University of Central Florida robert.kennedy@ucf.edu 9/14/15 Plan • Chapter 1 & 2 Discussion • Schedule Update • Article Critique Instructions Week Materials/Chapters Covered 8/24/2015 Course Introduction 8/31/2015 Ch 1 Introduction: Learning to Change 9/7/2015 Labor Day, No Class Ch 1 Introduction: Learning to Change 9/14/2015 Ch 2 The Study of Learning and Behavior No Class, but work on Ch 3 Pavlovian Conditioning and Article Critique on Pavlovian 9/21/2015 Conditioning 9/28/2015 Ch 3 Pavlovian Conditioning Ch 4 Pavlovian Applications 10/5/2015 Exam 1 10/12/2015 Ch 5 Operant Learning: Reinforcement 10/19/2015 Ch 6 Reinforcement Beyond Habit 10/26/2015 Ch 7 Schedules of Reinforcement Ch 8 Operant Learning: Punishment 11/2/2015 Exam 2 11/9/2015 Ch 9 Operant Applications 11/16/2015 Ch 10 Observational Learning 11/23/2015 Ch 11 Generalization, Discrimination, and Stimulus Control 11/30/2015 Ch 12 Forgetting 12/7/2015 Ch 13 The Limits to Learning 12/14/2015 Exam 3 Chapter 1 Learning to Change Chapter 1 Vocabulary • Behavior: Anything an organism does that can be measured. This definition does not exclude thinking and feeling, but in practice the term usually refers to publicly observable behavior. • General behavior trait: Any general behavioral tendency that is strongly influenced by genes. Examples include introversion and general anxiety. GBTs are more variable than FAPs and are not dependent on a releasing stimulus. • Habituation: A decrease in the intensity or probability of a reflex response resulting from repeated exposure to a stimulus that elicits that response. Chapter 1 Vocabulary • Hybridization: The cross-breeding of closely related species. This is a way in which species can adapt to changes in their environments. • Learning: A change in behavior due to experience. – Some suggest it is a “relatively enduring change” in behavior, though there is continued debate on this issue – Others suggest learning is due to “certain kinds of experience.” – Still others suggest it is change in the potential for behavior Chapter 1 Vocabulary • Modal action pattern: Any largely inherited series of interrelated acts, usually elicited by a particular stimulus (the releaser); formerly called instinct. • Mutation: Any change in a gene. When the mutation occurs in a reproductive cell, the mutation may be passed on to offspring. The term mutation may seem to have a negative connotation (film monsters are sometimes mutants), but from the standpoint of science mutation is a neutral term. • Natural selection: The tendency for characteristics that contribute to the survival of a species to persist, and for those that do not to disappear. Chapter 1 Vocabulary • Reflex: A relationship between a specific event and a simple response to that event. It may be worth emphasizing that the term reflex refers to the relationship, not to the response, per se. The patellar reflex is not the knee jerk itself, but the relation between the blow to the patellar tendon and the movement of the foot. • Releaser: Any event that reliably elicits a fixed action pattern. The light from which the cockroach runs is a releaser. • Stimulus: Any environmental event that affects, or is capable of affecting, behavior. One could argue that an event is not truly a stimulus until it affects behavior. Constancy of Change • Learning is a means of coping with change • Our environments are constantly changing. • Change is really the only constant! Natural Selection • Evolution does not imply an intelligent agent • Richard Dawkins, in The Blind Watchmaker, uses an analogy of the segregation of stones on a beach showing how complex ends can be achieved through simple natural forces • Regardless, we can account for natural phenomena (including evolution and learning) using science. Natural Selection • Belief in evolution is not necessarily incompatible with belief in god. • While most scientists, including biologists and behavior scientists, probably are not religious fundamentalists, many do believe in god. Evolution • Many see evolution as involving physical characteristics • Behavior is also partly the product of evolution • Reflex responses are the behaviors that are modified by habituation and classical conditioning. • Modal action patterns sometimes very complex, so the idea that behavior is not learned is a little tricky Natural Selection Limits • Read Lee Cronk’s article, Old Dogs, Old Tricks discusses how evolved behavior can fail to meet needs of current environments. • Darwin`s development of natural selection was itself the product of a kind of slow evolution. • Mutations can play a role in evolution. – Vast majority of mutations are harmful or of no consequence – Evolution is a play in which a single act