4. 5.1 Introduction
5.2 Overview: Three Types of Learning
L02 Define associative and nonassociative learning, and give examples of each
5.3 Classical Conditioning
5.4 Operant Conditioning
5.5 Cognitive Learning
5. 5.1 Introduction
5.2 Overview: Three Types of Learning
5.3 Classical Conditioning
L03 Describe Pavlov’s experiment of classical conditioning
L04 Define the terms in classical conditioning and explain its process
L05 Describe Watson’s experiment of classical conditioning
L06 Identify examples of conditioned emotional responses
L07 Explain how classically conditioned responses can be “unconditioned”
L08 Discuss the adaptive value of classical conditioning
5.4 Operant Conditioning
5.5 Cognitive Learning
6. Classical Conditioning
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5.3 Classical Conditioning
11. 5.1 Introduction
5.2 Overview: Three Types of Learning
5.3 Classical Conditioning
5.4 Operant Conditioning
L09 Describe Thorndike’s experiments that led to the law of effect and Skinner’s
experiment that led to operant conditioning
L010 Describe shaping, superstitious behavior, generalization, discrimination,
extinction, and spontaneous recovery
L011 Identify and describe the different types of consequences to behavior
L012 Identify and describe the different schedules of reinforcement
L013 Explain behavior modification and identify some of its applications
L014 Distinguish between operant and classical conditioning
5.5 Cognitive Learning
14. Types of Consequences
5.4 Operant Conditioning
This man will fall on his head
(consequence) if he cuts off
the tree limb (behavior).
15. The trainer gave Bart the bear
an apple immediately after he
performed a desirable behavior
Taking an aspirin in
response to a headache
Reinforcement
5.4 Operant Conditioning
POSITIVE REINFORCER NEGATIVE REINFORCER
16. Using chocolate as a reward
for studying for 2 hours
A school teacher rewards students
for eating their vegetables by giving
them a reward coupon
PRIMARY REINFORCER SECONDARY REINFORCER
Types of Reinforcers
5.4 Operant Conditioning
17. A school in Massachusetts requires
students to wear backpacks that can apply
a shock to the student if they engage in
dangerous or prohibited behavior
In time-out, the reinforcing stimulus
being removed is the freedom to play
POSITIVE PUNISHMENT NEGATIVE PUNISHMENT
Punishment
5.4 Operant Conditioning
19. Partial Reinforcement Schedules
5.4 Operant Conditioning
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20. Biofeedback
5.4 Operant Conditioning
A machine that gives video
or audio biofeedback is used
by attaching sensors to the
patient’s head that detect
muscle tension.
21. 5.1 Introduction
5.2 Overview: Three Types of Learning
5.3 Classical Conditioning
5.4 Operant Conditioning
5.5 Cognitive Learning
L015 Define cognitive learning
L016 Describe Tolman’s cognitive map and Bandura’s social cognitive learning
L017 Describe Bandura’s Bobo doll experiment
L018 Identify the four processes in Bandura’s social cognitive theory that contribute
to learning
L019 Describe insight learning and explain how Sultan the chimp demonstrated
insight
22. Social Cognitive Learning
5.5 Cognitive Learning
Tony Hawk learned how
to skateboard through
observation and imitation,
which involved unobservable
mental processes.
23. Tolman’s Cognitive Map
5.5 Cognitive Learning
Start
Food
Edward Tolman devised an
experiment using rats to explore
hidden mental processes.
24. Bandura – Social Cognitive Learning
5.5 Cognitive Learning
Albert Bandura found that
humans learned while
observing and that much, if not
most, of human learning takes
place through observation.
27. Bandura’s Social Cognitive Learning
5.5 Cognitive Learning
In this photo a non-frightened
person (the model) is holding
a spider while the observer is
obviously showing fear.
This chapter explains how humans and other animals learn. It covers the three basic types of learning:
CLASSICAL CONDITIONING
OPERANT CONDITIONING and
COGNITIVE LEARNING
LEARNING is a relatively enduring or permanent change in behavior or knowledge that results from previous experience with certain stimuli and responses.
Bart the bear was raised from a cub by humans, he learned 45 behaviors from the use of specific learning principles, and even became a movie star!
CLASSICAL CONDITIONING is a type of ASSOCIATIVE LEARNING that involves making connections between two events. It pairs a neutral stimulus (something that naturally causes a response called the unconditioned response) with a novel stimulus (a new non-related event called an unconditioned stimulus) to effectively produce the same result (now called the conditioned response) without the original neutral stimulus being present, only the new stimulus is needed (it is now called the conditioned stimulus)
This animation shows the now famous experiments conducted by Ivan Pavlov that explains how classical conditioning works.
GENERALIZATION is the tendency to react in the same way to stimulus that is not exactly like the original one, but similar to it. We will watch a video showing how a child generalized fear of a while rat.
