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Rathus_PSYCH_7e_PPT_CH05

Chapter 5: Learning Overview

Chapter Objectives

  • Understand the definition of learning.

  • Explore principles of classical conditioning and their applications.

  • Examine principles of operant conditioning and their applications.

  • Discuss cognitive factors in the learning process.

Perspectives on Learning

  • Behaviorist Perspective

    • Defines learning as a relatively permanent change in behavior due to practice or experience.

  • Cognitive Perspective

    • Considers learning as a process where organisms change how they represent their environment

    • Emphasizes the choice in imitating observed behaviors.

Discussion Activity: Perspectives on Learning

  • Explore personal agreement with behaviorist or cognitive perspectives and analyze if both can be correct.

Classical Conditioning: Section 5-2

  • Definition: Learning where a neutral stimulus comes to evoke a response after being paired with another stimulus.

  • Key Terminology:

    • Reflex: Unlearned response to specific stimuli.

    • Conditioned Stimulus (CS): A previously neutral stimulus that elicits a conditioned response after conditioning.

    • Conditioned Response (CR): Learned response to a conditioned stimulus.

Explaining Classical Conditioning

  • Behaviorist View: Simple form of learning.

  • Cognitive View: Based on relationships among events.

  • Unconditioned Stimulus (UCS): Triggers a response naturally before conditioning.

  • Unconditioned Response (UCR): Natural reaction to an unconditioned stimulus.

  • Orienting Reflex: Attention given to a stimulus.

Concepts of Classical Conditioning

  • Extinction: Process by which a conditioned response diminishes when the conditioned stimulus is presented alone.

  • Spontaneous Recovery: Reappearance of an extinguished response after a rest period.

Generalization and Discrimination

  • Generalization: Conditioned response is triggered by stimuli similar to the conditioned stimulus.

  • Discrimination: Conditioned response occurs in response to a limited range of stimuli, where only the conditioned stimulus is paired consistently with an unconditioned stimulus.

Higher-Order Conditioning

  • A neutral stimulus can become a conditioned stimulus through pairing with an already conditioned stimulus.

Applications of Classical Conditioning: Section 5-3

Taste Aversion

  • An adaptive mechanism encouraging avoidance of harmful foods, can occur even when the unconditioned stimulus (harmful food) is introduced long after the conditioned stimulus (taste).

Little Albert Experiment

  • Demonstrated how fears can be conditioned via classical conditioning and generalized across similar stimuli (e.g., fear of furry animals).

Fear Reduction Techniques

  • Counter Conditioning: Associating pleasant stimuli with fear-evoking stimuli.

  • Flooding: Continuous presentation of fear-evoking stimuli until the conditioned responses are extinguished.

  • Systematic Desensitization: Gradual exposure to fear stimuli while maintaining relaxation.

Operant Conditioning: Section 5-4

  • Definition: Learning in which behavior is modified by its consequences.

  • Thorndike's Law of Effect: Behaviors followed by rewards are strengthened, while those followed by punishment are weakened.

B.F. Skinner’s Contribution

  • Focused on observable behaviors and measurable actions using operant chambers.

Types of Reinforcers

  • Positive Reinforcer: Increases behavior when presented.

  • Negative Reinforcer: Increases behavior when removed.

  • Primary Reinforcers: Biological reinforcers (e.g., food).

  • Secondary Reinforcers: Acquire value through association (e.g., money).

Discriminative Stimuli

  • Indicate whether a behavior will be reinforced and impact extinction.

Schedules of Reinforcement

  • Continuous Reinforcement: Every correct response is reinforced.

  • Partial Reinforcement: Not every correct response is reinforced, leading to higher resistance to extinction.

Applications of Operant Conditioning: Section 5-5

  • Shaping: Gradual reinforcement of successive approximations toward a target behavior.

  • Behavior Modification: Focus on reinforcing positive behavior and ignoring negative ones.

  • Programmed Learning: Rewards correct responses without punishing errors.

Cognitive Factors in Learning: Section 5-6

Key Concepts

  • Learning takes place when the conditioned stimulus indicates information about the unconditioned stimulus.

  • Cognitive structures such as schemas and templates guide learning and behavior.

Latent Learning

  • Learning occurs without immediate reinforcement, as illustrated by Tolman's maze studies.

Observational Learning

  • Skills can be acquired by observing and modeling others, emphasizing the importance of attention and practice in skill refinement.

Violence in the Media and Learning

  • Media violence may contribute to aggressive behavior due to observational learning and emotional arousal.

  • Positive behaviors can also be learned through media, emphasizing the dual role of representation in entertainment.

Self-Assessment and Integrating Learning Techniques

  • Reflect on personal use of conditioning methods in various relationships (e.g., family, colleagues).

  • Consider how learned behaviors influence academic and personal outcomes.

Summary

  • Learning encompasses classical and operant conditioning principles, cognitive factors, and application across various contexts.