Human Learning

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Human Learning Memory

• Siena Heights University
• Chapters 3, 4 5
• Dr. S.Talbot

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Chapter 3 Behaviorism and Classical Conditioning

• Basic Asssumptions
• Equipotentiality.
• Learning should be studied objectively (S-R).
• Internal processes are excluded from study (SOR).
• Learning involves a ________ change.
• Organisms are ______ slates (tabula rasa).
• Learning/ conditioning is the result of
  _____________ events.
• The most useful theories are _______.

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Chapter 3 Behaviorism and Classical Conditioning

• Classical Conditioning (a.k.a. signal learning)
  Pavlov
• Russian physiologist who initially was studying
  digestion
• Used dogs to study salivation when dogs were
  presented with meat powder
• Also known as Pavlovian or Respondent
  Conditioning
• Reflex Automatic, nonlearned innate
• response e.g., an eyeblink

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The classical conditioning procedure.
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Principles of Classical Conditioning

• Expectancy Expectation about how events are
  interconnected
• Acquisition Training period when a response is
  reinforced
• Extinction ________ of a conditioned response
  through removal of _____________
• Spontaneous Recovery ____________ of a learned
  response following apparent extinction

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of

• Principles of Classical Conditioning
• Expectancy Expectation about how events are
  interconnected
• Acquisition Training period when a response is
  reinforced
• Spontaneous Recovery Reappearance of a learned
  response following apparent extinction
• Stimulus Generalization A tendency to respond to
  stimuli that are similar, but not identical, to a
  conditioned stimulus (e.g., responding to a
  buzzer or a hammer banging when the conditioning
  stimulus was a bell)
• Stimulus Discrimination The learned ability to
  respond differently to various stimuli (e.g.,
  Paula will respond differently to various bells
  (alarms, school, timer))

Chapter 3 Behaviorism and Classical Conditioning
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Chapter 3 Behaviorism and Classical Conditioning

• Higher order conditioning
• Includes combining an NS to an already
  established CS.
• Sensory Preconditioning test anxiety

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Chapter 3 Behaviorism and Classical Conditioning

• Extinction Weakening of a conditioned response
  through removal of reinforcement
• Problems with the use of extinction.
• The speed of extinction is ___________.
• Due to second order conditioning, there may be
  many associated variables.
• Difficult to extinguish all of the tem.
• Spontaneous recovery.
• Due to avoidance of feared stimuli, people may
  not get a chance to unlearn the conditioned
  response.
• Alternatives
• Counterconditioning of more _________ responses.

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Chapter 3 Behaviorism and Classical Conditioning

• Educational Assumptions
• How do you get to Carnegie Hall? Practice,
  practice, practice or exposure, exposure,
  exposure.
• The academic setting should be a positive and
  pleasant environment.
• To break a bad habit, replace one S - R with an
  more desirable S R.
• Exhaustion method.
• Threshold method.
• Incompatibility method.
• Assessment of learning involves the observation
  of behaviors.

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Chapter 4 Operant Conditioning

• Chapter 4

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Chapter 4 Operant Conditioning

• B.F. Skinner (1938)
• A response that is followed by a reinforcer is
  strengthened and therefore more likely to occur
  again.
• Reinforcer a stimulus or event that increases
  the frequency or likelihood of a response it
  follows.
• Instrumental/ Operant Conditioning
• Reinforcer follows the response (immediately).
• Reinforcer is contingent on the response.
• How is this different than Classical
  Conditioning?

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Chapter 4 Operant Conditioning

• Primary Reinforcer Nonlearned and natural
  satisfies biological needs (e.g., food, water,
  affection)
• Secondary Reinforcer Learned reinforcer (e.g.,
  money, grades, approval)
• Positive Reinforcement When a response is
  followed by a reward or other positive event
• Negative Reinforcement When a response is
  followed by the _______ of an unpleasant event
  (e.g., the bells in Fannies car stop when she
  puts the seatbelt on) or by an ____ to discomfort
  (escape behaviors).

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Chapter 4 Operant Conditioning

• Intrinsic Reinforcer
• Extrinsic Reinforcer
• Positive Feedback
• Social Reinforcer?
• Problems with each?

