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Unit 3 Learning

The document outlines the biological and psychological basis of behavior, focusing on key principles of psychology such as learning, memory, and motivation. It discusses various learning theories including operant conditioning, classical conditioning, shaping, and modeling, highlighting their applications and experiments, particularly those by B.F. Skinner and Ivan Pavlov. Additionally, it covers the phases of learning and metacognition, emphasizing strategies for effective learning and self-awareness in cognitive processes.

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Aezal Shyl
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13 views

Unit 3 Learning

The document outlines the biological and psychological basis of behavior, focusing on key principles of psychology such as learning, memory, and motivation. It discusses various learning theories including operant conditioning, classical conditioning, shaping, and modeling, highlighting their applications and experiments, particularly those by B.F. Skinner and Ivan Pavlov. Additionally, it covers the phases of learning and metacognition, emphasizing strategies for effective learning and self-awareness in cognitive processes.

Uploaded by

Aezal Shyl
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Unit-III.

Biological and
Psychological basis
of Behavior
Prepared By:
AMBREEN SABA
MSN*, MSc. PSY
OBJECTIVES
Principles of Psychology;
1. Learning
2. Memory
3. Thinking
4. Perception
5. Motivation
6. Personality
7. Intelligence
8. Emotions
9. Stress
Learning
Concept of learning:
Learning is the process by which new behaviour
patterns are acquired.
• This is a key process in human behaviour. It plays
a central role in our language, customs,
personality traits and even our perceptions.
• Humans have instinctual patterns similar to those
of animals but their complex behaviour patterns
are a result of their advanced learning capacity.
• Learning is a relatively permanent change in
behaviour, for better or worse.
Operant Conditioning (Learning theory)
Learning theory implies that learning new behaviours or changes in behaviour occur
on the basis of the environmental conditions or responses to it. This is known as
operant conditioning or instrumental conditioning.
Operant conditioning was established by the work of BE Skinner. Operant conditioning
occurs when a behaviour that is not a part of persons natural responses is learned
(or unlearned) by consequences in the form of reward and punishment. Operant
conditioning explains the learning of voluntary behaviour, such as motor actions.
The famous Skinner Box demonstrated operant conditioning by placing a rat in a
box in which the pressing of a small lever produces food. Skinner showed that the
rat eventually learns to press the bar regularity to obtain food (reward). If, however,
the rat pressed the [ever and received an electric shock or nothing at all,
(punishment or lack of reinforcement) it stopped pressing the lever.
Skinners work showed that operant
conditioning works on the principles of
reinforcement.
Reinforcement refers to any event that increases the chance that a response will
occur again or a behaviour will be repeated. There are three types of reinforcement:
Positive reinforcement (reward), negative reinforcement and punishment. Positive
reinforcement is when one receives a reward for a behaviour, which results in the
behaviour being reinforced, and thus, repeated. This reward may be in the form of
attention, praise, success, a material gain. An example is a child who consistently gets
a praise or hug for picking up his toys. after playing with them will learn to be neat
and orderly.
• Positive- presence of a stimulus
• Negative- absence of a stimulus
• Reinforcement- increases behavior
• Punishment- decreases behavior
• Escape- removes a stimulus
• Avoidance- prevents a stimulus
 The lever box experiment by Skinner
proved that a behaviour will occur more
frequently if given positive
reinforcements and will decrease in
frequency by punishment.
Shaping and Modeling (Learning theory)
• Shaping and modeling are also theories of learning derived from the
aforementioned principles. Shaping involves rewarding closer and closer
approximations of the wanted behaviour until the correct behaviour is achieved.
• An example of this is when a child learning to write, starts with writing on a paper
with straight lines and is rewarded with a star’ for doing so. He then learns to write
in straight lines on a plain paper, or a medical student who starts to learn stitching
of wounds, makes mistakes and then attains perfection by shaping’.
• Modeling is a type of observational learning. This is what occurs when a student
starts to talk, dress and behave in a manner similar to that of an inspiring teacher;
when someone gets a haircut to took the same as their favorite film star or a
medical student decides to be a surgeon, after doing a rotation with an excellent
surgical specialist.
Classical Conditioning (Learning theory)
Classical conditioning is another principle of the learning theory. It involves three
factors:
1. A neutral stimulus, a stimulus that causes a biological response, and the biological
response itself. It is a form of learning that occurs when these two stimuli are
paired. The neutral stimulus is known as the conditioned stimulus. This is usually
a neutral object such as a bell, a picture or a smell.
2. The other stimulus is known as the unconditioned stimulus. The unconditioned
stimulus is one that is inherently capable of producing a biological response such
as food or increased room temperature.
3. The biological response is known as the unconditioned response. Salivation, pilo-
erection, sweating and autonomic arousal are types of biological responses.
Classical Conditioning

