Human Learning &
Memory
Siena Heights University
Chapters 3, 4 & 5
Dr. S.Talbot
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Basic Asssumptions
◦ Equipotentiality.
◦ Learning should be studied objectively (S-R).
◦ Internal processes are excluded from study
(SOR).
◦ Learning involves a ________ change.
◦ Organisms are ______ slates (tabula rasa).
◦ Learning/ conditioning is the result of
_____________ events.
◦ The most useful theories are _______.
Chapter 3 – Behaviorism and Classical Conditioning
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Classical Conditioning (a.k.a. signal
learning) & Pavlov
Russian physiologist who initially was studying
digestion
 Used dogs to study salivation when dogs were
presented with meat powder
 Also known as Pavlovian or Respondent
Conditioning
 Reflex: Automatic, nonlearned innate
response e.g., an eyeblink
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Chapter 3 – Behaviorism and Classical Conditioning
The classical conditioning procedure.
Expectancy: Expectation about how events are
interconnected
 Acquisition: Training period when a response is
reinforced
 Extinction: ________ of a conditioned response
through removal of _____________
 Spontaneous Recovery: ____________ of a
learned response following apparent extinction
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Principles of Classical Conditioning
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Principles of Classical Conditioning
Expectancy: Expectation about how events are
interconnected
Acquisition: Training period when a response is
reinforced
Spontaneous Recovery: Reappearance of a learned
response following apparent extinction
Stimulus Generalization: A tendency to respond to
stimuli that are similar, but not identical, to a
conditioned stimulus (e.g., responding to a buzzer or
a hammer banging when the conditioning stimulus
was a bell)
Stimulus Discrimination: The learned ability to
respond differently to various stimuli (e.g., Paula will
respond differently to various bells (alarms, school,
timer))
of
Chapter 3 – Behaviorism and Classical Conditioning
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Higher – order conditioning
◦ Includes combining an NS to an already
established CS.
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Sensory Preconditioning & test anxiety
Chapter 3 – Behaviorism and Classical Conditioning
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Extinction: Weakening of a conditioned
response through removal of reinforcement
Problems with the use of extinction.
◦ The speed of extinction is ___________.
◦ Due to second – order conditioning, there may be
many associated variables.
 Difficult to extinguish all of the tem.
◦ Spontaneous recovery.
◦ Due to avoidance of feared stimuli, people may not
get a chance to unlearn the conditioned response.
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Alternatives
◦ Counterconditioning of more _________ responses.
Chapter 3 – Behaviorism and Classical Conditioning
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Educational Assumptions
◦ How do you get to Carnegie Hall? Practice,
practice, practice or exposure, exposure,
exposure.
◦ The academic setting should be a positive and
pleasant environment.
◦ To break a bad habit, replace one S - R with an
more desirable S – R.
 Exhaustion method.
 Threshold method.
 Incompatibility method.
◦ Assessment of learning involves the
observation of behaviors.
Chapter 3 – Behaviorism and Classical Conditioning
Chapter 4
Chapter 4 –Operant Conditioning
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B.F. Skinner (1938)
◦ A response that is followed by a reinforcer is strengthened and
therefore more likely to occur again.
◦ Reinforcer – a stimulus or event that increases the frequency or
likelihood of a response it follows.
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Instrumental/ Operant Conditioning
◦ Reinforcer follows the response (immediately).
◦ Reinforcer is contingent on the response.
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How is this different than Classical Conditioning?
Chapter 4 –Operant Conditioning
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Primary Reinforcer: Nonlearned and natural; satisfies
biological needs (e.g., food, water, affection)
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Secondary Reinforcer: Learned reinforcer (e.g., money,
grades, approval)
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Positive Reinforcement: When a response is followed by
a reward or other positive event
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Negative Reinforcement: When a response is followed
by the _______ of an unpleasant event (e.g., the bells
in Fannie’s car stop when she puts the seatbelt on) or
by an ____ to discomfort (escape behaviors).
Chapter 4 –Operant Conditioning
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Intrinsic Reinforcer
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Extrinsic Reinforcer
◦ Positive Feedback
◦ Social Reinforcer?
