CH

learning (T5)

  • [[a lasting change in behavior/mental process as result of experience[[
    • cannot be explained through:
    • natural reactions
    • development
    • surgery/medical change
    • drugs
  • ivan pavlov

classical conditioning: learned association

  • [[based on new associations[[
  • @@unconditioned stimulus (UCS):@@
    • event that leads to a response in the first place
    • Unlearned stimulus
    • naturally elicits a response
  • @@unconditioned response (UCR):@@
    • how the person is responding
    • unlearned response
  • @@conditioned stimulus (CS)@@:
    • what is leading to the response now
    • learned stimulus, but starts neutral
    • learned stimulus based on association w/ unconditioned stimulus
  • @@conditioned response (CR)@@:
    • same as unconditioned response
    • learned response
  • @@acquisition:@@
    • when learning has occurred
  • @@generalization:@@
    • responds to similar stimuli
    • ex: can → ran, man…
  • @@distinction:@@
    • only respond to specific stimuli
  • [[example: you were bit by a dog as a child[[
    • UCS- bite
    • UCR- fear
    • CS- dog
    • CR- fear
  • john b. watson: father of behaviorism
    • everything you are is related to the environment you grew up in
    • nurture
  • @@extinction@@:
    • when a conditioned stimulus goes away
  • @@expectancy:@@ adds cognitive part to classical conditioning
    • rescorla & wagner: revised pavlonian theory
    • said animals learn when something is unexpected
  • @@taste aversion:@@
    • we learn to avoid specific food
  • @@blocking:@@
    • when a previous CS
  • @@second/higher order conditioning@@
    • when new cs is paired w/ previous CS
  • @@aversion therapy@@
    • patient gives up undesireable habit because it becomes associated w/ unpleasant stimulus
  • @@discrimination in classical conditioning:@@
    • Individual learns to differentiate among similar stimuli
    • ex: Pavlov's dog learns the difference between the sound of the 2 bells and no longer salivates at the sound of the non-food bell.
  • @@extinction:@@
    • the learned behvaior eventually stops

Operant conditioning:

  • [[connecting behaviors w/ consequences[[
  • edward thorndike: did experiment with cats in boxes
    • law of effect:
    • an organism is likely to repeat behaviors w/ good consequences
  • BF skinner
    • focuses on subject actively operating on enviornment
  • ways to increase a behavior:
    • positive reinforcement
    • ex: offering money for a task
    • negative reinforcement
    • ex: taking asprin to relieve a headache
      • escape learning
      • ex: you go to nurse to avoid taking a test
      • avoidance learning
      • engaging in something to avoid a consequence
  • ways to decrease behavior:
    • positive punishment
    • adding something
    • negative punishment
    • taking away something

<<situation → behavior → consequence → reinforcement = learning<<

<<→ punishment = no learning<<

reinforcement/punishment

go:

  • {{Positive reinforcement: An event or thing that is presented after a response that makes
    it more likely that the response will be repeated{{
  • {{Negative reinforcement: An event or thing that, when removed after a response, makes it more likely the response will be repeated, positive stimulus is removed{{

stop:

  • ]]Positive punishment: An undesirable event that is presented after a response that
    makes it less likely the response will be repeated; sometimes simply called
    punishment]]
  • ]]Negative punishment: A desirable event that is removed after a response, making it
    less likely the response will be repeated; sometimes called omission training]]

examples:

1- If you do all your in-class assignments without bothering other students, I will stop

calling your parents everyday negative reinforcement \n 2- If you continue to fool around, bothering other students during our in-class

assignments, I will call your parents positive punishment \n 3- If you continue to bother other students during in-class assignments, I will no longer

love you negative punishment

4- Because you keep bothering other students during their in-class assignments, you

can't watch your favorite television show negative punishment

5- Here is a gold star for earning a grade of 90% on your test positive reinforcement \n 6- Because you scored below 70% on this test, you must submit a 1,000 page term paper positive punishment \n 7- If you complete this arithmetic assignment quickly, you can go out to recess early

