ࡱ> y tbjbj 4v{{C||4TZ4rrrrrMMMmoooooo$@MMMMMrr[[[Mrrm[Mm[[ r`D^;_IbY*0ZȮȮ\ȮxMM[MMMMM!:MMMZMMMMȮMMMMMMMMM| : Module 9: Learning Note Outline Three Kinds of Learning 1. _______________conditioning: learning in which a neutral stimulus acquires the ability to produce a response that was originally produced by a different stimulus. Discovered by Ivan _______________ Pavlov had previously won a Nobel Prize for his studies on the reflexes involved in digestion. 2. _______________ conditioning 3. Cognitive learning Procedure: Classical Conditioning Carlas example Had several hours of _______________work done; process was painful & uncomfortable While getting dental work, smelled the dentists aftershave, the same _______________ her boyfriend wears Smell of boyfriends aftershave made her _______________ Step 1: choose ____________________ & response Choose _______________ stimulus: stimulus that causes a sensory response, but does not produce the reflex tested For Carla, the neutral stimulus is: aftershave scent; sensory response is smelling aftershave, but doesnt affect her Choose ____________________ stimulus: stimulus that naturally triggers a response, such as physiological reflex For Carla, US is dental procedures Select & measure the unconditioned response: unlearned, natural response to the unconditioned stimulus For Carla, the UR is _______________ Step 2: Establishing classical conditioning Conduct a trial: present the neutral stimulus & short time later, present the unconditioned stimulus Neutral stimulus + unconditioned stimulus Unconditioned _______________ --For Carla, smell of aftershave (NS) + dental procedures (US) feelings of anxiety (UCR) Step 3:Testing for conditioning Present conditioned stimulus _______________ the unconditioned stimulus conditioned stimulus: previously neutral stimulus triggers a response Ask: does a conditioned response occur? _______________ response (CR): learned response to a neutral stimulus For Carla, aftershave smell (CS) elicited anxiety (CR) Famous Study: Pavlovs Dogs Process: Neutral stimulus: _______________; unconditioned stimulus: food; unconditioned response: salivation Trials: Bell (NS) + food (UCS) salivation (UCR) Test: Does the bell (CS) trigger _______________ (CR)? Pavlov found that it did Another Famous Study: Little _______________ John _______________ & Rosalie Rayner published in 1920; classic experiment on conditioning _______________ Subject: Eleven-month-old infant known as Little Albert Developed a conditioned emotional response through the following experiment: -White rat (NS) + loud bang (UCS) _______________ response (CR) Other Conditioning Concepts % _______________: transfer of effects of conditioning to similar stimuli -Carla may also feel anxiety with products that smell similar to aftershave % Discrimination: Subject learns to respond to one stimulus, but not to a similar stimulus; may have _______________ value --Carla doesnt feel anxious after smelling nail polish _______________: conditioned stimulus is repeatedly presented without the unconditioned stimulus & the conditioned stimulus no longer elicits the conditioned response --Carla would no longer react to aftershave Application: treatment of phobias % Spontaneous_______________: conditioned response reappears after being extinguished; doesn t persist for long & lesser _______________ --Carla sees dentist & response to aftershave reappears Adaptive Value of Classical Conditioning Adaptive value: usefulness of certain traits that have evolved in animals & humans & tend to increase their chances of _______________. _______________-aversion learning: associating a particular sensory cue with getting sick & thereafter avoiding that sensory cue in the future; can last weeks, months, or years. ex: rats & poison bait, avoiding a drink after getting sick Taste-aversion learning was inconsistent with belief that classical conditioning required many trials Psychologist John Garcia explained it with the concept of _______________ Preparedness: phenomenon that animals & humans are biologically prepared to associate some combinations of conditioned & unconditioned stimuli more easily than others. Examples of adaptive value of classical conditioning: Salivating when seeing or thinking about food Conditioned emotional response: feeling positive or negative emotion when experiencing a stimulus that initially accompanied a _______________or _______________ event, such as a shot % Part of brain responsible for classical conditioning: -______________ for motor responses -for emotional response, the _______________ is responsible Theories of Classical Conditioning Stimulus _______________: neural association forms in the brain between the neutral stimulus & _______________stimulus. After trials, neutral stimulus becomes the conditioned stimulus and acts like a substitute for the unconditioned stimulus. (bell substitutes for food) _______________theory: classical conditioning occurs because two stimuli (NS & UCS) are paired close together in time (contiguous). Consequently, neutral stimulus becomes the conditioned stimulus, which elicits the _______________ response. (bell & _____________ are paired, bell becomes CS & causes salivation) _______________ perspective: an organism learns what to expect; one stimulus (NS) _______________ the other (UCS). Widespread _______________ for this theory Cultural Diversity: Conditioning _______________ Fears Rates of dental fears varies by country; dental fear is greater in the U.S. & Asia than in _______________ countries Rates differ because of _______________ of dental care; free & easily available in Scandinavian countries; receive regular dental care Neither America nor Japan have free, universal coverage; many wait until they have _______________ and/or painful dental problems Researchers have found that