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Learning: Any Relatively Permanent Change in Behavior or Behavior Potential Caused by Reinforced Practice or Experience

1. Learning is defined as a relatively permanent change in behavior caused by experience or practice that is reinforced. It requires consideration of intellectual capacity, readiness to learn, past learning experiences, and motivational and personality factors. 2. Classical conditioning is learning to associate an involuntary response with a stimulus other than the original stimulus that causes the response. Pavlov's experiments with dogs demonstrated classical conditioning. 3. Operant conditioning is learning voluntary behaviors through reinforcement or punishment of responses. Skinner's experiments using rat boxes showed how reinforcement shapes behavior through schedules of reinforcement or punishment.

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Patricia Danise Volante
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85 views10 pages

Learning: Any Relatively Permanent Change in Behavior or Behavior Potential Caused by Reinforced Practice or Experience

1. Learning is defined as a relatively permanent change in behavior caused by experience or practice that is reinforced. It requires consideration of intellectual capacity, readiness to learn, past learning experiences, and motivational and personality factors. 2. Classical conditioning is learning to associate an involuntary response with a stimulus other than the original stimulus that causes the response. Pavlov's experiments with dogs demonstrated classical conditioning. 3. Operant conditioning is learning voluntary behaviors through reinforcement or punishment of responses. Skinner's experiments using rat boxes showed how reinforcement shapes behavior through schedules of reinforcement or punishment.

Uploaded by

Patricia Danise Volante
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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1/28/2014

LEARNING
Learning

Any relatively permanent change in behavior or


behavior potential caused by reinforced practice or
experience.

Marian M. Lagundino, MA
Instructor

The change must


be relatively
enduring
depending on the
length of need for
the new behavior
or capabilities

The behavioral
change may or
may not be
immediately
observed. The
change may be
manifested in the
behavior potential

Some things you


have learned may
not be directly
observable nor
overtly measured
or expressed

Learning will occur when you consider intellectual capacity,


readiness, past learning and motivational and personality
factors.
The environment must also provide opportunities for correct
practice, high quality learning materials, and conducive
social factors as well as satisfactory characteristics and
skills of the teacher.

Not all change is accomplished through learning.

IVAN PAVLOV
Russian physiologist
(1849-1936)

1/28/2014

response

CLASSICAL CONDITIONING

stimulus

Learning to make an involuntary response to a stimulus


other than the original, natural stimulus that produces the
reflex.

Before conditioning

Unconditioned response (UCR): An involuntary response to a naturally occurring


or unconditioned stimulus
Neutral stimulus (NS): Stimulus that has no effect on the desired response
Conditioned stimulus (CS): Stimulus that becomes able to produce a learned reflex
response by being paired with the original UCS
Conditioned response (CR): Learned reflex response to a conditioned stimulus

STIMULUS

Unconditioned stimulus (UCS): A naturally occurring stimulus that leads to an


involuntary response

UCR

NS

CS

CR

RESPONSE

STIMULUS

After conditioning

RESPONSE

STIMULUS

During conditioning

UCS

RESPONSE

reflex

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Two factors to ensure learning:


CONTIGUITY: how close together in time are the US
and CS presented
CONTINGENCY: the degree to which the US is
presented must be consistent

http://quigleyscabinet.blogspot.com/2009/08/pavlovs-dog.html

STIMULUS GENERALIZATION

STIMULUS DISCRIMINATION

The tendency to respond to a stimulus that is only


similar to the original CS with the CR

The tendency to stop making a generalized response to


a stimulus that is similar to the original CS

Extinction
The disappearance or
weakening of a
learned response

Spontaneous recovery
The reappearance of a
learned response after
extinction has occurred

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EDWARD THORNDIKE
American psychologist
(1874-1949)

hungry cat
response
lever
stimulus
consequence
dish of food

Puzzle box
http://www.cs us.edu/indiv/w/wickelgren/psyc001/Cl assLectureThreeOperant.html

LAW OF EFFECT

BF SKINNER

If an action is followed by a pleasurable consequence,


it will tend to be repeated,

American behaviorist

and if followed by an
unpleasant consequence, it will tend not to be
repeated.

(1904-1990)

OPERANT CONDITIONING
The learning of voluntary behavior through the effects
of pleasant and unpleasant consequences to
responses

OPERANT

Skinner box

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REINFORCEMENT
SHAPING : a learning process of gradually
teaching the animal to produce responses towards a
final desired behavior by giving rewards to those that
are closer and closer to the target response

In Operant Conditioning, REINFORCEMENT is the


key to LEARNING.

Schedule of reinforcement
Refers to a program that determines HOW and
WHEN the occurrence of a response will be
followed by a reinforcer.

Any event or stimulus that when following a response,


increases the probability that the response will
occur again

POSITIVE reinforcement

NEGATIVE reinforcement

Reinforcement of a response by the


addition or experiencing of a
pleasurable stimulus

Reinforcement of a response by the


removal , escape from or
avoidance of an unpleasant
stimulus

Continuous Reinforcement

Partial Reinforcement

Every occurrence of the operant


results in delivery of the
reinforcer

A situation in which responding is


reinforced only some of the
time

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Fixed-Ratio Schedule:
Fixed-Ratio schedule
Variable-Ratio schedule

Fixed-Interval schedule
Variable-Interval schedule

NUMBER OF RESPONSES

A reinforcer occurs only after a fixed number of responses


by the subject

AMOUNT OF TIME

Variable-Ratio Schedule:

Fixed-Interval Schedule:

A subject must make a variable or different number of


responses for delivery of each reinforcer.

A reinforcer occurs following the first response that occurs


after a fixed interval of time.

Variable-Interval Schedule:
A reinforcer occurs following the first response after a
variable amount of time has gone by.

1/28/2014

PUNISHMENT
An event or object that when following a response,
makes that response less likely to happen again

POSITIVE

punishment

The punishment of a response by


the addition or experiencing of
an unpleasant stimulus
Punishment by application

NEGATIVE punishment
The punishment of a response by
the removal of a pleasurable
stimulus

Punishment by removal

Severe punishment stops the behavior immediately. It


may not stop it permanently, but it does stop it.

What are problems with using


punishment?

Severe punishment

Severe punishment

1. Justifies inflicting physical pain


which not only damages selfesteem but also teaches
aggressive behavior.

2. Teaches you what not to do but


is unable to teach correct
behavior in a given situation.

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Severe punishment
3. Encourages fear and defensive
behavior which may not be
worth marginally learning to
stop certain behaviors

Generalization: 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 and not in the presence
of unreinforced stimuli
Extinction: removal of reinforcer
Spontaneous recovery: temporary recovery in the rate of
responding

EDWARD TOLMAN
Cognitive Learning

American Gestalt
Psychologist
(1886-1959)

We learn cognitively even during behavioral


conditioning by forming and using our
knowledge and expectation of what leads to
what in our environment.

Learning goes beyond simple associations


between stimuli or responses and is possible
without the need for reinforcement.

1/28/2014

Received
food rewards

Did not
receive
food
rewards

Received
food
rewards on
the 11th day
onwards

Cognitive map: mental representation of our environment

LATENT LEARNING

DISCOVERY LEARNING

Learning that remains hidden until its application


becomes useful

Acquiring complex intellectual knowledge and skills


with understanding
vs
ROTE LEARNING: learning without understanding

ALBERT BANDURA
Social Learning

Canadian social
cognitivist
(1925-present)

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MODELING: We learn by observing others and


replicating their responses.

4 ELEMENTS
1.
2.
3.
4.

ATTENTION
RETENTION
REPRODUCTION
MOTIVATION

10

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