Theories of Learning - Learning: Classical and Operant Conditioning

Learning: Classical and Operant Conditioning MOHAMMED ALQAHTANI  Learning Learning the process of acquiring new & lasting information or behaviors. There are two important parts to the classification of learning:  the lasting change (note: a simpl...

Learning: Classical and Operant Conditioning MOHAMMED ALQAHTANI  Learning Learning the process of acquiring new & lasting information or behaviors. There are two important parts to the classification of learning:  the lasting change (note: a simple reflexive reaction is not learning)  the mental process involved in obtaining and maintaining information  Learning’s Effects on Behavior We learn new behaviors by observing events & watching others. In humans, learning has a much larger influence on behavior than instincts. Learning represents an evolutionary advancement over instincts.  But how do we learn?  We learn by association.  Every second/minute/hour of the day that we are awake: our minds are innately searching for patterns/trends/connections in what we can see & we judge the stimulus of each detail surrounding us in order to determine our response.  We can also learn indirectly through our common use of language skills in order to learn from the experience of others, vicariously, based upon the information that they share with us. Types of Learning Simple Learning Complex Learning CLASSICAL CONDITIONING OPERANT CONDITIONING  Simple Learning Habituation: an organism’s decreasing response to a stimulus with repeated exposure to it.  Ex: Car horns or emergency vehicle sirens while you’re driving in the city  how often do you pay attention to the morning announcements? How often do you look when a car alarm goes off?  Simple Learning  Mere Exposure Effect: A learned preference for stimuli to which we have been previously exposed.  Ex: a best friend’s voice vs. a random stranger Which do you prefer? Which did your parents drink when you were a little kid?  Complex Learning Behavioral Learning: Forms of learning, such as classical and operant conditioning which can be described in terms of stimuli and responses.  Stimulus ~ any event or situation that evokes a response  Ivan Pavlov and Classical Conditioning  One of most famous contributors in the study of learning is Ivan Pavlov (1849-1936).  Classical Conditioning: A form of learning that occurs when a previously neutral stimulus is linked to another neutral stimulus and therefore acquires the power to elicit a consistent and innate reflex. Upon repetition, the individual will come to expect this response. How do we learn? [classical conditioning]  Pavlov’s Findings Explained  Pavlov discovered that a neutral stimulus, when paired with a natural reflex-producing stimulus, will begin to produce a learned response, even when it is presented by itself.  Neutral Stimulus: Any stimulus that produces no conditioned response prior to learning. Pavlov’s Experiment  Pavlov’s Experiment Watch this brief video https://www.youtube.com/watch?v=hhqumfpxuzI Ivan Pavlov  Components of Conditioning There are 5 main components of conditioning. Classical Conditioning always involves these parts. They are:  Neutral Stimulus (NS)  Unconditioned Stimulus (US)  Unconditioned Response (UR)  Conditioned Stimulus (CS)  Conditioned Response (CR)  Operant Conditioning  Classical vs. Operant Conditioning With classical conditioning you can teach a dog to salivate, but you cannot teach it to sit up or roll over. Why?  Salivation is an involuntary reflex, while sitting up and rolling over are far more complex responses that we think of as voluntary.  Operant Conditioning Operant Conditioning: A form of learning in which the probability of a behavioral response is changed by its consequences…that is, by the stimuli that follows the response. HINT: An operant is an observable behavior that an organism uses to “operate” in its environment.  Effects of Operant Conditioning Behavioral responses are strengthened when followed by a reinforcer: …and diminished when followed by a punisher  B.F. Skinner (1904-1990) B.F. Skinner became famous for his ideas in behaviorism and his work with rats.  Edward Thornike’s “Law of Effect”: The idea that behaviors followed by favorable consequences are more likely to happen again while behaviors followed by unfavorable consequences become less likely.  Reinforcement  A reinforcer is a condition in which the presentation or removal of a stimulus, that occurs after a response (behavior), strengthens that response or makes it more likely to happen again in the future.  Positive Reinforcement: A stimulus presented after a response that increases the probability of that response happening again.  Ex: Getting paid for good grades or gaining privileges at home for good behavior  Negative Reinforcement  Negative Reinforcement: The removal of an unpleasant or averse stimulus that increases the probability of that response happening again.  Ex: Taking Advil to get rid of a headache.  Ex: Putting on a seatbelt to make the annoying seatbelt buzzer stop.  REMEMBER: When we are talking about reinforcers or punishers, the word “positive” means add or apply; “negative” is used to mean subtract or remove.  Punishment A punishment is an averse/disliked stimulus which occurs after a behavior, and decreases the probability it will occur again.  Positive Punishment: An undesirable event that follows a behavior: like getting detention after cheating on a test.  Punishment Negative Punishment: When a desirable event ends or when an item is taken away after a behavior.  Example: getting your cell phone taken away after failing multiple classes on your progress report.  Think of how parents give their kids a “time-out” (to take away time from a fun activity with the hope that it will stop the unwanted behavior in the future.) Operant and Classical Conditioning Classical Conditioning Operant Conditioning Behavior is controlled by the stimuli Behavior is controlled by that precede the response (by the consequences (rewards, CS and the UCS). punishments) that follow the response. No reward or punishment is involved Often involves rewards (although pleasant and averse (reinforcement) and punishments. stimuli may be used). Through conditioning, a new Through conditioning, a new stimulus (CS) comes to produce the stimulus (reinforcer) produces a new old (reflexive) behavior. behavior. Extinction is produced by withholding Extinction is produced by withholding the UCS. reinforcement. Learner is passive (acts reflexively): Learner is active: Responses are Responses are involuntary. That is voluntary. That is behavior is behavior is elicited by stimulation. emitted by the organism.