the majority of dental fears are acquired in childhood or adolescence through classical conditioning; may make individuals avoid checkups or seek _______________ only for emergency problems To reduce dental fear, must receive nonpainful dental treatment, which will _______________ some of conditioned emotional responses Examples of Classical Conditioning Fear of needles injections, or seeing blood _______________ nausea: feelings of nausea that are elicited by stimuli associated with nausea-inducing chemotherapy treatments; can be in anticipation of treatment; ex: Michelle experienced nausea when smelling her dish soap that smelled like the treatment room Difficult to treat with _______________ Can be treated with systematic _______________ Systematic Desensitization Procedure based on classical conditioning in which a person imagines or _______________ fearful or anxiety-provoking stimuli & immediately uses deep _______________ to overcome the anxiety Form of counterconditioning; it replaces fear & anxiety with relaxation Developed in 1950s; most frequently used ________________ therapies for relief of anxiety & fears in children & adults Very effective Step 1: Learning to relax on ______________ (for several _______________) Step 2: Make an anxiety _______________; a list of items that elicit anxiety Imagining & relaxing; imagines least stressful situation while in relaxed state & she continues up the anxiety hierarchy Module 10 Three Kinds of Learning cont. _______________ conditioning: learning in which consequences that follow some behavior increase or decrease the _______________ of that behaviors occurrence in the future. Discovered by E.L. Thorndike B.F._______________ further developed & expanded the study of operant learning History of Operant Conditioning E.L _______________ conducted an experiment with a series of puzzle boxes from which a cat could escape & receive a reward by learning a specific response He formulated the _______________: behaviors followed by positive consequences are strengthened, while behaviors followed by negative consequences are _______________ Skinner devised the concept of _______________ response: response that can be modified by its consequences & is a meaningful unit of ongoing behavior that can be easily _______________. Used _______________box; box with a bar that when pressed, releases food; used with rats _______________is also part of process. It is a procedure in which an experimenter successively reinforces behaviors that lead up to or approximate to the desired behavior. Skinner stresses that the reinforcement should be _______________ Examples of Operant Conditioning _______________ behavior: behavior that increases in frequency because its occurrence is accidentally paired with the delivery of the reinforcer Toilet training Food _______________ Process: Determine target ______________ Preparation Use ______________ Shaping Consequences _______________: a consequence that occurs after a behavior & _______________ the chance that the behavior will occur again _______________: consequence that occurs after a behavior & _______________ the chance that the behavior will occur again Pica example. Pica: behavioral disorder that involves eating inedible objects or unhealthy substances. Reinforcement _______________ reinforcement: the presentation of a stimulus (positive reinforcer) that increases the probability that a behavior will occur again Negative reinforcement: an _______________ (unpleasant) stimulus whose _______________increases the likelihood that the ______________ response will occur again; example: taking an aspirin to get rid of a headache Reinforcers _______________ reinforcer: stimulus that is immediately satisfying & requires no learning on the part of the subject to become pleasurable, such as food, water, sex _______________ reinforcer: stimulus that has acquired its reinforcing power through experience; learned, sometimes through pairing with primary reinforcer or other secondary reinforcers, such as grades & money Punishment ______________ punishment: presenting an unpleasant stimulus after a response, such as spanking; ______________ chances that response will recur. _______________ punishment: removing a reinforcing stimulus after a response, such as taking the allowance away; _______________chances that response will recur. BOTH stop or decrease the occurrence of a behavior _______________ behavior: serious & sometimes life-threatening physical damage a person inflicts on his or her own body. Can use positive punishment to treat this. _______________ of Reinforcement Schedule of reinforcement: program or rule that determines how & when the occurrence of a response will be followed by a reinforcer. _______________ reinforcement: every occurrence of the operant response results in delivery of the _____________. ______________ reinforcement: situation in which responding is only reinforced only some of the time. Partial Reinforcement Schedules _______________: reinforcer occurs only after a fixed number of responses are made by the subject Fixed-interval: reinforcer occurs following the first response that occurs after a fixed interval of time _______________: reinforcer is delivered after an average number of _______________responses has occurred _______________-interval: reinforcer occurs following the first ______________ response after an average amount of time passed. Other Conditioning Concepts _______________: an animal or person emits the same response to similar stimuli Discrimination: a response is emitted in the presence of a stimulus that is reinforced & not in presence of unreinforced stimuli. _______________ stimulus: cue that a behavior will be reinforced _______________: reduction in an operant response when it is no longer followed by a reinforcer. Spontaneous recovery: