CHAPTER 5: LEARNING

Why study learning?

Learning is the proess that allo!s us to
adapt to the hanging onditions o" the
!orld around us# We an alter our
ations until !e $nd the %eha&ior that
leads us to sur&i&al and re!ards' and !e
an eli(inate ations that ha&e %een
unsuess"ul in the past#
Learning ) any relatively permanent change
in behavior %rought a%out %y experience or
practice#
Relati&ely per(anent * !hen people
learn anything' so(e part o" their %rain
is physially hanged to reord !hat
they+&e learned ,(e(ory-
* .i/erent "ro( maturation hanges
ontrolled %y a geneti %lue print ,due to
%iology-
e0# Change in height' hange in %rain
si1e
CLA22ICAL C3N.ITI3NING ,I4AN PA4L34-
Re5e0 ) unlearned' in&oluntary response
that is not under personal ontrol or
hoie
2ti(ulus ) any o%6et' e&ent' or
e0periene that auses a response' the
reation o" an organis(
Classial Conditioning ) learning to (a7e an
in&oluntary ,re5e0- response to a sti(ulus
other than the original' natural sti(ulus that
nor(ally produes the re5e0
Ele(ents o" Classial Conditioning:
8nonditioned 2ti(ulus ,8C2- ) a
naturally ourring sti(ulus that leads
to an in&oluntary ,re5e0- response
8nonditioned Response ,8CR- )
in&oluntary ,re5e0- response to a
naturally ourring or unonditioned
sti(ulus
Conditioned 2ti(ulus ,C2- ) sti(ulus
that %eo(es a%le to produe a learned
re5e0 response %y %eing paired !ith the
original 8C2
Neutral 2ti(ulus ,N2- ) sti(ulus that
has no e/et on the desired response
Conditioned Response ,CR- ) learned
re5e0 response to a C2
A9uisition ) repeated pairing o" the N2
and 8C2
:asi Priniples o" Classial Conditioning:
;# The C2 (ust o(e %e"ore the 8C2#
<# The C2 and 8C2 (ust o(e &ery lose
together in ti(e#
=# The N2 (ust %e paired !ith the 8C2
se&eral ti(es %e"ore onditioning an
ta7e plae#
># The C2 is usually so(e sti(ulus that is
distinti&e or stands out "ro( other
o(peting sti(uli#
Before Conditioning
?etrono(e ,N2- No 2ali&ation

During Conditioning
?etrono(e ,N2- @ood ,8C2- 2ali&ation
,8CR-
After Conditioning
?etrono(e ,C2- 2ali&ation ,CR-
Stimulus Generalization
* Tendeny to respond to a sti(ulus that
is only si(ilar to the original onditioned
sti(ulus !ith the onditioned response
Stimulus Discrimination
* Tendeny to stop (a7ing a generali1ed
response to a sti(ulus that is si(ilar to
the original onditioned sti(ulus
%eause the si(ilar sti(ulus is ne&er
paired !ith the unonditioned sti(ulus
Extinction
* The disappearane or !ea7ening o" a
learned response "ollo!ing the re(o&al
or a%sene o" the unonditioned
sti(ulus
Spontaneous Recovery
* The reappearane o" a learned response
a"ter e0tintion has ourred
* Response is usually !ee7 and short li&ed
Aohn Watson and Little Al%ert ) his study !as a
de(onstration o" the lassial onditioning o" a
pho%ia ) an irrational "ear response
Conditioned Emotional Response
* E(otional response that has %eo(e
lassially onditioned to our to
learned sti(uli
Vicarious Conditioning
* Classial onditioning o" a re5e0
response or e(otion %y !athing the
reation o" another person
Conditioned Taste version
* .e&elop(ent o" nausea or a&ersi&e
response to a partiular taste %eause
that taste !as "ollo!ed %y a nausea
reation' ourring a"ter only one
assoiation
:iologial preparedness ) it is a sur&i&al
(ehanis(' re"erring to the tendeny o"
ani(als to learn ertain assoiations' suh as
taste and nausea' !ith only one or "e! pairings
due to the sur&i&al &alue o" learning
Why does lassial onditioning !or7?
2ti(ulus su%stitution ) original theory in !hih
Pa&lo& stated that lassial onditioning
ourred %eause the onditioned sti(ulus
%ea(e a su%stitute "or the unonditioned
sti(ulus %y %eing paired losely together
Cogniti&e perspeti&e ) (odern theory in !hih
lassial onditioning is seen to our %eause
the onditioned sti(ulus pro&ides in"or(ation
or an e0petany a%out the o(ing o" the
unonditioned sti(ulus
3PERANT C3N.ITI3NING
the 7ind o" learning that applies to
&oluntary %eha&ior
Ed!ard L# Thorndi7e ) plaed a hungry at
inside a Bpu11le %o0C "ro( !hih the only
esape !as to press a le&er loated on the
5oor o" the %o0# He plaed "ood outside the %o0
so the at is highly (oti&ated to go out#
2ti(ulus ) le&er
Response ) pushing o" the le&er
Conse9uene ) esape and "ood
!a" o# E$ect la! stating that i" an ation is
"ollo!ed %y a pleasura%le onse9uene' it !ill
tend to %e repeated' and i" "ollo!ed %y an
unpleasant onse9uene' it !ill tend not to %e
repeated
:#@# 27inner ) ga&e the ter( operant
conditioning
operant any %eha&ior that is
&oluntary
The heart o" operant onditioning is the e/et
o" onse9uenes on %eha&ior D I" I do this'
!hatEs in it "or (e?
