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ELEVENTH EDITION
Charles G. Morris, Albert A. Maisto
Chapter 5
Learning
Science
of Psychology
Problems and how we solve them
Expertise
Problem Solving
What’s wrong with this picture?
Enduring Issues in
Learning
Enduring Issues
Diversity-
Universality
Mind-Body
Enduring Issues
Diversity-
Universality
Mind-Body
Enduring Issues
Person-Situation
In what ways do the events
that shape learning vary among
Nature-Nurture
different individuals?
Stability-Change
Diversity-
Universality
Mind-Body
Enduring Issues
Person-Situation
How does learning
influence how our body
Nature-Nurture
responds to disease?
Stability-Change
Diversity-
Universality
Mind-Body
LO 5.1 Define learning. Describe the elements of classical conditioning,
distinguishing among unconditioned stimulus, unconditioned
response, conditioned stimulus and conditioned response.
Any
relatively
permanent
change in earning
behavior
brought about
by experience
or practice
Three Types of Learning
Operant
Conditioning
Cognitive
Classical Learning
Conditioning
Classical Conditioning
Classical Conditioning
LO 5.2 Describe the process of establishing a classically conditioned response, including the
effect of intermittent pairing.
Neutral
Conditioned Unconditioned Unconditioned
Conditioned
No
Stimulus Stimulus Response
Establishing a Classically Conditioned
Response
Consistency
of Pairings
Establishing a Classically
Conditioned Response
Phobias
Fear Fear
• Learned through Unlearned through
classical conditioning classical conditioning
• Little Albert • Desensitization therapy
• Peter
Classical Conditioning and the Immune System
“Researchers discovered that they could use formerly neutral stimuli
either to increase or to suppress the activity of the immune system…As
US, the researchers use immune-suppressing drugs and pair them with
a specific CS, such as a distinctive smell or taste. After only a few
pairings of the drug (US) with the smell or taste (CS), the CS alone
suppresses the immune system (the CR) without any dangerous side
effects! …additional research is still necessary to validate its
effectiveness and evaluate its potential application as a therapy to treat
these disorders” (Daruna, 2012; Schedlowski & Pacheco-López, 2010).
– Learning Objective 5.3 (Morris and Maisto)
Classical Conditioning Is Selective
LO 5.4 Explain the statement that “classical conditioning is selective” and illustrate with examples
of conditioned taste aversions.
Operant Conditioning
Operant Conditioning
LO 5.5 Explain how operant conditioning differs from classical conditioning.
Skinner box
• Limits the available
responses, increasing
likelihood that desired
response will occur
Shaping
• Reinforces successive
approximations to a
desired behavior
Applying Psychology
Positive reinforcers:
Events whose presence
increases the likelihood
that ongoing behavior
will recur.
Negative reinforcers:
Events whose reduction
or termination increases
the likelihood that
ongoing behavior
will recur.
Any event
whose presence unishment
decreases the
likelihood that
an ongoing
behavior will
recur
Differences Between Punishment
and Negative Reinforcement
Punishment Negative
• Adds something reinforcement
unpleasant to the • Removes something
BEHAVIOR BEHAVIOR
environment. unpleasant from the
• Weakens the environment.
behavior that • Strengthens the
preceded it. behavior that
preceded it.
Punishment
LO 5.9 Explain the circumstances under which punishment can be effective and the
drawbacks to using punishment.
Learned helplessness:
Failure to take steps to
avoid or escape from
an unpleasant or
aversive stimulus that
occurs as a result of
previous exposure to
unavoidable painful
stimuli.
Shaping Behavioral Change
Through Biofeedback
LO 5.11 Describe how biofeedback and neurofeedback can be used to change behavior.
