Conditioning Learning Happens through the pairing of stimuli Stimulus something that produces a reaction Response a person or animals reaction Ivan Pavlov Dogs salivate when they see food like meat ID: 642528
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Slide1
LearningSlide2
Classical Conditioning
Conditioning = Learning
Happens through the pairing of stimuli
Stimulus: something that produces a reaction
Response: a person or animal’s reactionSlide3
Ivan Pavlov
Dogs salivate when they see food, like meat
Dogs salivate to the clinking of food trays
Dogs salivate when Pavlov’s assistant enters
Can they learn to salivate to something not related to the food?Slide4Slide5Slide6
Classical Conditioning
Unconditioned stimulus
US
Causes a response automatically, not learned
Unconditioned response
UR
Automatic response
Conditioned stimulus
CS
a stimulus that was previously neutral or meaningless that now elicits a response
Conditioned response
CR
Learned response to conditioned stimulusSlide7
Example
Pavlov has dogs in his laboratory. When he rings a bell, they do not respond. When Pavlov brings food in to feed them, they salivate when they see food. Pavlov begins to ring a bell before he gives the food to the dogs. After a week, Pavlov rings the bell, but does not give the dogs food. The dogs salivate.Slide8Slide9
Classical Conditioning
Aids in survival of an animal
This smell = food
This sound = food
This sound = danger
etc… (how they get you in horror films!)Slide10
Taste Aversions
A learned avoidance of a food
The food could be unhealthy, poisonous
Dan eats a whole gallon of mint chocolate chip ice cream and feels nauseated. Dan doesn’t want to eat mint chocolate chip ice cream anymore.
What is the US, UR, CS, CR?
Even though Dan knows it was the serving size, not the ice cream itself, he still cannot surpass the nauseated feeling.
Chemo?Slide11Slide12
Extinction
When the CS is disconnected from the US
The bell is no longer followed by food, the dog learns the bell is now meaningless
Car alarms, etc.Slide13
Spontaneous Recovery
: After extinction, the dogs randomly salivate to the sound of the bell, but not as strong (old song take you back?)
Generalization:
the act of responding the same way to a stimuli that is similar, but not the same. e.g. Dan cannot eat ANY flavor of ice cream
Discrimination:
the act of responding differently to stimuli that are not similar to each other. e.g. Dan can eat pudding. Slide14
Poor Little Albert…Slide15
Applications for Classical Conditioning
Methods to overcoming fear, e.g. heights, snakes, spiders, tight spaces
Flooding:
a person is exposed to the harmless stimulus until fear responses to that stimulus are extinguished. e.g. being put (locked) in a room with a bunch of harmless snakes
Systematic Desensitization:
people are taught relaxation techniques and then gradually introduced to their fears. e.g. people are taught to relax when seeing an image of a snake, then from far away, then up close, etc.Slide16
Counter conditioning:
a pleasant stimulus is paired with an unpleasant one
e.g. A little boy is scared of a white rat. His parents give him a cookie every time they bring the rat closer to him. The pleasure of eating the treat canceled out his fear.Slide17
Bell-and-Pad Method for Bed-Wetting
Teaches children to wake up in response to bladder tension
The child sleeps on a pad, when they begin to urinate, the water content of the urine triggers a bell, and the ringing wakes the child up
Unlike Pavlov’s experiment, what is the US & UR?
People instinctively wake up when they hear loud noisesSlide18
Because of repeated pairings, a stimulus that precedes the bell becomes associated with the bell
B
ladder tension becomes CS
Waking up to the tension becomes CRSlide19
Conditioned Drug Tolerance
Siegel et al. (1982)i
njected rats with heroin in same environment.
Every few sessions, the dose was increased.
Those rats, in addition to a control group that had never received heroin, were then injected either in a
novel environment
or in that
same environment
.
Control Group
: 96% died
Novel Environment
: 64% died
Same Environment
: 32% died
Conclusion: drug tolerance is partially explained by classical conditioning.Slide20
Operant ConditioningSlide21
Another type of learning…
Operant Conditioning:
people and animals learn to do certain things- and not to do others- because of the results of what they do.
Consequences of their actions
e.g. If you study, you get a good grade
Organisms learn to engage in behavior that results in
desirable consequences
and avoid behaviors that have
negative consequences
like pain or failureSlide22
Operant Conditioning
Allows individuals to use the consequence of their own behavior to seek out desired objects and avoid danger.
All situations in which operant conditioning occurs include elements of the Pavlovian conditioning procedure.Slide23
B.F. Skinner
Skinner BoxSlide24
Classic Skinner Experiment
The rat in the box is deprived of food (put on a diet). When the lever is pressed, food falls into the box in a tray. The rat will search around the box, doing random “rat like” behaviors, and accidently press the lever. Food will appear. The rat will more frequently, and deliberately, press the lever. The food “
reinforces
” the behavior of pressing the lever.Slide25
From the subject’s perspective
Operant conditioning is a problem-solving task in which subjects must figure out how to get what they want.