may last millions of years. Natural Selection Limits • “…evolution is grossly inefficient: as long as organisms survive and propagate, evolution does not make much difference in what else happens” (Fancher, 1992, p. 4) • Natural selection selects one characteristic over another only if one leads to an increased tendency to produce offspring that survive. • People who reject evolution often do so because they fail to appreciate the gradualness of the process. Evolved Modifiability • Learning is evolved modifiability, a biological mechanism that is the result of natural selection • Animals have evolved learning (along with reflexes, fixed action patterns, and general behavior traits) a special mechanism for coping with change • Learning is relatively straight forward as a mechanism involved with animal training classroom skill or knowledge acquisition Evolved Modifiability • A little more challenging to suggest that what we are as a species and who we are as individuals is largely the product of learning • The idea that experience shapes behavior also wreaks havoc with traditional notions of responsibility, guilt, and innocence. • This new approach to behavior actually increases autonomy and holds the promise of improving our effectiveness. Habituation • Habituation provides a soft introduction to the scientific approach to learning. • Focuses on changes in behavior due to experience. • Since habituation occurs as a result of repetition, might seem like learning is not due to environmental changes • However, repetition of an event is a change in the environment Nature vs. Nurture • Many recognize the existence of both influences • But they are interdependent • Chance suggests that they don’t share influence but they both interact completely Chapter 2 The Study of Learning and Behavior Chapter 2 Vocabulary • ABA reversal design: A type of within-subject experiment where behavior is observed before (A) and after (B) an experimental manipulation. The original (A) condition is restored, sometimes followed again by the experimental (B) condition. • Anecdotal evidence: First- or secondhand reports of personal experience. • Aversives: Any stimuli an animal or person will avoid, given the opportunity to do so. • Baseline period: In a within-subject experiment, a period of observation (often designated “A”) during which no attempt is made to modify the behavior under study. The notion that the baseline period provides a basis for comparison should be stressed. • Between-subjects experiment: An experimental design in which the independent variable is made to vary across two or more groups of subjects. Also called between-treatment or group design. Chapter 2 Vocabulary • Case study: Detailed study and description of a single case. Usually used in clinical settings. • Control group: In a between-subjects experiment, those subjects not exposed to the independent variable. • Cumulative record: A graphic record of behavior, each point of which reflects the total number of times the behavior has been performed as of that time. • Dependent variable: The variable by which the outcome of an experiment is measured. It is expected to vary with (to depend on) the independent variable. • Descriptive study: A study in which the researcher attempts to describe a group by obtaining data from its members. • Experiment: A research design in which the researcher measures the effects of one or more independent variables on one or more dependent variables. Chapter 2 Vocabulary • Experimental group: In a between-subjects experiment, those subjects exposed to the independent variable. • Fluency: A measure of learning consisting of the number of correct responses per minute. • Independent variable: In an experiment, the variable that the researcher controls. The independent variable is usually expected to affect the dependent variable. • Matched sampling: A procedure for reducing extraneous differences among subjects in between-subjects experiments, by matching those in the experimental and control groups on specified characteristics, such as age, sex, and weight. • Within-subject experiment: A research design in which the independent variable is made to vary at different times for the same subject. Each subject acts as both experimental and control subject. Some people prefer the terms single-subject or single case experiment. • Topography. The form a behavior takes. Natural Science • Most theories of learning assume that behavior is caused and causes are natural phenomena (not mind or will) • This is a philosophical concept • But assumptions are necessary for science • Many scientists (and psychology students) have fundamentalist religious views, yet take the natural science approach in their