100_7.1_ Learning.pdf

Lecture Overview: Learning

Definition of Learning

• Focus on behaviorism definition of learning.

• Distinguishes between learning as behavioral acquisition vs. knowledge acquisition.

  • Everyday meaning often conflates learning with acquiring knowledge from textbooks.

Characteristics of Learning

• Experiential Process:

  • Results in a consistent change in behavior or behavior potential.

  • Changes are based on experiences (first or second hand).

Learning Mechanisms

• Biological and Socio-cultural Factors:

  • Learning is influenced by biological factors as well as sociocultural contexts.

Associative Learning

• Learning to connect one stimulus with another.

• Examples:

  • Stimuli Association:

    • Lightning (Stimulus 1) + Thunder (Stimulus 2)

    • Behavior: Anticipate thunder when seeing lightning.

  • Response and Consequence:

    • Example: Balancing a ball leads to receiving food (strengthens behavior).

    • Vending Machine: Pushing button (Response) leads to getting a candy bar (Consequence).

Types of Conditioning

Classical Conditioning

• Predictable signals learned through associations.

• Key Concepts:

  • Unconditioned Stimulus (UCS): Naturally elicits a behavior (e.g., food).

  • Unconditioned Response (UCR): Behavior elicited by UCS (e.g., salivation).

  • Conditioned Stimulus (CS): Neutral stimulus that elicits a response after association (e.g., bell tone).

  • Conditioned Response (CR): Behavior elicited by CS (e.g., salivation).

Pavlov's Experiment

1. Before Conditioning:

   • UCS (food) produces UCR (salivation); the tone as neutral does not elicit response.

2. During Conditioning:

   • Tone (neutral stimulus) paired with UCS (food) results in UCR (salivation).

3. After Conditioning:

   • Tone becomes CS; salivation is now CR.

Stages of Learning

• Acquisition: Initial stage of learning where association is established.

  • Timing is crucial; neutral stimulus must precede UCS.

• Extinction: When UCS does not follow CS, CR begins to diminish.

• Spontaneous Recovery: After a rest, the CR may spontaneously return when CS is presented.

Other Concepts

• Generalization vs. Discrimination:

  • Generalization: Responding to similar stimuli; e.g., salivation in response to vibrating stimuli.

  • Discrimination: Distinguishing between CS and other stimuli; e.g., associating sharks versus dolphins with fear.

Biological Constraints on Learning

• Learning is influenced by biological factors.

• Example: Garcia's research shows significant conditioning occurs even with a long time interval.

  • Certain stimuli are biologically adaptive (taste over sound).

Practical Examples of Learning

• Traumatic Experiences: Can lead to conditioned responses (e.g., fear from fire, food poisoning).

• Learned Behaviors: Behavioral responses should consider biological instincts for survival.