Learning
Association, Consequences & Modeling
Learning
 Learning
Relatively permanent change in an
organism’s behavior due to experience
Experience (nurture) is the key to learning
Learning
before
Cortex before & after
kitten trained to
associate horizontal
line with shock
after
3 Types of Learning
Event 1
Event 2
Association
Objects/behavior
Consequences
Behavior &
results
Sea snail associates splash w/ a shock
Observation
Seal learns to expect a snack for its antics
Imitate/model
Classical Conditioning
(Association)
Ivan Pavlov
1849-1936
Russian physician/ neurophysiologist
Nobel Prize in 1904
Studied digestive secretions
Pavlov
Present meat powder to dogs
Measure digestive processes (saliva)
Noticed saliva production in absence of
meat
Experimenter
Drawer where meat was kept
Dogs responding to environmental stimuli
associated with meat
Classical Conditioning
Some stimuli cause automatic response
Loud noise/shock/food
Some stimuli do not cause response
Bell/light
These 2 kinds of S can become associated
Occur close together in time
This association can cause a response to
stimuli that usually do not cause response
Examples of Associations
Toilet flushes in shower
Can opener & cat food
Dentist office & pain
cringe
meow
fear
Associate initially meaningless stimuli
with meaningful one
Classical Conditioning - Terms
Conditioned = ‘learned’
Neutral (S) - does not elicit a R
Tone or bell
Unconditioned (S) - automatically elicits
an Unconditioned R
Shock
Association formed by pairing these two
(S) together
Classical Conditioning - Terms
Neutral (S) causes a R & is now called a
conditioned (S)
Conditioned (S) - elicits a CR
UCR~CR
UCR caused by UCS
CR caused by CS
Classical Conditioning
UCS - meaningful (S)
UCR - unlearned (R)
CS - formerly neutral (S)
CR - learned (R) to CS
UCR
CR
Classical Conditioning
Learned association between neutral (S)
& unconditioned (S) such that you R to
neutral (S) as you did to Unc (S)
can opener & cat food
meow
NS
UCS
UCR
can opener
meow
CS
CR
Classical Conditioning
Little Albert CC video demo
Reaction Paper V: CC
What is classical conditioning? Define the
following: UCS, UCR, CS, CSR and provide
a NOVEL example of CC in action
PLEASE TURN THESE IN AFTER CLASS!
Conditioning
Acquisition
Response is established/ strengthened
Stimulus evokes a CR
Strengthening of a CR
Extinction
Diminishing of a CR
UCS does not follow a CS
Spontaneous Recovery
Reappearance, after a rest period
Classical Conditioning
Strength
of CR
Acquisition
(CS+UCS)
Extinction
(CS alone)
Spontaneous
recovery of
CR
Extinction
(CS alone)
Pause
Stimulus Generalization
Tendency for a stimuli similar to CS to
evoke similar responses
Principles of CC
No conscious effort
Advertising
Love
Strength of UCS
Strong enough ->
UCR
Frequency & timing of
pairings
Many trials
NS shortly before UCS
Higher Order Conditioning My Fear of Pajamas
Initial conditioning
NS(dark)+UCS(thunder)
CS(dark)
Higher order conditioning
NS(pajamas)+CS(dark)
CS(pajamas)
UCR(fear)
CR(fear)
CR(fear)
CR(fear)
Operant Conditioning
(Skinner (1904-1990)
Beh operates (acts) on environment
Produces consequences (reinforcer or
punisher)
Consequences -> future behavior
Beh increases in response to reinforcer
Beh decreases in response to punisher
Automatic response to consequences
Operant Conditioning
Reinforcer
Strengthen behavior it follows
Schedules of Reinforcement
Continuous Reinforcement
Reinforcing desired behavior each time
Rapid learning & extinction
Partial Reinforcement
Reinforcing behavior part of the time
Slower acquisition & extinction
Punishment
Punishment
Decreases behavior
that it follows
Powerful controller of
unwanted behavior
Problems with Punishment
Punished behavior is
not forgotten
Returns in absence of P
Increases aggression
Abused delinquents
Creates fear
Generalizes
Does not -> desired
behavior
Reinforcement tells
you what to do
Punishment tells you
what not to do
Combination best
Principles of Consequences
Primary consequence
Innately reinforcing/punishing stimulus
Impacts a biological need
Secondary consequence
Conditioned reinforcing/punishing
Learned through association with primary
consequences
Principles of Consequences
Positive
Adding X
Reinforcer (desirable - candy/$)
Punisher (undesirable - spanking)
Negative
Removing X
Reinforcer - (undesirable - pain from headache)
Punisher (desirable - dessert)
Principles of Consequences
Intrinsic
Provided by actor
Reinforcer: satisfaction for a job well done
Punisher: guilt over moral transgression
Extrinsic
Provided by others
Reinforcer: paycheck
Punisher: fired
Consequences
Reinforcer or Punisher?
Increasing or decreasing beh?
Increase = reinforcer
Decrease = punisher
Positive or Negative?
Adding or taking away?
Add = positive
Taking away = negative
Group Activity V: Operant C
Groups of 3-4 address this issue:
Ten year old girl won’t clean her bedroom.
Use operant techniques to make her room
once a week
Include 1 + & - punisher/reinforcer (4 total)
Note whether they are primary or secondary
& intrinsic or extrinsic
PLEASE TURN IN AFTER CLASS!
Observational Learning
Associations
inefficient way to
learn new behavior
Learning by observing
& imitating/modeling
others
Observational Learning
Bobo Doll Studies (1960s)
video
Learn via conditioning of others
Vicarious consequences
Observational Learning
Violence in TV, video games & music
Associated with aggressive behavior
Prosocial Behavior
Positive, constructive, helpful behavior
Can also be learned via observation
Positive role models
Modeling
Modeling not inevitable
Type/power of model
Situation
Actor personality
Summary: Learning
3 types of learning
Association - classical conditioning
Consequences - operant conditioning
Modeling - observational learning