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Chapter 4 Operant Conditioning

• Punishments Any consequence that reduces the
  frequency of a target behavior
• Positive Punishment/ Punishment I
• Negative Punishment/ Punishment II
• Restitution
• Restitution Overcorrection
• Positive practice overcorrection
• Time out
• In-house suspension

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Chapter 4 Operant Conditioning

• Punishments/ Discipline
• Any punishment should
• Be _______ to the behavior
• Be ________ in strength to modify behavior
• Indicate the desired behavior
• Be immediate consistent
• Convey ______

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Chapter 4 Operant Conditioning

• Punishments which may be innappropriate.
• Physical and psychological punishment
• Social isolation (i.e. missing recess, going to
  the corner of the room, suspensions etc)
• Extra coursework

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Chapter 4 Operant Conditioning

• Other Instrumental Conditioning Issues
• Shaping - Molding responses gradually to a
  desired pattern
• Successive Approximations Ever-closer matches
• Extinction
• Antecedents
• Operant Stimulus Generalization Tendency to
  respond to stimuli similar to those that preceded
  operant reinforcement. How can this lead to
  superstitions?
• Operant Stimulus Discrimination Occurs when one
  learns to differentiate between the stimuli that
  signal either an upcoming reward or a nonreward
  condition.
• Cueing
• Setting Events

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Chapter 4 Operant Conditioning

• Instrumental Conditioning Schedules
• Definition Reinforcers do NOT follow every
  response
• Schedules of Reinforcement Plans for determining
  which responses will be reinforced
• Continuous Reinforcement A reinforcer follows
  every correct response
• Partial Reinforcement Effect Responses acquired
  with partial reinforcement are very resistant to
  extinction

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Chapter 4 Operant Conditioning

• Instrumental Conditioning Schedules
• Fixed Ratio Schedule (FR) A set number of
  correct responses must be made to obtain a
  reinforcer.
• Variable Ratio Schedule (VR) Varied number of
  correct responses must be made to get a
  reinforcer.
• Fixed Interval Schedule (FI) The first correct
  response made after a certain amount of time has
  elapsed is reinforced produces moderate response
  rates.
• Variable Interval Schedule (VI) Reinforcement is
  given for the first correct response made after a
  varied amount of time

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Chapter 5 Applications of Conditioning

• Chapter 5

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Chapter 5 Application

• Using Reinforcement
• Specify the desired or terminal behavior.
• Use extrinsic reinforcement only when the desired
  behavior is not already present.
• Identify truly reinforcing consequences.
• How do you know?
• The gain has to be greater than the loss
  (sufficient strength).
• Clearly describe the relationship between
  behavior and consequence.
• Be consistent.
• Gradually shape the more complex behaviors.
• When publicly awarded, make sure all individuals
  have the potential to earn the reinforcement.
• Use objective criteria to measure performance
  (Merit Club).
• Foster the ability to delay gratification.
• Gradually wean learners off the reinforcement
  when the terminal behavior occurs regularly.

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Chapter 5 Application

• Decreasing undesirable behaviors
• Extinguish the response.
• Present noncontingent reinforcement.
• Reinforce other/opposite behaviors.
• Using punishment/ discipline.

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Chapter 5 Application

• Using Punishment
• Choose a punishment with sufficient strength
  without being overly severe.
• How do you know?
• The loss has to be greater than the gain
  (sufficient strength).
• Clearly describe the behavior to be punished and
  the relationship between behavior and
  consequence.
• Be consistent.
• Be immediate whenever possible.
• Apply with an attitude of caring (unconditional
  regard).
• Explain or reassert why the behavior is
  inappropriate.
• Modify the environment when possible to reduce
  tempting behavior.
• Teach more appropriate responses (skill
  streaming).

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Chapter 5 Application

• Applied Behavior Analysis
• Instructional Objectives
• Computer Assisted Instruction
• Mastery Learning PSI

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Chapter 5 Application

• When are the Behavioral approaches best?
• Students with
• Limited motivation
• Elevated levels of anxiety
• Behavioral issues
• A developmental disability or learning delay
• Males?

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Chapter 2 Learning the brain

• Questions Discussion