the absence of CS and UCS Habituation – when a stimuli does not produce an action because it does not need your attention Spontaneous recovery 13  Acquisition & Timing Forward-Short Delay Example – Keep ringing bell and then bring in food Forward-Trace – Ring bell then stop and bring in food Simultaneous – Food and bell at the same time 14 Processes of Conditioning Acquisition The process by which the CR is first elicited and gradually increases in frequency over repeated trials Association is being learned Timing of stimulus presentation important Extinction The weakening of a CR as a result of the absence of CS and UCS Habituation – when a stimuli does not produce an action because it does not need your attention Spontaneous recovery The sudden reappearance of the CR after a rest period without further exposure to the UCS (stimulus 15  Processes of Conditioning More findings from Pavlov - Are responses specific to the stimuli? No … Stimulus generalization Automatic extension of conditioned responses to stimuli that are similar to the CS (e.g., objects, words – style & stile, also style and fashion) The more similar to CS = the stronger the response Stimulus discrimination Learning to respond differently to stimuli that differ from the CS on some dimension Works in balance with generalization to respond effectively https://www.youtube.com/watch?v=974hKLBP2cE 16 Classical Conditioning Applications 17 Classical Conditioning Applications 18 Operant Conditioning Edward Thorndike’s (1898) research on cats & puzzle boxes (problem solving) Law of Effect The animal started by trial and error = slow performance Gradually eliminated responses - a response followed by satisfying consequences becomes more probable 19 Operant Conditioning What is operant conditioning? Learning procedures which manipulate the consequences of behaviour in order to see what effect this has on subsequent behaviour Discriminant stimulus = a particular response will produce certain consequences Operant = affecting the environment = behaviour that is emitted (voluntary) 20 Operant Conditioning 21 Schedules of Reinforcement It is not always possible to reinforce behaviour on every occurrence Partial reinforcement effect: Responses acquired under schedules of partial reinforcement are more resistant to extinction than those acquired with continuous reinforcement Reinforcers delivered according to ratio (number of responses) or interval (time) 22 Classical vs. Operant 23 Schedules of Reinforcement Fixed-Ratio (FR) Reinforcement after fixed number of responses emitted (e.g., a free coffee after buying 10 coffees) Variable-Ratio (VR) The average number of responses between reinforcers is predetermined (i.e., a slot machine - greatest resistance to extinction) Fixed-Interval (FI) Reinforcer is delivered for the first response after a fixed period of time (subway/bus schedule) Variable-Interval (VI) The average interval between reinforcers is 24 Schedules of Reinforcement Fixed-Ratio (FR) Variable-Ratio (VR) Fixed-Interval (FI) Variable-Interval (VI) 25 Reinforcers Negative reinforcement Behaviour that is followed by the removal of an aversive stimulus (increases behaviour) Escape conditioning – response allows escape from aversive stimulus Avoidance conditioning – response allows avoidance of aversive stimuli before it begins 26 Punishment Punisher Any stimulus that, when made contingent on a response, decreases the probability of that response Punishment = delivery of punisher after response Positive punishment Behaviour that is followed by the delivery of an aversive stimulus (decreases behaviour) Negative punishment 27 Reinforcement vs. Punishment 28 Observational Learning Cognitive aspects of learning are also demonstrated by our ability to learn from the experiences of others (social learning) Observational learning When individuals, after simply watching another person exhibiting behaviour that was reinforced or punished, later behaves in the same way or refrains from doing so (if model punished) 29 Bandura & Social Learning 30 Bandura & Social Learning Classic Bobo doll studies Children watched a film that showed aggression One group saw the model rewarded with candy, one with no consequences, and one was reprimanded Several factors that make a model’s observed behaviour most influential (e.g., reinforcement, similarity to observer) 31