Download What is Learning? - Okemos Public Schools

What is Learning?
 Any relatively permanent
change in behavior that
occurs because of
experience
 Experiences can be
positive or negative
 Affect how we act in the
future
 The Office: Dwight = Pavlov's Dog
 Introduction to Ivan Pavlov
Behaviorism
 Accounts for behavior through
observable acts and events
 No reference to “mind” or “will”
 Behaviorists focus on
conditioning
 Associations between
environmental stimuli & responses
 “S-R Psychology”
 2 types of Conditioning:
 1. Classical
 2. Operant
 Little Albert Experiments w/John
Watson
Classical Conditioning
 Learning of Associations: learning that certain events
occur together…
 Classical Conditioning Example: learn to associate two
stimuli; a bell (conditioned), food (unconditioned)
 Dog hears bells and associates it with being fed.
How Learning Occurs…
 Neutral Stimulus (one
that does not produce a
response) is regularly
paired with a
Unconditioned
Stimulus
 Neutral Stimulus
becomes Conditioned
Stimulus (CS)
 Unconditioned Stimulus
(US):
 Event/thing that elicits a
response
automatically/reflexively
 Unconditioned Response
(UR):
 Response that is
automatically produced
Acquisition
 Person or animal associates a CS with an UCS
 Necessary learning has taken place to become conditioned
 Usually occurs gradually—over time
 Reinforced/strengthened with each pairing of CS and UCS
 Timing = conditioning works best if CS is presented
immediately before UCS
CLASSICAL CONDITIONING
 Classical Conditioning Video Summary
Stimulus generalization occurs when a response
spreads from one specific stimulus to other stimuli that
resemble the original (responding to any bell sound, no
matter what pitch)
Discrimination
 Ability to respond differently to similar but distinct stimuli
(i.e. circles & ovals)
 Procedure:
 Always pair UCS with CS
 Never pair UCS with second, similar stimulus
 Both stimuli are presented with different results
Extinction & Spontaneous
Recovery
 Extinction:
 Cause: CS is repeatedly
presented without US
 Result: Conditioned Response
disappears
 Spontaneous Recovery:
 Reappearance of conditioned
response
 Usually requires more than one
extinction session
CLASSICAL CONDITIONING AND
ADVERTISING
Ways in which classical conditioning helps sell…
• Pairing popular music together with products in ads to
generate positive feelings
• Consistently advertising a product on an exciting game
show may result in the product itself generating excitement
• Christmas music played in a story may trigger happy
memories in a consumer’s mind persuading them to enter
the store.
Before we have heard of a product, it is Neutral. If we associate the
product (N) with pleasant images (UCS), which produce pleasant feelings
(UCR), the product (CS) will later create pleasant feelings (CR).
Let’s say you have a beverage commercial that includes barely clothed models
drinking the product. Conditioning is taking place.
Neutral: beverage product
UCS: barely clothed models
UCR: pleasant feelings
CS: the product
CR: pleasant feelings
Taste Aversions
 Definition: association of a negative experience with
food
 Food becomes the CS that triggers memory of a negative
experience
 Example: Chemotherapy Patients
 Often develop taste aversions to last thing they ate before
treatment
 Treatment: given an odd tasting piece of candy
immediately before receiving chemotherapy
 Prevents them from developing a dislike of foods that they
enjoy
Application
 Generate a list of 5 – 10 things
that you have learned through
classical conditioning in your life.
Pick one and try to identify the
UCS, UCR, CS, CR.
Operant Conditioning
Funny Way to Start the Day
Operant Conditioning
 Definition: learning from
consequences
 Individual “operates on” or
causes some change in the
environment
 Example: saying
“Please”…When you say
“Please” you are much more
likely to get something.
 Results = determine future
action (continue or
discontinue)
 Rewards or Punishment
Classical vs. Operant
Classical
Operant
 CS & UCS are presented to
participant regardless of their
behavior
 Study of how CS affects
involuntary behavior (i.e.
salivation, reaching for an
altoid)
 Participant must engage in a
behavior to determine the
outcome
 Study of how voluntary
behavior is affected by
consequences