“Trial-and-error” learning is not random.Slide26
Which kind of conditioning is it?
Positive
means to present or add something.
Negative
means to take something away.
Reinforcement
means behavior goes up.
Punishment
means behavior goes down.Slide27
Before Behavior After Rate
No food Press Lever Food
No attention cries attention
Shock Pull chain no shock
Crying Pick up baby no cryingSlide28
Before Behavior After Rate
No pain says bad word spanking
No water claws couch water
Has toy car hits sister no toy car
Friends, toys starts fight time-outSlide29
1.
Bill
frequently talks during class. His teacher, Mrs. Smith, scolds him when he does this, and as a result, he eventually stops.
2. A week ago, Lisa could not get to sleep because her neighbors upstairs were playing loud music. She pounded on the ceiling with a broomstick, and they turned it down. Now whenever they play loud music, Lisa immediately grabs the broom and pounds on the ceiling. Slide30
3
. Pam recently had a bad headache. She took some Excedrin, and it went away. Now she takes Excedrin every time she gets a headache.
4. Five-year-old Jaime left his toy cars all over the living room floor, so his mother took them away. Now when he plays with toys in the living room, he is careful not to leave them out. Slide31
5. Matt brings home his report card, and his parents decide to pay him $10 for every A. The next time he brings a report card home, he gets straight A’s
.
6. 10-year old Robbie frequently talks during math class. His instructor yells at him every time he does this, but Robbie just keeps disrupting class more and more often.Slide32
Is it
positive or
negative
reinforcement?Slide33Slide34
Types of R
einforcers
Primary
reinforcers
function as
reinforcers
with little or no
experience
required. e.g. food, water, warmth, sex
Secondary (Conditioned)
reinforcers
derive their ability to serve as
reinforcers
as a result of experience, specifically as the result
of
a Pavlovian conditioning procedure.
e.g. money, attention, social approval, moneySlide35
Hero Rats!Slide36
Partial Reinforcement
So far most of the examples of operant conditioning we have discussed have involved
continuous reinforcement.
However, often we must perform a behavior repeatedly in order to earn the reinforcer; this is called
partial reinforcement.Slide37
Interval vs. Ratio Schedules
Fixed Interval:
Set amount of
time
must elapse between reinforcement
Variable Interval:
Random amounts
of
time
elapses
between reinforcement
Fixed Ratio:
Set number of the desired behavior/response before reinforcement
Variable Ratio:
Randomized number
of the desired
behavior/responses
before reinforcement Slide38
Examples
Fixed Interval:
Farmers get a crop every spring, a one-year interval (probably won’t check on them until close to spring)
Variable Interval:
Pop quizzes, when will they be?!
Fixed Ratio:
Punch cards, buy 10 coffees, get 1 FREE!
Variable Ratio:
Fishing & Gambling… just one more cast!Slide39
Partial Reinforcement Extinction Effect (PREE)
Behaviors reinforced on a partial schedule of reinforcement
persist much longer in extinction
than those that were continually reinforced.
Slide40
Why does the partial reinforcement extinction effect
(PREE) occur?
Discriminability:
Frustration:
It is easier to detect the change from
continuous reinforcement to
extinction
than
from
partial
reinforcement
to extinction.
Extinction produces frustration.
Frustration has two properties—It energizes
ongoing behavior
and
it can produce competing
behavior.
Individuals on partial reinforcement learn to
persist in presence of
nonreinforcement
;
i
ndividuals on continuous reinforcement do not.
Slide41
PREE (continued)
Unfortunately, many of the behaviors we don’t reinforce every time in real life are those we don’t want to encourage
!
However, partial reinforcement
makes
them MORE resistant to
extinction
(so they never stop).Slide42
Latent Learning
“Cognitive Map”
Chances are,
no one has reinforced
your creation of a mental picture of your schools layout; you have
simply created it
on your own
You can learn things without reinforcement
Exploring, knowledge of routes are hidden until you need it and are rewarded Slide43
Observational Learning
Albert Bandura &
Bobo
We acquire knowledge and skills by
observing and imitating others
Money see, Monkey do
Do as I say, not as I do
Aggression is a common example
Study after study, people who are exposed to violence in the media behave more aggressively than people who are notSlide44
Violence
Repetition of stimuli
“Desensitization”
The violent stimuli does not cause the same emotional response anymore
Less likely to condemn violence and restrain their own urges
Can be used to prevent it
Flaws: the people who CHOOSE, not all are