Learning
Chapter 6
Pages 193-217, 218-230
What is learning
2 kinds of learning

Non-associative learning
 Sensitization
 Habituation
 Dishabituation

Opponent-processing theory
 New stimulus events disrupt equilibrium
 Disruption triggers opposite process tat counteracts disruption
 Equilibrium restored.
Classical conditioning: Neutral stimulus is repeatedly paired with stimulus that
elicits a reflex or other response until neutral stimulus alone comes to elicit similar
response

Phases of Pavlov’s experiment
 Phase I:
Before conditioning
 Neutral reflex
 Neutral stimulus
 Unconditioned Stimulus (UCS)
 Unconditioned Response (UCR)
 Phase II:
Conditioning
- Page 1 -
Learning
Chapter 6
Pages 193-217, 218-230
 Pairing
 Phase III:
After conditioning
 Conditioned Stimulus (CS)
 Conditioned Response (CR)
What happens if bell rings without meat?

Extinction
Can learning extinguish forever if bell-meat pairings have not been presented in a
while ?


Reconditioning
Spontaneous recovery
- Page 2 -
Learning
Chapter 6
Pages 193-217, 218-230
07_03
Extinction
Spontaneous
recovery
Strength of CR
Acquisition
Extinction if
UCS again
withheld
Trials
Time delay
Trials
Classical Conditioning: Additional Principles

Stimulus Generalization: After conditioned response is learned, similar stimulus,
but not identical, also elicit response—but to a lesser degree. The greater the
similarity, the stronger the response will be.

Stimulus discrimination: Learn to differentiate among similar stimuli
What determines whether and how CS is learned?

Timing
 Forward conditioning
 Backward conditioning
 Simultaneous conditioning

Predictability
- Page 3 -
Learning
Chapter 6
 Predictability provides info

Signal strength

Attention

Second-order conditioning

Biopreparedness
 Taste aversion
Instrumental & Operant Conditioning

Law of effect
 Thorndike’s puzzle box

B. F. Skinner

Instrumental & Operant conditioning:

Operant

Reinforcement vs. punishment
 Reinforcement
 Punishment
- Page 4 -
Pages 193-217, 218-230
Learning
Chapter 6
Pages 193-217, 218-230
 Reinforcement (increase likelihood of behavior)
 Positive reinforcement
Add something good
 Negative reinforcement is not punishment
Take away something bad
 Primary & Secondary Reinforcers
 Primary reinforcers
 Secondary reinforcers
 Punishment (decrease likelihood of behavior) is not negative reinforcement
 Add something bad
 Take away something good.
Forming & Shaping Operant Behavior

Shaping (successive approximations)
- Page 5 -
Learning

Chapter 6
Pages 193-217, 218-230
Schedules of reinforcement
 Continuous reinforcement schedule
 Partial reinforcement schedule
Fixed-ratio (FR):
Fixed Number
Variable-ratio (VR):
Fixed-interval (FI):
Varying number
Fixed Time
Variable-interval (VI):
Varying time
Number of
necessary
responses
Predictable
Unpredictable
(“On the
Average”)
Time that must
first pass
Fixed Ratio
Fixed Interval
(FR)
(FI)
Variable Ratio
Variable Interval
(VR)
(VI)
Schedules of Reinforcement & Extinction of Operant Behavior

Partial reinforcement extinction effect
- Page 6 -
Learning
Chapter 6
Why Reinforcers Work

Premack principle

Disequilibrium hypothesis

Biological approach
Punishment

Drawbacks
 Merely suppresses undesirable habit






Unwanted side effects
Often ineffective
Aggression/abuse when angry
Punishment may lead to aggression
Don’t specify appropriate behavior
Effective punishment
- Page 7 -
Pages 193-217, 218-230
Learning
Chapter 6
 Specify why punishment is being given
 Punishment should be immediate & noticeable
 Identify & reinforce more appropriate behaviors
Cognitive Processes in Learning

Learned helplessness
 Escape conditioning ( Learn how to get out of trouble)
 Avoidance conditioning (avoid ever getting into trouble)

Latent learning
 Toleman’s rats
 Group A: Rewarded regularly
 Group B: Not rewarded
 Group C:
No reward until day 11
 Cognitive maps
 Insight learning
 Observational learning
 Requirement for observational learning to occur
Attention
Retention
Ability to reproduce behavior
Motivation
 Vicarious Conditioning
 Bandura’s Bobo doll study (vicarious conditioning)
- Page 8 -
Pages 193-217, 218-230
Learning
Chapter 6
Pages 193-217, 218-230
TV Violence & Aggression?
Neural Networks & Learning: Knowledge doesn’t reside in single node or brain
location; association between nodes.
Classrooms Across Cultures

Possible influences
 U. S. Students addressed as group
 U. S. Students work on own
 Feedback is usually delayed at least a day for U. S. students

Learning principles used to improve situation
Actively Learning
Skill learning

Skills
 Practice
 Feedback
- Page 9 -
Learning
Chapter 6
- Page 10 -
Pages 193-217, 218-230