Reinforcement
B.F. Skinner
 “behavior is most influenced by
a person’s history of rewards
and punishments”
 Intro to B.F. Skinner: The Father
of Operant Conditioning
 Skinner Box: Operant
Conditioning
 Operant Conditioning: Can
Pigeons Read?
 Operant Conditioning in Dogs
The Consequences of
Behavior
 Neutral Consequence:
 something you can ignore
 Has no bearing on your likelihood of repeating or not
repeating behavior
Reinforcement is something that follows a response
and strengthens the tendency to repeat that response
Reinforcing (Shaping) Behavior on Television
PRIMARY & SECONDARY REINFORCERS
Primary reinforcement is something that is
necessary for survival.
Secondary reinforcement is a stimulus that we
have learned to value (linked to a primary reinforcer)
Primary and Secondary
Reinforcers/Punishment
Primary
 Natural Reinforcers
 Affection
 Comfort
 *satisfy biological needs
 Natural Punishers




Pain
Heat
Cold
*cause discomfort naturally
Secondary
 “conditioned” Reinforcers
 Applause
 Awards
 Money
 “conditioned” Punishers




Getting made fun of
Bad grade
“zero”
Supsension/expulsion
Positive & Negative
Reinforcement
Positive
 Ex: getting a raise after
working hard at your job,
getting an A after studying for
a test
Negative
 REMOVAL of something
unpleasant to increase
likelihood of desired behavior
 Makes a response more
likely
 Many times we positively
reinforce negative behaviors
Reinforcement always strengthens a response, rather than weakening it.
POSITIVE
(ADDED)
REINFORCEMENT
(STRENGTHENS)
PUNISHMENT
(WEAKENS)
NEGATIVE
(SUBTRACTED)
• Clean the house and earn
$5
• a coach pats you on the
back after a good play
• a paycheck for working
• $10 for getting an “A” on
your report card
• Senior privilege for
maintaining good grades
• When you earn good
grades than no chores at
home.
•Have a good classroom
discussion, than no
homework.
• You get your mouth
washed out with soap when
you curse
• Touch and hot stove and
get burned
• Getting a ticket for
speeding
• You lose your driving
privileges for breaking
curfew
• Time out, or the loss of
freedom to combat bad
behavior
• You pay money for a
speeding ticket
Punishment involves decreasing the frequency of
a behavior.
Punishment always weakens a response,
rather than strengthening it.
Schedules of Reinforcement
Reinforcement is more successful when it DOES NOT
follow every desired behavior
INTERVAL SCHEDULES deal with the amount of TIME that elapses
RATIO SCHEDULES deal with BEHAVIORS or a certain # OF CORRECT
RESPONSES
Variable ratios schedule is when an unpredictable
number of responses are required before
reinforcement can be obtained. Ex. slot machines.
Fixed ratio schedule a specific number of correct
responses is required before reinforcement can be
obtained. Ex. Buy 10 haircuts get 1 free.
Variable interval schedule is when the
reinforcement occurs after varying amounts of time.
Ex. Fishing and catching a fish after varying amounts
of time
Fixed interval schedule is when the reinforcement
is received after a fixed amount of time has passed.
Ex. You get allowance every other Friday.
Temper Tantrum
 Temper Tantrum and Operant Conditioning
SOCIAL LEARNING
 Observe/imitate others’
behavior
 Not based on stimuli or
reinforcement
 Ex: How do you learn how
to act at a pep assembly?
 2 Types of Social
Learning:
 Cognitive Learning
 Modeling
 Learning is Purposeful
Cognitive Learning
 How information is:
 Obtained
 Processed
 Organized
 Results from imitation or
observation
 Focus on mental processes
 Examples:
 1. Latent Learning: not
immediately observable at time
of learning
 Occurs without reinforcer
 Is evident when reinforcer is
present
 2. Cognitive Map: mental
picture of a spatial relationship
or relationship between events
Bandura’s Four Processes
Of Cognitive Learning
• Attention: Observer must pay attention to model
• Memory: Observer stores information about what the model
did
• Imitation: Observer uses remembered info to guide own
actions
• Motivation: Observer must have incentive to imitate model’s
behavior
TOKEN ECONOMY
Desirable behavior is reinforced with valueless
objects, which can be accumulated and exchanged
for valued rewards
INSIGHT
•
•
•
“AH-HA” Phenomenon
Sudden & expected solution to a problem
Wolfgang Kohler – Chimp & Banana experiment
SOLVE THIS: A man walks into a bar and asks for a glass of water. The
bartender points a gun at the man. The man says, “Thank you,” and walks
out. What’s missing from the story that helps make it make sense?
ANSWER: The man had hiccups
Modeling
 The behavior of others
increases the chance we
will do the same thing.
 3 types:
http://www.rofl.to/experime
nt-psychology-in-theelevator
 1. Modeling (see above)
 Pep Assemblies at OHS
 Chanting at Basketball games
 2. Observational Modeling =
reproduce an observed
behavior
 “The Sprinkler”
 “The Shopping Cart”
 3. Disinhibition = observe
someone engaging in risky
behavior w/o consequences
 …individual may be more likely
to engage
 Bungee jumping
Social & Cultural Influences on
Behavior
Social Psychologists
Cultural Psychologists
 Study Influence of:




