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C o p y rig h t © M c G ra w -H ill E d u c a tio n . P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Chapter Preview
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
Operant Conditioning
Observational Learning
Biological, Cultural & Psychological Factors in Learning
Cognitive Factors in Learning
P h o to c re d it: © B ra n d X P ic tu re s /P h o to s to c k
Learning Theory
Learning a systematic, relatively permanent change in behavior that occurs through experience
• Behaviorism
• Associative Learning / Conditioning
• Observational Learning
P h o to c re d it: © J o h n F e d e le /M e d ia B a k e ry (c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
Types of Learning
• Performing well in swim competition (behavior) becomes associated with getting awards (consequence).
• Helps to explain voluntary behavior.
P h o to c re d its : © P u n c h s to c k R F , © P h o to d is c C o lle c tio n /G e tty Im a g e s R F , © R y a n M c V a y /G e tty Im a g e s R F , © P h o to d is c In c ./G e tty Im a g e s R F
Operant Conditioning
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Operant Conditioning
Types of Learning
• Control of a response [fear] is shifted from an inborn stimulus [shot] to a new stimulus [office].
• Helps to explain involuntary behavior.
P h o to c re d its : © P u n c h s to c k R F , © P h o to d is c C o lle c tio n /G e tty Im a g e s R F , © R y a n M c V a y /G e tty Im a g e s R F , © P h o to d is c In c ./G e tty Im a g e s R F
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
Food (Stimulus)
Drool (Response)
Sound (Stimulus 2)
UCR
CRCS
NS
UCS
No R
es po
ns e
UnlearnedReflexRep eat
edl y
Pai red
Learned Association
Innate S-R AssociationNeutral Stimulus Unconditioned StimulusUnconditioned ResponseAcquisition/LearningConditioned Stimulus Conditioned Response
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
Food (Stimulus)
Drool (Response)
Sound (Stimulus 2)
UCR
CRCS
NS
UCS UnlearnedReflexRep
eat edl
y
Pai red
Learned Association
Contingency: CS regularly followed by UCSContiguity: Time between CS & UCS
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning: Pavlov
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
Food (Stimulus)
Drool (Response)
Sound (Stimulus 2)
UCR
CRCS
NS
UCS UnlearnedReflexRep
eat edl
y
Pai red
Learned Association
Generalization - CRs may also appear after various new NS
that are similar to the CS
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
Food (Stimulus)
Drool (Response)
Sound (Stimulus 2)
UCR
CRCS
NS
UCS UnlearnedReflexRep
eat edl
y
Pai red
Learned Association
Discrimination - CRs appear after the CS but not after other CSs.
• Discrimination generally learned by presenting other CSs without the UCS
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning • Extinction
– CR weakened by presenting the CS without the UCS – Pavlov rang bell but did not present food; the dog stopped salivating.
• Spontaneous Recovery – CR recurs after a time
delay and without additional learning.
– When Pavlov rang the bell the next day, the dog salivated.
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
Bang
FearRabbit
UCR
CRCS
NS
UCS UnlearnedReflexRep
eat edl
y
Pai red
Learned Association
Phobias Watson and Rayner (1920) – Little Albert.
P h o to c re d it: C o u rte s y o f P ro fe s s o r B e n ja m in H a rris (c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning Bullying
FearSchool
UCR
CRCS
NS
UCS UnlearnedReflexRep
eat edl
y
Pai red
Learned Association
Counterconditioning - Goal: Associate CS with new, incompatible CR - Means: CS paired with new UCS
Friend Fun
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
Ad Actors
FunProduct
UCR
CRCS
NS
UCS UnlearnedReflexRep
eat edl
y
Pai red
Learned Association
Application Advertising
Photo credit: (c) Stockbyte/Getty Images (c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
Medicine in Pill
Pain Relief, immune response
Pill
UCR
CRCS
NS
UCS UnlearnedReflexRep
eat edl
y
Pai red
Learned Association
Application Placebo Effect
- immune and endocrine responses
P h o to c re d it: J o n F e in g e rs h /G e tty Im a g e s (c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
Illness
NauseaNew Taste
UCR
CRCS
NS
UCS UnlearnedReflexPai
red
Learned Association
Application Taste Aversion
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la yP h o to c re d it: R o y a lty -F re e /C O R B IS
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Classical Conditioning
Drug Effect
Body Counteracts
Drug
Drug Paraphernalia
UCR
CRCS
NS
UCS UnlearnedReflexRep
eat edl
y
Pai red
Learned Association
Application Drug Tolerance / Habituation
P h o to c re d it: © R ic k G o m e z /C o rb is R F (c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Operant Conditioning
• Better explains voluntary behaviors.
• The consequences of a behavior change the probability of that behavior’s occurrence.
P h o to c re d it: F a n c y C o lle c tio n / S u p e rS to c k (c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Operant Conditioning
• Thorndike’s Law of Effect – consequence strengthens or
weakens an S – R connection
• B.F. Skinner – expanded on Thorndike’s work – shaping (reward approximations
of the desired behavior)
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Reinforcement
Reinforcement increases behavior.
• Positive Reinforcement – behavior followed by rewarding
consequence – rewarding stimulus is “added”
• Negative Reinforcement – behavior followed by rewarding
consequence – aversive (unpleasant) stimulus is
“removed”
P h o to c re d its : F ra n c is c o C ru z /P u re s to c k /S u p e rS to c k , D ig ita l V is io n /G e tty Im a g e s
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Reinforcement
Teacher praises
Turn homework in on time
Behavior
What is the effect on the behavior?
Teacher stops criticizing
Positive Reinforcement
Negative Reinforcement
Reinforcement increases behavior.
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Reinforcement
Skis go faster
Wax skis
Behavior
What is the effect on the behavior?
People stop zooming by on slope
Positive Reinforcement
Negative Reinforcement
Reinforcement increases behavior.
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Reinforcement
Great music starts playing
Press an odd button on dashboard of friend’s car
Behavior
What is the effect on the behavior?
Annoying music stops playing
Positive Reinforcement
Negative Reinforcement
Reinforcement increases behavior.
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
Reinforcement
Avoid negative stimulus
Behavior
What is the effect on the behavior?
Negative stimulus never occurs
Avoidance Reinforcement
Reinforcement increases behavior.
(c ) M c G ra w -H ill E d u c a tio n P e rm is s io n re q u ire d fo r re p ro d u c tio n o r d is p la y