Positive reinforcement \n 8- If you complete this arithmetic assignment quickly, you will no longer have to stay in

during recess negative reinforcement \n 9- When you learn to hang your pants on a hanger, you will look neater when you wear

them positive reinforcement \n 10- When you learn to hang your pants on a hanger, you will not look so ridiculous when

you wear them negative reinforcement

operant conditioning

  • primary reinforcers:
    • rewards
    • food
  • secondary reinforcers
    • money
    • @@token economy:@@
    • every time you do something good in class you get a star, you can eventually trade stars in for a prize
  • delayed reinforcer
    • college
    • delayed gratification
  • shaping & changing
    • @@shaping:@@ one behavior *single behavior
    • @@chaining:@@ making a chain of behaviors *multiple behaviors

schedules of reinforcement

  • @@continuous schedule:@@
    • useful when learning new behavior - but unhelpful in the end
    • reward every single time a person does a behavior
  • @@intermittent:@@
    • variety of different rewards
    • most effective in maintaining behavior

  1. ^^fixed ratio:^^ reinforcement after a specific number of desired responses

    1. ex: free coffee after 5 hole punches

  2. ^^variable ratio:^^ reinforcement delivered after some number of responses, but amount is not specific

    1. ex: slot machines

  3. ^^fixed interval:^^ reinforcement delivered based on the same passage of time

    1. based on a set time
    2. if your homework is completed each day by 5pm, you get $10

  4. ^^variable interval:^^ reinforcement delivered after some period of time, but that interval

    1. ex: your waiting for a college acceptance email, you check your email a lot, hoping it will be there, even though that has no effect on when the mail will come
  • @@instinctual drift:@@
    • animals revert back to a natural behavior, even after conditioning
  • @@premack principal:@@
    • Preferred activity can be used to reinforce a non preferred activity
    • need to develop things that are more appropriate for each person
  • @@contingency:@@
    • in order for learning to occur, the connection must be made between consequence & behavior
  • @@overjustification:@@
    • if you extrinsically reinforce a natural/intrinsic rewarding behavior you can diminish that behavior
    • @@intrinsic motivation:@@ a natural desire
      • ex: wanting to learn bc u like school
    • @@extrinsic motivation:@@ based on external rewards
      • ex: money

reinforcement

  • A Fixed Ratio Schedule (FR): The consequence is delivered after a specific and predictable number of responses
  • A Variable Ratio Schedule (VR): The consequence is delivered after a changing and unpredictable amount of responses
  • A Fixed Interval Schedule (FI): The consequence reinforces a particular response after a specific amount of time has passed
  • A Variable Interval Schedule (VI): The consequence reinforces a particular response after a changing and unpredictable amount of time has passed
  • A Continuous Schedule (C): Rewards the response every time

[[*based on time=interval[[

[[*when learning is first occuring → use continous schedule[[

Classical ConditioningOperant Conditioning
Behavior is controlled by the stimuli that precede the response (by the CS and the UCS).Behavior is controlled by consequences (rewards, punishments) that follow the response.
No reward or punishment is involved (although pleasant and aversive stimuli may be used).Often involves rewards (reinforcement) and punishments.
Through conditioning, a new stimulus (CS) comes to produce the old (reflexive) behavior.Through conditioning, a new stimulus (reinforcer) produces a new behavior.
Extinction is produced by withholding the UCS.Extinction is produced by withholding reinforcement.
Learner is passive (acts reflexively): Responses are involuntary. That is behavior is elicited by stimulation.Learner is active: Responses are voluntary. That is behavior is emitted by the organism.

  • pavlov: classical conditioning

  • skinner: operant conditioning

  • thorndike: law of effect

  • watson: little albert- classical conditioning

  • bandura- classical learning

  • seligman- learned helplessness

  • garcia- taste aversion

  • tolman- latent learning

  • kohler- insight learnign

  • premack- need to know learner to know what is punishmnet to them

  • escaping/avoiding = negative reinforcement

consult

  • overjustification: rewarding someone for something they already like -extrinsic
  • internal v external locus:
    • where is the control
    • internal: control w/in you
    • external: control is outside of your control
      • learned helplessness
      • try something & repeatedly fail → you give up
      • not trying anymore
      • \
  • garcia effect: biological predisposition → tasted aversion
  • stimulus discrimination: opposite of generalization
  • spontaneous recovery: a behavior has been extinction
    • after a period of extinction a behavior returns
  • social learning: we learn from watching people
  • self efficacy: belief in ones own abilities
  • biofeedback: using body signals to identify your stressed → connections
    • tension headaches
    • \n