Social roles
Attitudes
Relationships
Group influence
 Want to know how the
factors above impact our
behavior as individuals
 Study Influence of:
 Culture
 Ethnicity
 How do they impact
behavior?
Stanley Milgram
 Social Psychologist
 “We are all fragile
creatures entwined in a
cobweb of social
constraints.”
 Constraints = NORMS
 Functions of Norms:
 How we are supposed to
act
 Promise reward or
punishment
 Predictable & orderly
interactions
 Types of Norms:
 1. Laws (Formal, Written)
 2. Unspoken cultural
understandings
 3. Regulations that are
learned unconsciously
The Stanford Prison
Study/Experiment
 Dr. Philip Zimbardo
 Results were very profound!
 Roles Assigned: Prisoners
 Study was ended after only 6
and Guards
 Question to be Answered:
What would happen to them
based on their assigned
roles?
 Students agreed to live in the
prison for two weeks
days.
 Demonstrates the power of
the social situation
 Can cause people to act “out
of character”
How the Stanford Prison
Experiment was Conducted
 “Prison” was set up in
basement of Stanford building
 Uniforms for prisoners and
guards
 Guards got nightsticks
 Students agreed to live there
for 2 weeks
How the 2 Groups Were
Impacted
 Effects on Prisoners:
 Panic, distress, helpless
feeling
 Physical ailments
 Some became rebellious
 Others became apathetic
(learned helplessness)
 Effects on Guards:




Enjoy new power
Some were nice
Some were “tough but fair”
1/3 became harsh and
abusive (even w/o prisoner
resistance)
Why People Obey
WHY are people obedient?
 Obvious consequences of
disobedience
 Value and respect authority
 Hopes for individual gain
 Promotions
 Likeability
 Knowledge
 *Most of all: Convinced of
the legitimacy of
authority…
 Fraternity Hazing
Example
Allocation and Routinization
 ALLOCATING
RESPONSIBILITY
 Used to justify
behavior
 Not accountable, but
authority figure is
 ROUTINIZATION
 Fixation on the task
 Focus on busy work
and details
 Lose sight of what is
REALLY going on
 Used to enlist citizens
in genocide
 i.e. Nazis, Khmer
Rouge
Politeness
and
Entrapment
 Need to be Polite




Don’t want to “rock the boat”
Avoid doubting experts
Fear of being disliked
LACK WORDS TO JUSTIFY
DISOBEDIENCE to authority
– Compare to how we learn
manners
 Protests often accompany
obedience
 Entrapment
 Action is escalated to justify




commitment
Dating example
Milgram Example
Greek Military Police
Demand of the role vs.
demand of conscience
The Bystander Effect
(Conformity)
 The Bystander Effect Case
Study
 Diffusion of Responsibility
 Each person feels less
accountable (more people =
more diffusion)
Asch’s Line Experiment
 What do people do when a
group contradicts an obvious
fact?
 Alone = Always accurate
 Group = 20% stated the answer
correctly all of the time
 Those who did not conform:
 “puzzled”, uncomfortable, like an
outcast
Slide 1
Slide 2
Slide 3
Slide 4