Classial onditioning ) learning a re5e0
depends on !hat o(es %e"ore the response
,anteedent sti(uli-
3perant onditioning ) learning depends on
!hat happens a"ter the response
,onse9uene-
Rein#orcement
Bto strengthenC
any e&ent or sti(ulus' that !hen
"ollo!ing a response' inreases the
pro%a%ility that the response !ill our
again
Rein#orcers any e&ents or o%6ets that'
!hen "ollo!ing a response' inrease the
li7elihood o" that response ourring again
%rimary rein#orcer any rein"orer that is
naturally rein"oring %y (eeting a %asi
%iologial need' suh as hunger' thirst' or touh
Secondary rein#orcer any rein"orer that
%eo(es rein"oring a"ter %eing paired !ith a
pri(ary rein"orer' suh as praise' to7ens' or
gold stars
%ositive rein#orcement the rein"ore(ent
o" a response %y the addition or e0periening
o" a pleasura%le sti(ulus
&egative rein#orcement the rein"ore(ent
o" a response %y the re(o&al' esape "ro(' or
a&oidane o" an unpleasant sti(ulus
Classial &s 3perant Conditioning
3PERANT
C3N.ITI3NING
CLA22ICAL
C3N.ITI3NING
End result is an
inrease in the rate o"
an already ourring
response
End result is the
reation o" a ne!
response to a sti(ulus
that did not nor(ally
produe that response
Responses are
&oluntary' e(itted %y
the organis(
Responses are
in&oluntary' eliited %y
a sti(ulus
Conse9uenes are
i(portant in "or(ing
an assoiation
Anteedent sti(uli are
i(portant in "or(ing
an assoiation
Rein"ore(ent should
%e i((ediate
C2 (ust our
i((ediately %e"ore
the 8C2
An e0petany
de&elops "or
rein"ore(ent to
An e0petany
de&elops "or 8C2 to
"ollo! C2
"ollo! a orret
response
SC'ED(!ES )* RE+&*)RCE,E&T
%artial Rein#orcement E$ect * the tendeny
"or a response that is rein"ored a"ter so(e'
%ut not all' orret responses to %e &ery
resistant to e0tintion
Continuous rein#orcement ) the
rein"ore(ent o" eah and e&ery orret
response
Interval schedule !hen ti(ing o" response is
(ore i(portant
Ratio schedule !hen nu(%er o" responses is
(ore i(portant
*ixed interval schedule o# rein#orcement )
shedule o" rein"ore(ent in !hih the inter&al
o" ti(e that (ust pass %e"ore rein"ore(ent
%eo(es possi%le is al!ays the sa(e
does not produe a "ast rate o"
responding
salloping e/et ,"atory !or7ers speed
up prodution 6ust %e"ore payday and
slo! do!n 6ust a"ter payday-
Variable interval schedule o#
rein#orcement shedule o" rein"ore(ent in
!hih the inter&al o" ti(e that (ust pass
%e"ore rein"ore(ent %eo(es possi%le is
di/erent "or eah trial or e&ent
e0a(ple: pop 9ui11es' you study a little
e&ery nightF $shing' dialing a %usy
nu(%er
*ixed Ratio Schedule o# Rein#orcement )
shedule o" rein"ore(ent in !hih the nu(%er
o" responses re9uired "or rein"ore(ent is
al!ays the sa(e
Variable ratio schedule o# rein#orcement
shedule o" rein"ore(ent in !hih the nu(%er
o" responses re9uired "or rein"ore(ent is
di/erent "or eah trial or e&ent
< additional "ators that ontri%ute to (a7ing
rein"ore(ent as e/eti&e as possi%le:
;# Timing in general' a rein"orer should
%e gi&en as i((ediately as possi%le
a"ter the desired %eha&ior' delaying
tends to not !or7 !ell espeially !ith
ani(als and hildren
2. Reinforce only the desired behavior
P8NI2H?ENT
an e&ent or o%6et that' !hen "ollo!ing
a response' (a7es that response less
li7ely to happen again
!ea7ens responses
TW3 GIN.2 3@ P8NI2H?ENT:
Punish(ent %y appliation ) the punish(ent o"
a response %y the addition or e0periening o"
an unpleasant sti(ulus
!ample" span#ing$ scolding
Punish(ent %y re(o&al ) the punish(ent o" a
response %y the re(o&al o" a pleasura%le
sti(ulus
!ample" grounding$ %ning someone for
disobeying la&
@our Ways to ?odi"y :eha&ior
REIN@3RCE?ENT P8NI2H?ENT
Positi&e
,Adding-
2o(ething
&alued or
desira%le
2o(ething
unpleasant
