Topics in Learning Unit
Defining Learning
Classical Conditioning
Operant Conditioning
Cognitive Learning
Learning
Learning is commonly defined as a long-lasting
change in behavior resulting from experience
Learning must result from experience as
opposed to to an innate biological change
Differences in behavior due to puberty, disease,
or menopause are not considered learning
Classical Conditioning
We can learn to associate neutral stimuli with
stimuli that produces reflexive, involuntary
responses.
Eventually we will learn to respond to the neutral
stimulus in the same way we responded to the
original stimulus
Example: Pavlov’s dogs.
Classical Conditioning
The original stimulus that elicits a response is called
the Unconditioned Stimulus (US)
The response that the US elicits is called the
Unconditioned Response (UR)
The UR is a natural, involuntary response or reflex
Example from Pavlov’s experiment for US and UR?
Classical Conditioning
Over time a neutral stimulus can be paired with the
US, natural association begins to take place
Eventually if the neutral stimulus is paired with the
US, the UR will begin to take place with only the
neutral stimulus. The US is not even needed.
If this takes place the Unconditioned response now
becomes a Conditioned Response (CR) and the
neutral stimulus become a Conditioned Stimulus (CS)
Classical Conditioning
Once we begin to respond to a CS and a CR
occurs, learning has happened. We have
conditioned ourselves, or learned to respond to
a CS
This is called acquisition. A new behavior has
been acquired
Classical Conditioning
Learned behaviors can be unlearned. If a CR no
longer elicits a CS the behavior is unlearned. This is
called extinction
Spontaneous recovery is when a learned behavior
briefly reoccurs even though no further training or
conditioning has taken place.
Higher order, or Second level conditioning occurs
when A neutral stimulus is paired with a CS and
eventually elicits a CR
Classical Conditioning
When similar CS elicit the same CR, it is known
as generalization. If subjects can tell the
difference between specific stimuli it is called
discrimination
Aversive conditioning is when a US is paired
with a negative CS. Pain or other unpleasant
feelings. We may acting a certain way to avoid
an unpleasant stimulus
Operant Conditioning
Operant Conditioning is a kind of learning based
on the association of consequences with one’s
behaviors.
The Law of effect states that if the consequence
of a behavior is pleasant, the stimulus-response
connection will strengthen. If it is unpleasant,
the opposite will happen.
Operant Conditioning
As with classical conditioning, many animals
were used in testing these ideas.
B.F. Skinner created Skinner’s Box. He placed
rats inside and there was a lever that when
pushed, food would be dispensed.
The behavior of awarding food for pressing the
lever is a reinforcement for behavior. Food is the
reinforcer.
Reinforcement
Positive and Negative
Positive Reinforcement is the addition of something
pleasant.
Negative reinforcement is the removal of something
unpleasant.
Food for pushing lever is positive reinforcement.
Stopping a loud noise everytime lever is pushed in
Negative reinforcement
Types of Reinforcers
Primary and Secondary
Primary Reinforcers are innately rewarding.
Food, water, rest, etc are natural positive things.
Secondary Reinforcers are learned pleasant
objects of our desires. Money has no inherent
value, but we as a society have given it value.
Punishment
If behavior is affected by an unpleasant
consequence, it is called Punishment.
Positive Punishment is the addition of something
unpleasant. (Spanking or extra chores)
Negative Punishment is the removal of
something pleasant (Taking away Phone or video
games)
Reward and
Reinforcement Frequency
When initially teaching a new behavior,
Continuous Reinforcement is most effective.
However, to continue the behavior, using Partial
Reinforcement is valuable. It keeps subjects
guessing on when they will or will not get a
reward.
Awards and when they come can be scheduled
in different ways.
Schedules
If the number of responses (such as how many
times a rat presses a lever) determines when a
reward is given it is on a Ratio Schedule.
If the passage of time between rewards
determines when reward is given it is on an
Interval Schedule.
These patterns can either be on Fixed schedules
or Variable Schedules.
Schedules
A Fixed Ratio schedule provides reinforcement
after set number of responses. FR-5 (Food
dispensed after 5 presses)
A Variable Ratio schedule changes on what
press food is dispensed. If VR-5 it can happen at
anytime but average # of presses will be 5.
Also Fixed Interval and Variable Interval
schedules
Cognitive Learning
Classical conditioning => Learning by
association
Operant conditioning => Learning through
reward reinforcements and punishments
Researchers of Classical and Operant
conditioning that learning is something that can
happen without thought. (Learning without being
aware you are learning)
Cognitive Learning
Cognitive learning asserts that in classical and
operant conditioning models there is a certain
Cognitive element to learning.
We are able to know, understand and anticipate
while learning.
We don’t learn unknowingly, according to
cognitive theorists, but we may have certain
expectations that shape our learning
Cognitive Learning
Cognitive learning models suggest that classical
conditioning happens because subjects respond
to CS because they expect it to be followed by
the US.
Operant conditioning happens because of
subjects awareness of positive/negative
consequences and act in an according
manner.(Better behavior for more rewards)
Observational Learning
Observational Learning, or Modeling, is learning
through observing others.
Example: I watch Michael Jordan videos. I go out
and try to mimic his actions on a basketball
court.
I was only able to mimic his on court behaviors
because I first created a mental representation
of what to do, then I attempted it.
Latent Learning
Latent Learning is learning that only becomes obvious
once a reinforcement is offered.
Studied with rats in mazes. Rats would learn a maze. They
were not offered a reward. This was repeated. Only when
a reward was offered, would their time improve.
This suggests the rats knew all along how to get through
the maze faster but only completed maze quickly when
they KNEW a reward was coming.
Cognitive Maps of the maze were created (evidenced
upon offer of reward)
Abstract Learning
Abstract Learning was studied in a series of
tests with pigeons.
Pigeons would be shown a shape and then
rewarded when they would peck the same shape
when offered two choices.
Pigeons could understand to pick shapes that
would lead to a rewards. They were cognitively
working through a problem.