This document provides an overview of different types of learning, including reflexes, instincts, associative learning, classical conditioning, operant conditioning, and observational learning. It discusses key concepts such as unconditioned stimuli, conditioned stimuli, unconditioned responses, and conditioned responses. Examples are provided, including Pavlov's experiments with dogs and Bandura's Bobo doll experiments. The different types of learning are distinguished and their underlying processes and examples are explained over multiple pages of text.
This document provides an overview of different types of learning, including reflexes, instincts, associative learning, classical conditioning, operant conditioning, and observational learning. It discusses key concepts such as unconditioned stimuli, conditioned stimuli, unconditioned responses, and conditioned responses. Examples are provided, including Pavlov's experiments with dogs and Bandura's Bobo doll experiments. The different types of learning are distinguished and their underlying processes and examples are explained over multiple pages of text.
This document provides an overview of different types of learning, including reflexes, instincts, associative learning, classical conditioning, operant conditioning, and observational learning. It discusses key concepts such as unconditioned stimuli, conditioned stimuli, unconditioned responses, and conditioned responses. Examples are provided, including Pavlov's experiments with dogs and Bandura's Bobo doll experiments. The different types of learning are distinguished and their underlying processes and examples are explained over multiple pages of text.
This document provides an overview of different types of learning, including reflexes, instincts, associative learning, classical conditioning, operant conditioning, and observational learning. It discusses key concepts such as unconditioned stimuli, conditioned stimuli, unconditioned responses, and conditioned responses. Examples are provided, including Pavlov's experiments with dogs and Bandura's Bobo doll experiments. The different types of learning are distinguished and their underlying processes and examples are explained over multiple pages of text.
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LEARNING
Human Psychology Semester III LEARNING
• Reflexes • Reflexes are a motor or neural reaction to a specific stimulus in the environment. • Simpler patterns • Instinct • instincts are innate behaviors that are triggered by a broader range of events, such as aging and the change of seasons. They are more complex patterns of behavior, involve movement of the organism as a whole (e.g., sexual activity and migration), and involve higher brain centers. CONTINUED
• Unlearned behaviors v /s Learned Behaviors
• Learning • Learning is a relatively permanent change in behavior or knowledge that results from experience. In contrast to the innate behaviors discussed above, learning involves acquiring knowledge and skills through experience ASSOCIATIVE LEARNING
• Associative learning occurs when an organism makes connections between
stimuli or events that occur together in the environment TYPES OF LEARNING
• The meat powder in this situation was an unconditioned stimulus (UCS): a stimulus that elicits a reflexive response in an organism. • The dogs’ salivation was an unconditioned response (UCR): a natural (unlearned) reaction to a given stimulus. • Before conditioning, think of the dogs’ stimulus and response like this: • Meat powder (UCS) → Salivation (UCR) • In classical conditioning, a neutral stimulus is presented immediately before an unconditioned stimulus. Pavlov would sound a tone (like ringing a bell) and then give the dogs the meat powder). The tone was the neutral stimulus (NS), which is a stimulus that does not naturally elicit a response. • Prior to conditioning, the dogs did not salivate when they just heard the tone because the tone had no association for the dogs. • Tone (NS) + Meat Powder (UCS) → Salivation (UCR) • When Pavlov paired the tone with the meat powder over and over again, the previously neutral stimulus (the tone) also began to elicit salivation from the dogs. • Thus, the neutral stimulus became the conditioned stimulus (CS), which is a stimulus that elicits a response after repeatedly being paired with an unconditioned stimulus. • Eventually, the dogs began to salivate to the tone alone, just as they previously had salivated at the sound of the assistants’ footsteps. CONTINUED