'ositive
Reinforcement
E0a(ple: getting
a gold star "or
good %eha&ior
'unishment by
Application
E0a(ple: getting
a span7ing "or
diso%eying
Negati&e
,Re(o&in
gH
A&oiding-
2o(ething
unpleasant
2o(ething
&alued or
desira%le
(egative
Reinforcement
E0a(ple:
a&oiding a ti7et
%y stopping at
red light
'unishment by
Removal
E0a(ple: losing
a pri&ilege suh
as going out !ith
"riends
NEGATI4E REIN@3RCE?ENT 42 P8NI2H?ENT :I
RE?34AL
NEGATI4E
REIN@3RCE?ENT
P8NI2H?ENT :I
RE?34AL
2topping at a red light
to a&oid getting in an
aident
Losing the pri&ilege o"
dri&ing %eause you
got into too (any
aidents
?ailing an ino(e ta0
return %y April to
a&oid paying a penalty
Ha&ing to lose (oney
to pay the penalty "or
late ta0 $ling
3%eying a parent
%e"ore the parent
:eing BgroundedC
%eause o"
reahes the ount o"
BthreeC to a&oid
getting a solding
diso%ediene
&egative rein#orcement occurs "hen a
response is #ollo"ed by the RE,)V! o#
an (&%!ES&T stimulus- +# the response
increases. the conse/uence has to be a
0ind o# rein#orcement-
%unishment by removal is "hen a
%!ES&T thing is removed- This
"ea0ens a response-
The di$erence lies in "hat is ta0en a"ay-
&egative rein#orcement1 unpleasant thing
%unishment by removal1 pleasant thing
Pro%le(s !ith punish(ent:
getting rid o" a response that is already
!ell esta%lished is not that easy
so(eti(es it only ser&es to te(porarily
suppress or inhi%it a %eha&ior until
enough ti(e has passed
(ay not stop the %eha&ior per(anently
se&ere punish(ent (ay lead to a%use
(ay ause hild to a&oid punisher
instead o" ation %eing punished
(ay enourage lying to a&oid
punish(ent
reates "ear and an0iety
hitting pro&ides a suess"ul (odel "r
aggression
punish(ent %y re(o&al teahes the
hild not !hat to do %ut not !hat the
hild should do
H3W T3 ?AGE P8NI2H?ENT ?3RE E@@ECTI4E
Punish(ent should i((ediately "ollo!
the %eha&ior it is (eant to punish
Punish(ent should %e onsistent
Punish(ent o" the !rong %eha&ior
should %e paired' !hene&er possi%le'
!ith rein"ore(ent o" the right %eha&ior
.isri(inati&e sti(ulus ) any sti(ulus that
pro&ides an organis( !ith a ue "or (a7ing a
ertain response in order to o%tain
rein"ore(ent *** spei$ ues !ould lead to
spei$ responses' and disri(inating %et!een
the ues leads to suess
3THER C3NCEPT2 IN 3PERANT C3N.ITI3NING
Extinction re(o&al o" the rein"ore(ent
Generalization operantly onditioned
responses an %e generali1ed to sti(uli that
are only si(ilar to the original sti(ulus
,e0a(ple: %a%y alling e&eryone B.adaC-
Spontaneous recovery
Ti(e out ) a "or( o" (ild punish(ent %y
re(o&al in !hih a (is%eha&ing ani(al' hild'
or adult is plaed in a speial area a!ay "ro(
the attention o" others
C3GNITI4E LEARNING THE3RI
*I(portane o" cognition * !hat+s going on
inside a person+s head during learning
Ed!ard Tol(an: Latent Learning
* learning that re(ains hidden until its
appliation %eo(es use"ul
* hu(ans and ani(als so(eti(es do not
de(onstrate this learning %eause they
see no reason to do so
?artin 2elig(an: Learned Helplessness
* the tendeny to "ail to at to esape
"ro( a situation %eause o" a history o"
repeated "ailures in the past
Depression ) sense o" po!erlessness and
hopelessness' sense that they do not ha&e
ontrol o&er !hat happens to the(
Wol"gang Gohler ,Gestalt-: Insight Learning
* no trial and error
* the idea 6ust o(es e&en %e"ore trying
> Charateristis o" Insight Learning
;# 2uddenness
<# 2olution preedes %eha&ior
=# 2(oothness
># No&el
3:2ER4ATI3NAL LEARNING
Al%ert :andura :o%o doll
* people an learn a ne! %eha&ior %y
!athing a (odel per"or( that %eha&ior
* learning an ta7e plae !ithout the
atual per"or(ane o" the %eha&ior
> Ele(ents o" 3%ser&ational Learning
Attention
?e(ory
I(itation
?oti&ation