LEARNING
(Change in behavior as a result of experience)
| • CLASSICAL CONDITIONING
1. Pavlov's studies a. Unconditioned stimulus (UCS) - food - elicits an unconditioned response (UCR) - salivation b. Pair neutral stimulus - tone - with (UCS) - food c. Neutral stimulus becomes conditioned stimulus (CS) - tone - which elicits conditioned response (CR) - salivation 2. Principles of classical conditioning a. Extinction - when the CS is not presented with the UCS, it will diminish b. Stimulus generalization - similar stimuli may elicit the same response as the CS c. Stimulus discrimination - different responses are made to stimuli which are similar to the CS • OPERANT CONDITIONING 1. Reinforcer (reward) - increases response probability a. Positive reinforcement - response followed by presentation of reinforcing stimulus b. Negative reinforcement - response followed by removal of unpleasant stimulus 2. Punishment - stimulus that follows response decreases probability response will occur 3. Principles of Operant Conditioning  a. Extinction - response no longer reinforced b. Stimulus generalization - response will occur to similar stimuli c. Stimulus discrimination - response do not occur to different stimuli d. Timing of reinforcers - the sooner the reinforcer or punisher follows an action, the greater its effect e. Schedules of reinforcement i. Continues reinforcement - a particular response is always reinforced ii. Intermittent reinforcement - reinforcing only some responses (a) fixed ration (FR) - reinforcement after a fixed number of responses; high rates of responding (b) variable ratio (VR) - reinforcement after average number of responses, very high, steady rates of responding (c) fixed interval (FI) - reinforcement after fixed amount of time; scalloped response pattern (d) variable interval (VI) - reinforcement after a variable amount of time; low, steady rate of response f. Shaping - reinforce successive approximations to the desired response • SOCIAL LEARNING THEORY 1. Bandura's studies a. Focus on human rather than animal research i. humans as active contributors to their learning. b. Children learn by observing and imitating models i. Identification with parents and other adult models ii. Identification with television personalities |
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