Chapter 6

Learning

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Learning

Learning defined on page– Classical conditioning– Operant/Instrumental conditioning– Observational learning

Ivan Pavlov – Classical conditioning Terminology

– Unconditioned Stimulus (UCS)– Conditioned Stimulus (CS)– Unconditioned Response (UCR)– Conditioned Response (CR)

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Classical Conditioning: More Terminology

Trial = pairing of UCS and CS Acquisition = initial stage in learning Stimulus contiguity = occurring together in time and space 3 types of Classical Conditioning

– Simultaneous conditioning: CS and UCS begin and end together– Short-delayed conditioning: CS begins just before the UCS, end

together– Trace conditioning: CS begins and ends before UCS is presented

Classical Conditioning in Everyday Life– Conditioned fears– Other conditioned emotional responses– Conditioning and physiological responses– Conditioning and drug effects –

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Processes in Classical Conditioning

Extinction Spontaneous Recovery Stimulus Generalization Discrimination Higher-order conditioning Applications of classical conditioning and

persuasion

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Operant Conditioning or Instrumental Learning

Edward L. Thorndike (1913) – the law of effect – puzzle box and learning curve

B.F. Skinner (1953) – principle of reinforcement– Operant chamber – “Skinner Box” – – Emission of response – Reinforcement contingencies – antecedents, behaviors, and

consequences (ABC)– Cumulative recorder –

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Table of ContentsSkinner box and cumulative recorder

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Basic Processes in Operant Conditioning

Acquisition Shaping – animal examples Extinction Stimulus Control

– Generalization– Discrimination

Remote controlled rat –

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Table of ContentsComparison of Basic Processes in Classical and Operant Conditioning

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Reinforcement: Consequences that Strengthen Responses

Delayed Reinforcement– Longer delay, slower conditioning

Primary Reinforcers– Satisfy biological needs

Secondary Reinforcers– Conditioned reinforcement

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Schedules of Reinforcement

Continuous reinforcement Intermittent (partial) reinforcement Ratio schedules

– Fixed– Variable

Interval schedules– Fixed – Variable

Schedules of reinforcement and everyday life –

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Consequences: Reinforcement and Punishment

Increasing a response:– Positive reinforcement = response followed by rewarding

stimulus– Negative reinforcement = response followed by removal of

an aversive stimulus• Escape learning• Avoidance learning

Decreasing a response:– Punishment– Problems with punishment – third variable problem and

correlation between punishment and aggression –

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Changes in Our Understanding of Conditioning

Biological Constraints on Conditioning– Breland and Breland (1961) – misbehavior of organisms– Instinctive Drift– Conditioned Taste Aversion – Garcia & Koelling (1966) –

Preparedness and Phobias

Cognitive Influences on Conditioning– Signal relations– Response-outcome relations– Latent learning –– Evolutionary Perspectives on learning

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Observational Learning: Basic Processes

Albert Bandura (1977, 1986) – Observational learning –– Vicarious conditioning– Bandura, Ross, & Ross (1963) – featured study 4 key

processes– attention– retention– reproduction– motivation

acquisition vs. performance

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Observational Learning and theMedia Violence Controversy

Studies demonstrate that exposure to TV and movie violence increases the likelihood of physical aggression, verbal aggression, aggressive thoughts, and aggressive emotions

The association between media violence and aggression is nearly as great as the correlation between smoking and cancer – third variable problem

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Modify your own behavior?