Learning Theories: Classical Conditioning, Operant Conditioning and Social Learning Theory

Learning

  • Learning: Permanent change from experience.

  • Early Theories: Learning as response to stimuli (classical/operant conditioning).

  • Modern Theories: Internal problem-solving in response to stimuli (social learning theory).

Classical Conditioning

  • Classical conditioning: Pairing stimuli to create unconscious learned response.

Pavlov's Dogs (1902)

  • Pavlov noticed dogs salivating before food.

  • Dogs associated footsteps with food.

  • Pavlov proposed 'conditioned reflex'.

Method

  • Pavlov rang bell when feeding dogs.

Results

  • Initially, dogs salivated at food.

  • Eventually, dogs salivated at bell.

Conclusions

  • Dogs paired bell (stimulus) with food (stimulus), causing salivation.

Pavlov's Terms

  • Unconditional stimulus: Natural reaction trigger.

  • Unconditioned response: Automatic reaction to stimulus.

  • Neutral stimulus: Initially no response.

  • Conditioned stimulus: Stimulus with learned response.

  • Conditioned response: Reaction to conditioned stimulus.

  • Acquisition: Pairing neutral and unconditioned stimuli.

  • Extinction: Gradual loss of learned response.

  • Spontaneous Recovery: Reappearance of behavior after extinction.

  • Stimulus Generalization: Response to similar stimuli.

  • Discrimination: Distinguishing stimuli.

Study - "Little Albert" Experiment - Watson and Rayner (1920)

  • Watson & Rayner tested if infant could be conditioned.

Methods

  • Albert (8 months) showed no fear to stimuli.

  • Stimuli: white rat, rabbit, etc.

  • Later, rat + loud noise.

Results

  • Albert feared rat after noise pairing.

  • Fear generalized to similar objects.

Validity Debates

  • Noise may cause fear of new stimuli.

  • Maturation not controlled.

  • Inconsistent responses.

  • Case study limits generalization.

Operant Conditioning

  • Operant conditioning: Behavior increases with reinforcement, decreases with punishment.

Skinner’s ABC Model

  • Antecedent: Triggers behavior.

  • Behaviour: Action.

  • Consequence: Reward/punishment.

Reinforcement

  • Reinforcement: Increases behavior repetition.

  • Positive reinforcement: Add positive stimulus.

  • Negative reinforcement: Remove negative stimulus.

Punishment

  • Punishment: Decreases behavior repetition.

  • Positive punishment: Add negative stimulus.

  • Negative punishment: Remove positive stimulus.

Continuous Reinforcement

  • Reinforcement every time.

  • Fast response, fast extinction.

Fixed Ratio Schedules

  • Reinforce after set # of responses.

  • Fast response, medium extinction.

Variable Ratio Schedules

  • Reinforce after random # of responses.

  • Fast response, slow extinction (addictive).

Fixed Interval Schedules

  • Reinforce after set time.

  • Medium response/extinction.

Variable Interval Schedules

  • Reinforce after random time.

  • Fast response, slow extinction.

Extinction of Behaviour

  • Continuous reinforcement: fastest extinction.

  • Variable-ratio: slowest extinction.

The Law of Effect (Thorndike, 1898)

  • Behaviors with good outcomes recur; bad outcomes don't.

Method

  • Cats in puzzle boxes.

Results

  • Cats learned to escape faster.

Criticisms of Thorndike

  • Thorndike's biases influenced views.

The Skinner Box

  • Skinner refined Operant Conditioning using Skinner Boxes.

  • Animals performed tasks for rewards/avoided punishments.

The Skinner Box (1948) - Superstition in the Pigeon

  • Explored noncontingent reinforcement.

Methods

  1. Pigeons got food at intervals regardless of action.

  2. Behavior recorded.

Results

  • Pigeons associated actions with food.

  • Developed "superstitions".

Summary

  • Behaviors linked even without cause-effect.

  • Timing affects conditioning.

Conclusions

  • Superstitions develop from coincidences.

Social Learning Theory

Observational Learning

  • Bandura: learning by watching others.

The Process of Observational Learning:

  • Attention: Notice behavior.

  • Retention: Remember information.

  • Reproduction: Ability to reproduce.

  • Motivation: Want to display behavior.

  • Reinforcement: Rewards/punishments.

Models in Psychology

  • Models: Individuals observed.

  • Influence behavior positively/negatively.

  • Vicarious reinforcement: Replicating rewarded behavior.

Stages of Observational Learning

  1. Attention: Pay attention to model.

  2. Retention: Store behavior in mind.

  3. Reproduction: Ability to perform.

  4. Motivation: Desire to perform.

  5. Reinforcement: Rewards/punishments.

  • Directly: Operant conditioning.

  • Vicariously: Watching others get reward/punishment.

The 'Bobo Doll' Experiment - Bandura, Ross and Ross (1961)

Aim

  • Test if kids imitate aggressive behavior.

Methods

  • Children watched adults interact with Bobo doll.

  • Groups: aggressive model, non-aggressive model, no model.

Findings

  • Aggressive model group acted more aggressively.

  • Boys imitated same-sex models.

  • Girls imitated verbal aggression from female model, physical aggression from male model

Conclusions

  • Children learn behavior by watching.

Critiques

  • Lab setting lacks realism.

  • Selection bias (rich, white families).

  • Strangers as models.

  • Immediate demonstration doesn't measure retention.

Behavior Modification

  • Conditioning to alter behavior/thoughts.

  • Change unwanted behaviors, strengthen desirable ones.

Systematic Desensitization

  • Classical conditioning to reduce fears/phobias.

What is a Phobia?

  • Extreme, irrational fear.

How does Systematic Desensitization Work?

  1. Create fear hierarchy.

  2. Teach relaxation.

  3. Introduce fear gradually with relaxation.

Systematic Desensitization - Strengths

  • Effective with therapy.

Systematic Desensitization - Criticisms

  • Takes months.

Token Economies

  • Operant conditioning using tokens for rewards.

Uses

  • Classrooms, hospitals, prisons, loyalty programs, casinos.

Strengths