Psychology of Learning

What is Learning 6.1?

Objectives

  • Explain how learned behaviors are different from instincts and reflexes

  • Define learning

  • Recognize and define three basic forms of learning—classical conditioning, operant conditioning, and observational learning

Notes

  • Pluh!

Vocab

  • Reflexes: motor or neural reaction to a specific stimulus in the environment.

  • Instincts: innate behaviors triggered by a broader range of events, such as maturing and changing seasons.

  • Learning: involves acquiring knowledge and skills through experience.

  • Associative Learning: connections made between stimuli or events that occur together in the environment.

Classical Conditioning 6.2

Objectives:

  • Explain how classical conditioning occurs

    • when a neutral stimulus is repeatedly paired with an unconditioned stimulus,

  • Summarize the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination

    • acquisition is initially learning the reaction, extinction is forgetting the response, SR is remembering the response after forgetting it, Generalization is a reaction to a similar stimulus that gives the same response, Discrimination is a different response to similar stimulus

Notes:

  • Meat powder (UCS) → Salivation (UCR)

  • Neutral Stim. is presented immediately before an unconditioned stimulus.

  • Tone (NS) + Meat Powder (UCS) → Salivation (UCR)

  • Tone (CS) → Salivation (CR)

  • Higher-Order ex.

    • Electric Can opener (CS) + Food (UCS) = Salivation (UCR)

    • Squeaky Door (HOS) + Can Opener (CS) = Salvation (UCR)

    • Squeaky Door (HOS) = Salvation (CR)

Vocab

  • Classical Conditioning: the process by which we learn to associate stimuli and, consequently, to anticipate events.

  • Unconditioned Stimulus (UCS): a stimulus that elicits a reflexive response in an organism.

  • unconditioned response (UCR): a natural (unlearned) reaction to a given stimulus.

  • neutral stimulus (NS): does not naturally elicit a response.

  • conditioned stimulus (CS): elicits a response after repeatedly being paired with an unconditioned stimulus.

  • conditioned response (CR): behavior caused by the conditioned stimulus

  • higher-order conditioning (HOS)/second-order conditioning: Pairing a new neutral stimulus with the conditioned stimulus

    • Using conditioned stim. to condition another stim.

  • stimulus discrimination: respond differently to various stimuli that are similar

  • Acquisition: an initial period of learning in classical conditioning; when an organism learns to connect a neutral stimulus and an unconditioned stimulus.

  • Spontaneous Recovery: the return of a previously extinguished conditioned response following a rest period; quickly remembering a forgotten habit

  • Stim. Generalization: when an organism demonstrates a conditioned response to stimuli that are similar to the conditioned stimulus,

Operant Conditioning 6.3

Objectives

  • Define operant conditioning

    • Learned Behavioral association with positive and negative punishment and reinforcement.

  • Explain the difference between reinforcement and punishment

    • Reinforcement increases the the odds of a behavior occurring and punishment decreases the odds of reinforcement occurring. negative removes something positive adds something.

  • Distinguish between reinforcement schedules

    • Ratio and Interval. Interval is based on time and the ratio is based on the number of reactions produced. Variable does not follow a pattern and is random. Fixed does follow a pattern.

      • ex. fixed: every 2,4,6,8 minutes/responses

Notes

  • OC example

    • Spirit, a dolphin at the National Aquarium in Baltimore, does a flip in the air when her trainer blows a whistle. The consequence is that she gets a fish.

  • Classical Conditioning (CC) V. Operant Conditioning (OC)

    • CC Conditioning Approach: An unconditioned stimulus (such as food) is paired with a neutral stimulus (such as a bell). The neutral stimulus eventually becomes the conditioned stimulus, which brings about the conditioned response (salivation).

    • CC Stim. Timing: The stimulus occurs immediately before the response.

    • OC Conditioning Approach: The target behavior is followed by reinforcement or punishment to either strengthen or weaken it so that the learner is more likely to exhibit the desired behavior in the future.

    • OC Stim. Timing: The stimulus (either reinforcement or punishment) occurs soon after the response.

    • Reinforcement: Increase likelihood

      • Positive: Something is added to increase the likelihood of a behavior.

      • Negative: Something is removed to increase the likelihood of a behavior.

    • Punishment: Decrease likelihood

      • Positive: Something is added to decrease the likelihood of a behavior.

      • Negative: Something is removed to decrease the likelihood of a behavior.

    • Shaping is needed because it is extremely unlikely that an organism will display anything but the simplest of behaviors spontaneously.

      • Organisms need to know what steps to take; will be rewarded in each “correct” step; guided in right direction

  • Reinforcement Schedules

    • Fixed interval

      • Predictable time intervals

      • Moderate response rate with significant pauses after reinforcement

      • ex. Hospital patient uses patient-controlled, doctor-timed pain relief

    • Variable interval

      • unpredictable time intervals

      • Moderate yet steady response rate

      • ex. Checking social media

    • Fixed Ratio

      • predictable # of responses

      • High response rate with pauses after reinforcement

      • ex. Piecework—factory worker getting paid for every x number of items manufactured

    • Variable Ratio

      • unpredictable # of responses

      • High and steady response rate

      • ex. Gambling

  • Skinner considered the mind a "black box"

Vocab

  • operant conditioning (OC): learned association of behavior and its consequence

    • Associative Learning

  • law of effect: behaviors that are followed by consequences that are satisfying to the organism are more likely to be repeated, and behaviors that are followed by unpleasant consequences are less likely to be repeated

    • Repeat if good consequences don’t repeat if bad consequences

  • shaping: reward successive approximations of a target behavior.

  • primary reinforcer: innate reinforcement

    • Water, food, sleep, shelter, sex, and touch,

  • secondary reinforcer: Not inherent; only has reinforcing qualities when linked with a primary reinforcer.

    • Praise, linked to affection

    • money can buy food, water, etc. (innate reinforcers)

  • continuous reinforcement: receiving a reinforcer each time a behavior is displayed

    • the quickest way to teach someone a behavior, esp. new behavior

  • partial reinforcement: not reinforced every time they perform the desired behavior.

  • radical behaviorism: on studying behavior rather than cognition

    • Skinner and Watson

  • cognitive map: A mental picture

    • Occurred as the unreinforced rats explored the maze,

  • latent learning: learning that occurs but is not observable in behavior until there is a reason to demonstrate it.

    • ex. After 10 sessions in the maze without reinforcement, food was placed in a goal box at the end of the maze. As soon as the rats became aware of the food, they were able to find their way through the maze quickly, just as quickly as the comparison group, which had been rewarded with food all along.