Biofeedback: Neurofeedback:
technique using biofeedback technique
monitoring devices that monitors brain
to provide precise waves with the use of an
information about EEG to teach people to
internal physiological
processes (i.e. heart gain voluntary
rate, blood pressure), control over their brain
to teach people to wave activity.
gain voluntary control
over these functions
Factors Shared
by Classical and
Operant Conditioning
Factors Shared by Classical
and Operant Conditioning
Classical Conditioning
• Contingency between CS and US;
CS signals that US is about to happen
– CS must come before US
– CS must occur in close proximity to US
The Importance of Contingencies
Operant Conditioning
• Contingency between
responses and
consequences.
– Schedules of reinforcement:
contingencies between
responses and rewards.
• Partial reinforcement =
longer-lasting behavior.
• Continuous reinforcement =
behavior does not last as
long.
Schedules of Reinforcement: FR
Variable Interval
Schedules of Reinforcement: VR
Variable Interval
Schedules of Reinforcement: FI
Variable Interval
Extinction and Spontaneous Recovery
LO 5.13 Describe the processes of extinction and spontaneous recovery.
Amount of
spontaneous
recovery
TRIALS
Extinction in Operant Conditioning
Extinguishing operantly conditioned responses
depends on a number of factors:
Pattern of reinforcement.
2
Variety of settings in which the original
3 learning took place.
Stimulus Response
generalization: generalization:
Transfer of a learned Giving a response that
response to different is somewhat different from
but similar stimuli. the response originally
Occurs in classical learned to that stimulus.
conditioning?
Occurs in classical
• YES ___ NO ___ conditioning?
Occurs in operant • YES ___ NO ___
conditioning?
Occurs in operant
• YES ___ NO ___ conditioning?
• YES ___ NO ___
Stimulus Discrimination
Neutral
Conditioned Unconditioned Unconditioned
Conditioned
No
Stimulus Stimulus Response
New Learning Based on Original Learning
Primary Secondary
reinforcers: reinforcers:
Reinforcers that Reinforcers whose
are rewarding in value is acquired
themselves through association
with other primary
or secondary
reinforcers.
Summing Up
“The main difference between…(classical and operant conditioning) is
that in classical conditioning, the learner is passive and the behavior
involved is usually involuntary, whereas in operant conditioning, the
learner is active and the behavior involved is usually voluntary.”
– Learning Objective 5.15 (Morris and Maisto)
Cognitive Learning
Cognitive Learning
LO 5.16 Define cognitive learning and how it can be inferred from evidence of latent learning
and cognitive maps.
Insight:
Learning that occurs rapidly as a
result of understanding all the
elements of a problem
Learning set:
The ability to become increasingly
more effective in solving problems
as more problems are solved
Learning by Observing
LO 5.18 Explain the process of observational (vicarious) learning and
the conditions under which it is most likely to be reflected in
behavior.
Learning can
occur without
performance.
Albert Bandura: Social Cognitive Theory
• Learning is cumulative
Implications
A.The Law of Effect is not really a law, because it does not explain Tony’s
behavior – Tony is doing the behavior more even though the behavior is being
punished.
B.The Law of Effect does explain Tony’s behavior – Tony is being rewarded for
his behavior, so it happens more often.
C.Tony likely has a psychological disorder that leads to this behavior.
D.Tony’s parents are relying on classical conditioning instead of operant
conditioning.
Negative Reinforcement vs. Punishment
In small groups, decide which of the following illustrates
negative reinforcement or punishment. Discuss your
rationale.
1. Playing less aggressively in a soccer game to avoid a red card.
2. Being thrown out of a soccer game for playing too
aggressively.
3. Mailing your income tax in on time to avoid a late penalty.
4. Losing some of your money to pay a late penalty for filing your
taxes after April 15th.
5. Obeying your parent, before she reaches the “count of three,”
to avoid punishment.
Do we repeat the past?
What was your experience with punishment
and reward growing up? Were you rewarded
for good grades? How about spankings for
misbehavior? How did your parents encourage
and discourage your behaviors? Will you
punish and reward like your parents?
How strongly do you agree or disagree
with the following statements? Why?
1. My behavior is affected by what I see on
television and at the movies.
2. My emotions are affected by what I see on
television and at the movies.
3. My thoughts are affected by what I see on
television and at the movies.