DISCRIMINATION is when we learn to differentiate between stimuli – like telling the difference between the sounds of two different bells
EXTINCTION occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus…the sound of the bell is no longer used to signal an event so the behavior becomes extinct.
SPONTANEOUS RECOVERY is the tendency for an extinguished behavior to reoccur without any further conditioning…it doesn’t last long will not be as strong as the original
This film footage illustrates the concept of generalization.
SYSTEMATIC DESENSITIZATION is a procedure based on classical conditioning that involves relaxation techniques and visualization.
There are three basic steps:
1. Practice relaxation for a few minutes every day for several weeks
2. Make a list of things you find trigger your anxiety
3. The final step is to pair the two, by putting yourself into a deep relaxation and imagining the anxiety-provoking situation. If anxious feelings begin, stop and relax again and repeat until you are able to eliminate the anxiety.
TASTE AVERSION occurs when you eat something and get sick afterwards. You associate that food with illness and consequently develop an aversion to it.
OPERANT CONDITIONING is a type of learning where the consequences of a particular behavior will increase or decrease the probability of the behavior being repeated.
SHAPING is a procedure used to elicit a behavior by reinforcing gradual approximations of it until the desired behavior is successfully attained.
Watch the rat in the Skinner Box as he learns to press a lever to get a food pellet.
As is obvious from this cartoon, every behavior has a consequence. In OPERANT CONDITIONING there are two types of consequences:
REINFORCEMENT and
PUNISHMENT
REINFORCEMENT is a consequence that happens after a behavior and INCREASES the likelihood it will be repeated
There are two types of reinforcers:
A POSITIVE REINFORCER is a reward for a behavior
A NEGATIVE REINFORCER is something than removes an unpleasant event…an aspirin is a negative reinforce because it stops a headache…it still increases the chances of repeating behaviors.
There are two divisions of REINFORCERS –
PRIMARY ones are those that give direct satisfaction such as food or a chocolate bar
SECONDARY REINFORCERS are anything that provides indirect access to a primary reinforcement, such as money, or grades.
As with Reinforcement there are two types of PUNISHMENT.
POSITIVE PUNISHMENT is the administering of something unpleasant immediately after a behavior
NEGATIVE PUNISHMENT is the removal of a reinforcing stimulus (or a reward). Sitting in time out is a Negative Punishment because playtime is being removed.
A SCHEDULE OF REINFORCEMENT determines the way reinforcement is administered.
CONTINUOUS REINFORCEMENT is when a behavior is rewarded EVERY TIME a behavior is exhibited.
Giving your dog a treat every time it does something you want it to, increases the chances it will keep repeating the behavior. Continuous Reinforcement means you can’t skip the reward even once.
The other types of Reinforcement Schedules are all based on partial reinforcement…or rewarding just some of the time.
This animation will show the different types:
FIXED-RATIO
FIXED-INTERVAL
VARIABLE-RATIO
VARIABLE-INTERVAL
BIOFEEDBACK is a training procedure that helps people become aware of psychosomatic problems resulting from stress that lead to pain in the body. A machine that gives video or audio biofeedback is used by attaching sensors to the patient’s head that detect muscle tension. The tension is measured and the patient is made aware and can react accordingly to decrease the tension.
SOCIAL COGNITIVE LEARNING results from watching, imitating, and modeling and does not require the observer to do any observable behavior or get any observable reward.
It is a “monkey see, monkey do” concept.
In the 1930’s Edward Tolman devised an experiment using rats to explore hidden mental processes.
He discovered the rats soon learned to take the shortest route to get to the food reward. It was his surmise that the rats had developed a COGNITIVE MAP or a mental representation of the maze. His work laid the foundation for further studies with human cognitive learning.
Albert Bandura led cutting edge research in SOCIAL COGNITIVE LEARNNG that is the result of watching, imitating, and modeling the behavior of others
One of the Hallmark experiments in psychology was Bandura’s Bobo Doll experiment that shows what is called OBSERVATIONAL LEARNING.
This video also shows a great example of observational learning by a cow.
SOCIAL COGNITIVE LEARNING has four processes:
1. ATTENTION –first the observer must pay attention to the model. In this photo a non-frightened person (the model) is holding a spider while the observer is obviously showing fear.
2. MEMORY – the next step is for the observer to commit the information to their memory
3. IMITATION– then the observer must imitate the behavior of the model
4 MOTIVATION – It is important to remember that the observer needs to have a reason/motivation to mimic the behavior being modeled. There must be some reward to be gained.
INSIGHT is a mental process marked by the sudden and unexpected solution to a problem…it is sometimes called an “ah ha” moment.
We’ll watch a crow demonstrate what appears to be an insightful “ah ha” moment.
