CHAPTER 5 – LEARNING
LEARNING – process by which experience or
CONDITIONING – acquiring fairly specific patterns
I. CLASSICAL CONDITIONING
A. Pavlov’s Conditioning Experiment
1. Set out to
2. CLASSICAL CONDITIONING – learning to
3. Components
a. US
b. UR
c. CS
d. CR
B. Classical Conditioning in Humans
1. Gorn (1982) consumer
2. Lipsitt (1971) – newborns,
3. Some strange kinds of
4. Watson – Little Albert
5. Mary Cover Jones – children’s
6. Joseph Wolpe (1973, 1982) – desensitization
a. Deep muscle
b. Construct and
C. Necessary Factors in Classical Conditioning
1. CS sufficiently
2. Order
3. Interstimulus
4. One trial
5. Conditioning usually
6. Eventually
7. Intermittent pairing –
8. Conditioned food
D. Extinction and Spontaneous Recovery
1. Extinction – decrease
2. Spontaneous Recovery – response
3. Extinction may result
E. Generalization and Discrimination
1. Stimulus Generalization – reacting to a
2. Stimulus Discrimination – learning respond
F. Higher Order Conditioning
1. Learning based on
2. Marlin (1983) – rats cage
3. Difficult because
II. OPERANT CONDITIONING
OPERANT BEHAVIOR – learned behaviors designed
- this kind of
A. Response Acquisition
1. First problem
2. Can simply
3. In lab several
a. Increase
b. Eliminate large number
c. Thorndike puzzle
d. Skinner box
B. Types of Reinforcement
1. Thorndike – Law of Effect – behavior
2. Positive and Negative
a. Positive
b. Negative
3. Primary and Secondary Reinforcement
a. Primary –
b. Secondary –
4. Delayed Reinforcement
a. Longer the interval
b. Due to distracting
C. Schedules of Reinforcement
1. Fixed Interval Schedule –
2. Variable Interval Schedule –
3. Fixed Ratio Schedule –
4. Variable Ratio Schedule –
D. Aversive Control
1. Punishment – any event
2. When it works:
a. Swift
b. Sufficient
c. Consistent
3. Can often
4. Used properly
5. Doesn’t teach
6. Avoidance training – learning
E. Generalization and Discrimination
1. Generalization – giving response
2. Discrimination – reinforcing response
F. Extinction and Spontaneous Recovery
1. Extinction – result
a. Often brief
b. Several factors
1) Stronger than
2) Greater variety
3) Schedule reinforcement
4) Avoidance behavior
5) Extinction sped
6) Old setting
III. A REVIEW OF CLASSICAL AND OPERANT CONDITIONING
A. Similarities
1. Building association
2. Subject to
B. Main Differences
1. Classical the learner
2. Operant the learner
C. Are They Different?
1. Brown & Jenkins (1968) – classical
2. Operant –
IV. COGNITIVE LEARNING
COGNITIVE LEARNING – learning
A. Cognitive Maps and Latent Learning
1. Edward Chase Tolman
2. Tolman disagreed with
a. Thorndike’s Law of Effect neglected
b. Learning occurs even before
3. Thorndike & C.H. Honzik (1930)
a. Rats
b. Unrewarded rats –
4. Cognitive Map – learned mental image
5. McNamara, Long, & Wike (1956)
a. Latent learning
b. Rats used
B. Insight
1. Definition – sudden coming together
2. Wolfgang Kohler (1927) German Gestalt
3. Epstein et al. (1984) Harvard – pigeons
4. Harry Harlow (1949) – rhesus monkey
V. CONTINGENCY THEORY
A. Robert Rescorla (1976) – dogs, tone, shock
1. tone – shock –
2. tone – shock did not
3. tone – shock – random
B. Leon Kamin (1969)
1. rats – noise – shock
2. blocking – prior to
C. CONTINGENCY THEORY – for learning to
D. Learned Helplessness – apathy and
1. Overmier & Seligman (1967) – 2 groups
2. Maier & Seligman (1976) college
3. Watson (1971)
IV. SOCIAL LEARNING THEORY – ALBERT BANDURA
A. DEFINITION – emphasis on ability
B. Observational or vicarious learning
C. Don’t Imitate Everything
1. Pay
2. Remember
3. Convert what
4. Learning v. performance – learning can
5. Bandura (1965) nursery school children
a. Children observe model
b. All had learned
c. Learn what behavior
d. People can be
VIII. BIOFEEDBACK