• The behavior caused by the conditioned stimulus is called the conditioned response (CR). • In the case of Pavlov’s dogs, they had learned to associate the tone (CS) with being fed, and they began to salivate (CR) in anticipation of food. • Tone (CS) → Salivation (CR) • In Pavlov’s experiments, the dogs salivated each time meat powder was presented to them. The meat powder in this situation was an unconditioned stimulus (UCS): a stimulus that elicits a reflexive response in an organism. • The dogs’ salivation was an unconditioned response (UCR): a natural (unlearned) reaction to a given stimulus. Before conditioning, think of the dogs’ stimulus and response like this: Meat powder (UCS) → Salivation (UCR) In classical conditioning, a neutral stimulus is presented immediately before an unconditioned stimulus. Pavlov would sound a tone (like ringing a bell) and then give the dogs the meat powder (Figure 6.4). The tone was the neutral stimulus (NS), which is a stimulus that does not naturally elicit a response. Prior to conditioning, the dogs did not salivate when they just heard the tone because the tone had no association for the dogs. • Tone (NS) + Meat Powder (UCS) → Salivation (UCR) When Pavlov paired the tone with the meat powder over and over again, the previously neutral stimulus (the tone) also began to elicit salivation from the dogs. Thus, the neutral stimulus became the conditioned stimulus (CS), which is a stimulus that elicits a response after repeatedly being paired with an unconditioned stimulus. Eventually, the dogs began to salivate to the tone alone, just as they previously had salivated at the sound of the assistants’ footsteps. • The behavior caused by the conditioned stimulus is called the conditioned response (CR). In the case of Pavlov’s dogs, they had learned to associate the tone (CS) with being fed, and they began to salivate (CR) in anticipation of food. Tone (CS) → Salivation (CR) CONTINUED
• Pairing a new neutral stimulus with the conditioned stimulus is called higher- order conditioning, or second-order conditioning. GENERAL PROCESSES IN CLASSICAL CONDITIONING
• The initial period of learning is known as acquisition, when an organism learns
to connect a neutral stimulus and an unconditioned stimulus. During acquisition, the neutral stimulus begins to elicit the conditioned response, and eventually the neutral stimulus becomes a conditioned stimulus capable of eliciting the conditioned response by itself.
• Extinction is the decrease in the conditioned response when the unconditioned
stimulus is no longer presented with the conditioned stimulus. CONTINUED
• Spontaneous recovery: the return of a previously extinguished conditioned
response following a rest period OPERANT LEARNING
• Uses the Law of Effect
• Behaviors that are followed by consequences that are satisfying to the organism are more likely to be repeated, and behaviors that are followed by unpleasant consequences are less likely to be repeated Essentially, if an organism does something that brings about a desired result, the organism is more likely to do it again. If an organism does something that does not bring about a desired result, the organism is less likely to do it again. An example of the law of effect is in employment. One of the reasons (and often the main reason) we show up for work is because we get paid to do so. If we stop getting paid, we will likely stop showing up—even if we love our job OPERANT LEARNING
• In discussing operant conditioning, we use several everyday words—positive,
negative, reinforcement, and punishment—in a specialized manner. In operant conditioning, positive and negative do not mean good and bad. Instead, positive means you are adding something, and negative means you are taking something away. • Reinforcement means you are increasing a behavior, and punishment means you are decreasing a behavior. Reinforcement can be positive or negative, and punishment can also be positive or negative. All reinforces (positive or negative) increase the likelihood of a behavioral response. All punishers (positive or negative) decrease the likelihood of a behavioral response. • Now let’s combine these four terms: positive reinforcement, negative reinforcement, positive punishment, and negative punishment OBSERVATIONAL LEARNING
• In observational learning, we learn by watching others and then imitating, or
modeling, what they do or say. The individuals performing the imitated behavior are called models. • You learn a new response • Example: • After watching your coworker get chewed out by your boss for coming in late, you start leaving home 10 minutes earlier so that you won’t be late. BOBO DOLL EXPERIMENTS
Bobo Doll Experiments
The Bobo Doll Experiment - Albert Bandura on Social Learning - YouTube MODELS OF OBSERVATIONAL LEARNING