When a biological response is elicited


with a stimulus that causes it, such as
food causing salivation, this is known
as an unconditioned response. When
a biological response is coupled with
a stimulus that would not normally
cause it, such as a belt causing
salivation, this is known as a
conditioned response.
Classical Conditioning (Experiment)
Ivan Pavlov, a Russian physiologist in the 1890’s established
many of the basic principles of classical conditioning. He
designed an apparatus that could measure the amount
of saliva being produced in a dog’s mouth in response
to food (unconditioned response). Pavlov noted dogs
salivated when presented with food. He also saw that
dogs did not do this when he rang a bell. He then
trained the dog by sounding the bell and shortly
afterwards presenting food. After the sound of bell had
been paired” with food a few times, he tested the
effects of training by measuring the amounts of saliva
when he rang the bell but did not present food.
Classical Conditioning (Experiment)
He discovered that some saliva was produced in response to the sound of the bell
(conditioned stimulus) alone. This is a conditioned response
Extinction is the process by which
conditioned responses decreases if
the conditioned stimulus is never
again paired with the unconditioned
stimulus. For example if only the bell
is rung but no food is presented, the
salivation in response to the ringing
of the bell will eventually stop, i.e.
become extinct.
Classical vs.
Operant
Conditioning
Learning principles in Clinical Settings
Use of Operant Conditioning against bad Uses of Classical Conditioning in
habits Clinical Settings
 Try to discover what is reinforcing a bad
habit, and remove, avoid or delay the
reinforcement Acquisition of fear and anxiety about
 Avoid or narrow down cues that elicit the hospitals
bad habit Chemotherapy for treating cancer
 Make an incompatible response in the Treatment of Phobias-Systematic
presence of stimuli that usually precede Desensitization
the bad habit
 Use negative practice to associate a bad
habit with discomfort
 Utilize feedback to change bad habits
Phases of Learning:
There are three main phases in Learning:
1. Planning phase 2. Monitoring phase 3. Evaluating phase
This is the phase in which While going through During this phase,
the Learner is preparing the material to be after completing what
to tackle what is to be Learnt, Learners can was to be Learnt,
Learnt. In the planning monitor their Learning learners can ask
phase, Learners may ask Do I understand what am themselves the
themselves the following I studying? Think or repeat following:
question the important points in the Is there anything I do
 Why do I need to know mind after reading a few not understand?
this? paragraphs.
Metacognition in Learning
Metacognition is defined as thinking about how we think. It refers to knowledge
people have about their own thought processes.

Example: It is not uncommon for


many students to take notes of
only those aspects of a lecture
that they consider difficult. This
example illustrates a student’s
awareness of their cognition and
hints at a strategy for managing
learning based on this awareness.
Metacognitive strategies for students
Active reading Involves you In a process of actively questioning the material you read. Before
you can address the questions of “is it any good?” and “what does It means” you must
understand what you are reading.
1. Visualize: As you read, create mental images of the text. This will help you to remember
the information and to make connections between the different ideas.
2. Summarize: After reading a section, summarize it in your own words. This will help you to
consolidate your understanding of the material and to identify the main ideas.
3. Analyze: As you read, analyze the text by asking questions. This will help you to deepen
your understanding of the material and to evaluate its quality.
4. Evaluate: After reading, evaluate the material. This will help you to understand the
significance of the material and to evaluate its quality.

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