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CHAPTER 4: LEARNING

Behaviorism

Learning: a relatively permanent change in organism B due to experience

Experience, option 1: Associative or Classical Conditioning (pp. 151-161)

(conditioning means learning a new behavior)

Pavlov’s Experiments p. 155

Office/altoids

Generalization (John Watson—you tube) p. 159

Discrimination p. 161

Learning experience, option 2: Operant Conditioning (pp. 163-170)

Law of effect—Thorndike p. 164

Pleasure principle—Plato

Skinner’s Experiments at Harvard created the operant chamber and operant theory

A = Antecedent—environment, correlations, occurs before the B, trigger, influence, needs to be controlled for B to occur

B = Target Behavior—increases or decreases in the frequency of B

C = Consequences—causes and controls behavior, comes in two main groups and five types (# below), occurs after the B

Reinforcement, “appetitive” p. 165

Positive Reinforcement

Primary (#1) and Conditioned (secondary)(#2) Reinforcement

Negative reinforcement (#3)—past, present, future

Punishment, “aversive” p. 165

Positive punishment (#4) “application”

Negative punishment (#5) “removal”

Does not teach correct behavior

Must be swift, severe, consistent p. 165

Must avoid not “catching” or negative reinforcement occurs

Sheldon/Penny

Classical conditioning is a part of Operant conditioning—association of antecedent to target behavior, and target behavior to consequence is critical for success p. 165

Experience, option 3: Observational/Social learning/Vicarious conditioning

Bandura’s Experiments pp. 189-191

(extensions: nothing, punish, reward)

Elements: attention, memory, motivation, and neuronal support

Prosocial Observational Learning

Positive, constructive, helpful, socio-competent

Antisocial Observational Learning

Negative, destructive, hurtful, socio-incompetent

Vicarious conditioning

Motivation is essential for learning to occur

UCLA longitudinal research: why do people go to college?

Motivation: a need or desire (factors of differing strength) that energizes and directs and sustains behavior

“process by which activities are started, directed, and continued. . .needs or wants are met” (Ciccarelli & White)

p. 179

Five Factors to motivation:

Satisfaction of needs

Drive reduction p. 179

Incentives p. 180

Pleasure principle

Optimal arousal level p. 180

Intrinsic (value, pleasure) and Extrinsic (goal outside self) motivation (p. 181)

Goals: characteristics (Canvas)

Maslow’s “Hierarchy of Needs” provides an example of a personality theory and an example of motivation theory (Canvas)