research • We must adopt the assumptions of science just as we adopt assumptions with religion. With religion, we refer to the concept of assumptions as faith! Measurement • Measuring learning requires measurement of behavior (and their changes) • Changes in behavior do not always involve the acquisition of new forms of behavior. • Many approaches; here are a few – Errors – Topography – Intensity – Speed – Latency – Rate – Fluency Sources of Data • There are numerous approaches to gathering data on human behavior and learning each with strengths and limitations – Anecdotes – Case studies – Descriptive studies – Experiments and experiments all have value, but each have limitations. • Statistics are useful in interpreting data, but they do not compensate for methodological weakness. • Validity • Threats to Validity • Read the following for a summary (you will use in some of your written assignments)
Parker, R (1993). Threats to the validity of research. Rehabilitation Counseling
Bulletin, 36, 130-138. Animal Research and Human Learning • Some animal and human research can cause stress and or harm to participants • This course will include numerous studies which have resulted in harming and sometimes destroying animals • Is this wrong? – Consequentialism – Deontelogicalism • Look them up! Article Critique on Pavlovian Conditioning • Write a 3 page paper in APA format (5 pages counting cover page and reference page) critiquing a peer reviewed journal article addressing current research in the area or a related area of Pavlovian Conditioning. The following will outline specific requirements. • Requirements: • 5 Page paper including 1 Title page 3 pages of writing, double spaced, 1 reference page. • Find a peer reviewed journal article from the UCF Library either electronically or face-to-face. The article must be at least 10 pages long. Read the article/source and write the paper in a Word or PDF document for uploading into Webcourses. Article Critique on Pavlovian Conditioning (continued) • The paper will be worth 10 points broken down as follows: – Format/Grammar (1 point). Examples include the following • Compliance w/ APA Publication Guide • Title and reference page • Proper headings • 3 Main Headings: Introduction, Specific Findings, Closing • 4 Sub-headings in the Specific Findings section (see below) • 1” Margins • Grammar and punctuation Article Critique on Pavlovian Conditioning • Introduction (1.5 point / 1 paragraph) – Describe the purpose of the study – Explain the relevance of the article • Specific Findings (6 points/ 1 for Design, 1 for Results, 2 for Strengths, 2 for Limitations) – Design: • describe the design of the article • describe methods • describe measures/ instrumentation – Results: • summary of the results and conclusions • If the paper is a discussion paper; describe the discussion • Include the main points that support the evidence Article Critique on Pavlovian Conditioning • Specific Findings (continued) – Strengths: describe at least 2 strengths of the article – Limitations: • describe at least 2 limitations. • Identify which type of validity is threatened (Construct, Internal, External; use Parker, 1993) • Discuss the specific threat to validity • Closing (1.5 point / 1 paragraph) – Summarize your review – What was learned from the article – Final judgment on the usefulness of the article What’s Next • Next week (9/21) NO CLASS – Complete the reading for chapter 3 – Complete the Article Critique by 9/25, 11:59pm • 9/28 lecture – Be prepared to discuss Chapter 3 – Practice and Graded quizzes for 3 and 4 will be up tonight – Complete the practice quiz for chapter 3 – Graded quizzes will be due on Tuesday nights after the discussion on Monday Week Materials/Chapters Covered 8/24/2015 Course Introduction 8/31/2015 Ch 1 Introduction: Learning to Change 9/7/2015 Labor Day, No Class Ch 1 Introduction: Learning to Change 9/14/2015 Ch 2 The Study of Learning and Behavior No Class, but work on Ch 3 Pavlovian Conditioning and Article Critique on Pavlovian 9/21/2015 Conditioning 9/28/2015 Ch 3 Pavlovian Conditioning Ch 4 Pavlovian Applications 10/5/2015 Exam 1 10/12/2015 Ch 5 Operant Learning: Reinforcement 10/19/2015 Ch 6 Reinforcement Beyond Habit 10/26/2015 Ch 7 Schedules of Reinforcement Ch 8 Operant Learning: Punishment 11/2/2015 Exam 2 11/9/2015 Ch 9 Operant Applications 11/16/2015 Ch 10 Observational Learning 11/23/2015 Ch 11 Generalization, Discrimination, and Stimulus Control 11/30/2015 Ch 12 Forgetting 12/7/2015 Ch 13 The Limits to Learning 12/14/2015 Exam 3
Pamela J. Eyerdam-Using Internet Primary Sources To Teach Critical Thinking Skills in Visual Arts (Greenwood Professional Guides in School Librarianship) - Libraries Unlimited (2003)