temporary recovery in the rate of responding. All four of these phenomena occur in both operant & classical conditioning. Three Kinds of Learning cont. 3. _______________learning: learning that involves mental processes (attention & memory), may be learned through observation or imitation & may not involve _______________ rewards or require the person to perform any observable behaviors. Major figure is Albert _______________ Roots date back to work of _______________in late 1800s Theory died in 1950s, reborn in _____________, became popular in _______________ Extremely useful in explaining animal & human behavior; vital to development of cognitive _______________ Three _______________ of Cognitive Learning _______________: B.F. Skinner: said psychologys goal should be to study primarily observable behaviors rather than cognitive processes In favor: _____________________: developed concept of the cognitive _______________: mental representation in the brain of the layout of an environment & its features; can complete tasks without reinforcement Albert Bandura: social cognitive learning: learning from watching, imitating & modeling & does not require the observer to perform any observable behavior or receive any observable reward. Observational Learning Famous study: _______________ Doll Experiment Preschool children involved in an art project witnessed an adult kicking, hitting, and yelling at a large Bobo doll (in the same room). Another group of children was not exposed to this. Children were then put in room with toys including Bobo doll & put through a mildly _______________ situation. Results: children who _______________ the attack on Bobo also kicked, hit & yelled at Bobo. The children who had not observed the attack did not hit or kick Bobo. The point: these children learned to perform specific aggressive behavior by simply _______________a model perform these behaviors (no practice or reinforcement needed). Also, some children did not exhibit aggressive behavior after _______________. Learning Vs. Performance _____________________ distinction: learning may occur but may not always be measured by, or _______________ evident in, performance. Shown through another Bobo experiment. Children watched movie in which an individual hit & kicked Bobo; some did not imitate the behavior until promised a _______________ for doing so. Banduras ___________________ Theory Social cognitive theory: emphasizes observation, _______________ & self-reward in the development and learning of social skills, personal interactions & other behaviors; it is not necessary to perform observable behaviors or receive _______________ rewards to learn. Four processes involved: 1. _______________-observer pays attention 2. memory-observer stores the information 3_______________-use remembered information to model the behavior 4. motivation-needs reason or _______________ to imitate Application: reduce fears _______________ Learning Insight: mental process marked by the _______________ & expected solution to a problem, called _______________ experience ____________________ coined the term after doing research with a chimp; chimp had to figure out a strategy to obtain a hanging banana Example: A man walks into a bar & asks for a glass of water. The bartender points a gun at the man. The man says Thank you, & walks out. Use insight to help you solve the problem. _______________ Factors in Learning Biological factors: innate tendencies or predispositions that may either facilitate or inhibit certain kinds of learning; may serve _______________ functions. Example: play behaviors may help animals or humans learn to develop social relationships among peers _______________: inherited tendencies or responses that are displayed by newborn animals when they encounter certain stimuli in their environment; are _______________, such as baby chicks who follow the first moving object they see _______________, or sensitive period: relatively brief time during which learning is most likely to occur. _______________ also contributes to learning Human infants brains are biologically prepared to recognize & discriminate among sounds that are essential for learning speech Research Focus: _______________ Noncompliance: child _______________ to follow directions, carry out a request, or obey a command given by a parent or caregiver. 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Used to treat autism _______________: training procedure through which a person is made aware of his or her _______________ responses; they later try to control them to decrease psychosomatic problems. Pros & Cons of Punishment _______________: positive punishment; presentation of an aversive stimulus (pain) -May cause the child to imitate aggressive behavior -only points out what a child should not do Should be given immediately after behavior, only be severe enough to be effective, delivered _______________, reason for it should be explained % TimeCmmmmmzoopttttttthk h CJaJUh7h4eCJaJh7hZe05CJ\aJh7hZe0CJaJ-Out: _______________ punishment: removal of a reinforcing stimulus Should be used consistently & combined with teaching the child alternative behaviors using positive _______________ 21h:p7/ =!"#$% ^ 2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ NormalCJ_HaJmH sH tH DA D Default Paragraph FontRiR  Table Normal4 l4a (k (No List PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! 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" # $ % & ' ( ) * + , - Oh+'0 , L X d p|Module 9: Learning  ecarrilloNormalCarrillo, Elizabeth23Microsoft Office Word@ $@V@ @,T; 9՜.+,0 hp|  z"C Module 9: Learning Title  !"#$%&'()*+,-./0123456789:;=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F ^;1Table<WordDocument4vSummaryInformation(DocumentSummaryInformation8CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q