PY101: Learning Chapter PDF

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Learning Conditional learning- Process in learning associations How do we learn? ● One way is by association ○ “Dun dun” = fear of water ● Associative learning ○ When we link two events together Classical conditioning ● Psychology should be based on observable behavior ○ Only what we can observe ● Pavlov noticed dogs would automatically drool after hearing footsteps of food delivery ● Stimulus ○ Event that evokes a response ● Response ○ Behavior that follows the stimulus ● Conditioned ○ Learned (that something has meaning) ● Unconditioned ○ Unlearned (we don't need to learn that food is important or that we need to eat) After watching “The Office” clip, what is the: ● Unconditioned stimulus? ○ The altoid mint ● Unconditioned response? ○ Reaching out hand ● Neutral stimulus? ○ The computer chime ● Conditioned stimulus? ○ Computer chime ● Conditioned response? ○ Putting his hand out Pavlov’s famous experiment: ● Take unlearned (unconditioned) stimulus-response reaction ● Repeatedly paired neutral stimulus with unconditioned stimulus to still get unconditioned response ● Take away unconditioned stimulus ● Neutral stimulus has become a conditioned stimulus producing a conditioned response Acquisition ● When neutral stimulus is first paired with unconditioned stimulus ● Learning that pairing is meaningful

Extinction ● conditioned response decreases because unconditioned stimulus is no longer paired with conditioned stimulus ● Learn association is no longer meaningful Spontaneous recovery ● Reappearance of a previously extinguished CR after a period of time, without expose to the CS Factors that Affect Conditioning ● Timing ● Stimulus generalization ○ When something similar to the conditioned stimulus elicits a similar response ● Stimulus discrimination ○ Ability to distinguish between a conditioned stimulus a similar stimuli ● Higher order conditioning ○ Conditioned stimulus from on learning trail functions as the unconditioned stimulus in a nre conditioning trial

Pairing emotion-evoking images with otherwise neutral stimuli, like soft drinks or new cars. ●

Real-world applications: ○ Ever get sick from a previously- enjoyed food and now that food makes you cringe? ○ Association ○ Fear conditioning and treatment ■ John B.Watson ■ “Little Albert” experiments

Observational Learning ●

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Steps of observational learning ○ Observe ○ Remember ○ Repeat ■ Can we model/mimic that behavior ○ Observation and modeling Mirror neurons: frontal lobe neurons that may fire when observing another doing a certain action ○ Yawning Prosocial behavior ○ Positive, helpful behavior Antisocial behaviors ○ Negative, detrimental behavior

Does exposure to violent media trigger violent behavior? ● Some findings ○ Heavy exposure to violent media predicts more aggression in kids ■ Strong correlations ○ Exposure to violent material reduces likelihood to engage in prosocial behavior Cognitive Learning ● Although behaviorists discredited cognition, we now know it is important to learning ● Observing events or others ● Language Cognitive Learning: Evidence ● We respond more frequently as time of reinforcement approaches ● Latent learning: learning from experience, with or without a reinforcement ● Intrinsic vs. Extrinsic motivation ○ Intrinsic: Seek out information because we want to ○ Extrinsic: Some other force driving that behavior ○ Excessive rewards can reduce intrinsic motivation

The Myth of Learning Styles ● NO research-based evidence of learning styles ○ Merely indicates preference for mode of learning ● Then why are people saying these are important??? ○ Confirmation bias and belief perseverance

Operant Conditioning ●

Edward Thorndike -> B.F. Skinner = behaviorists ○ Skinner’s operant chamber (“skinner box”) ● Associate a behavior with a consequence ○ Behavior will increase if followed by a reinforcement (reward) ○ Behavior will decrease if followed by a punishment (don't want that outcome) Reinforcement ● Increase a behavior it follows ○ Positive reinforcement: pleasurable stimulus is presented ■ Do your chores, get a hug ○ Negative reinforcement (reward) subtracting from situation: unpleasant stimulus is removed ■ If you put your seatbelt on, the annoying beep goes away ■ No homework if people cover their noses (take away homework) ○ Both are reinforcement because they increase a behavior ■ Consequence is desirable Reinforcement Schedules ● Continuous reinforcement: reinforcing desired behavior every time it occurs ● Partial (intermittent) reinforcement: reinforcing behavior only some of the time ● Fixed-ratio schedule: reinforces behavior after a certain number of responses ○ Card punch: make a certain number of purchases for a free coffee ● Variable-ratio schedule: reinforces behavior after an unpredictable number of responses ○ Gambeling ● Fixed-interval schedules: reinforces behavior after a specified time has elapsed ○ Payday ● Variable- interval schedules: reinforces behavior at unpredictable time intervals ○ Having your phone out waiting for notifications Punishment ● Tends to decrease the behavior it follows ○ Works best when quickly administered and consistent ○ Most psychologist favor an emphasis on reinforcement than on punishment ● Positive punishment (add something undesirable): give an aversive stimulus ○ Giving chores ● Negative punishment: take away a rewarding stimulus ○ Taking away television ● Both are types of punishment because they decrease behavior ○ Consequence is undesirable

Problems with Punishment ● Timing ○ If there is punishment, it has to have right after undesirable behavior ● Fear towards punisher ○ We won't do this behavior because we know there's an undesirable consequence ● Modeling aggression ○ Not learning replacement behavior ● Results are likely to be temporary Alternatives to Punishment ● Strategy 1: reinforce incompatible behavior ○ to reinforce a behavior that cannot occur at the same time as the undesirable behavior. For example, if a child is running around a classroom, they cannot be running around a classroom if they are sitting in a chair so you would give them a sticker if they are quietly sitting in their chair. ● Strategy 2: stop reinforcing problem behavior ○ This means that for example when a child shouts out an answer in class, they get attention from the teacher to stop that behavior. Instead, they should be ignored as to not reinforce the behavior of yelling out the answer. ● Strategy 3: reinforce non occurrence of problem behavior ○ It involves setting a specific time period after which the individual is reinforced if the unwanted behavior has not occurred. For example, if you’re trying to reduce bickering between children, set an appropriate time limit, and then provide positive reinforcement if they have not squabbled during that interval. ● Strategy 4: remove opportunity to obtain positive reinforcement ○ it’s not always possible to identify and eliminate all the reinforcers that maintain a behavior, such as a student getting attention from the teacher for calling out an answer without raising their hand. In a procedure called time-out from positive reinforcement, the child is removed from the reinforcing situation for a short time, so that the access to reinforcers is eliminated. When the undesirable behavior occurs, the child is immediately sent to a time-out area that is free of distractions and social contact. The time-out period begins as soon as the child’s behavior is under control. Learned Helplessness...