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Problems with each?
Chapter 4 –Operant Conditioning
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Punishments: Any consequence that
reduces the frequency of a target
behavior
◦ Positive Punishment/ Punishment I
◦ Negative Punishment/ Punishment II
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Restitution
Restitution Overcorrection
Positive – practice overcorrection
Time – out
In-house suspension
Chapter 4 –Operant Conditioning
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Punishments/ Discipline:
◦ Any punishment should
 Be _______ to the behavior
 Be ________ in strength to modify behavior
 Indicate the desired behavior
 Be immediate & consistent
 Convey ______
Chapter 4 –Operant Conditioning

Punishments which may be
innappropriate.
◦ Physical and psychological punishment
◦ Social isolation (i.e. missing recess, going to
the corner of the room, suspensions etc…)
◦ Extra coursework
Chapter 4 –Operant Conditioning
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Other Instrumental Conditioning Issues
◦ Shaping - Molding responses gradually to a desired
pattern
◦ Successive Approximations: Ever-closer matches
◦ Extinction
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Antecedents
◦ Operant Stimulus Generalization: Tendency to respond to
stimuli similar to those that preceded operant
reinforcement. How can this lead to superstitions?
◦ Operant Stimulus Discrimination: Occurs when one
learns to differentiate between the stimuli that signal
either an upcoming reward or a nonreward condition.
◦ Cueing
◦ Setting Events
Chapter 4 –Operant Conditioning
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Instrumental Conditioning Schedules
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Definition: Reinforcers do NOT follow every
response
Schedules of Reinforcement: Plans for
determining which responses will be reinforced
Continuous Reinforcement: A reinforcer follows
every correct response
Partial Reinforcement Effect: Responses acquired
with partial reinforcement are very resistant to
extinction
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Chapter 4 –Operant Conditioning
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Instrumental Conditioning Schedules
Fixed Ratio Schedule (FR): A set number of correct
responses must be made to obtain a reinforcer.
 Variable Ratio Schedule (VR): Varied number of
correct responses must be made to get a reinforcer.
 Fixed Interval Schedule (FI): The first correct
response made after a certain amount of time has
elapsed is reinforced; produces moderate response
rates.
 Variable Interval Schedule (VI): Reinforcement is
given for the first correct response made after a
varied amount of time
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Chapter 4 –Operant Conditioning
Chapter 5
Chapter 5 –Applications of Conditioning
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Using Reinforcement
Specify the desired or terminal behavior.
Use extrinsic reinforcement only when the desired behavior is
not already present.
 Identify truly reinforcing consequences.
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◦ How do you know?
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The gain has to be greater than the loss (sufficient strength).
Clearly describe the relationship between behavior and
consequence.
Be consistent.
Gradually shape the more complex behaviors.
When publicly awarded, make sure all individuals have the
potential to earn the reinforcement.
Use objective criteria to measure performance (Merit Club).
Foster the ability to delay gratification.
Gradually wean learners off the reinforcement when the
terminal behavior occurs regularly.
Chapter 5 –Application
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Decreasing undesirable behaviors
Extinguish the response.
Present noncontingent reinforcement.
Reinforce other/opposite behaviors.
Using punishment/ discipline.
Chapter 5 –Application
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Using Punishment
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Choose a punishment with sufficient strength without being
overly severe.
◦ How do you know?
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The loss has to be greater than the gain (sufficient
strength).
Clearly describe the behavior to be punished and the
relationship between behavior and consequence.
Be consistent.
Be immediate whenever possible.
Apply with an attitude of caring (unconditional regard).
Explain or reassert why the behavior is inappropriate.
Modify the environment when possible to reduce tempting
behavior.
Teach more appropriate responses (skill streaming).
Chapter 5 –Application
Applied Behavior Analysis
 Instructional Objectives
 Computer Assisted – Instruction
 Mastery Learning & PSI
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Chapter 5 –Application
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When are the Behavioral approaches
best?
Students with
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Limited motivation
Elevated levels of anxiety
Behavioral issues
A developmental disability or learning delay
Males?
Chapter 5 –Application
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Questions & Discussion
Chapter 2 –Learning& the brain