i. You are all animals lets get that straight.
ii. Natural Selection
iii.
Charles Darwin
ii.
Survival of the fittest
iii.
Natural Mutations
iv.
Variability
v.
Limits to change
iv. Reflexes
i.
Involuntary response
ii.
Self preservation
iii.
Sensitization
iv.
Habituation
v. Fixed Action Patterns
i.
Instinct
ii.
Biological
iii.
Releasers
iv.
Complexity
v.
Migration
vi. (General) Inherited Behavior Traits
i.
Not specific behavior
ii.
Response type of behavior
iii.
Type of reaction
iv.
Level of Reaction
v.
Small Black Dog
vi.
HAS and LAS
vii.
Twin Studies
viii.
Adaptive and Maladaptive
vii. Learning
i.
Experience
ii.
Individual Change
iii.
Wisdom vs. Fixed Action Pattern
iv.
The rest of the course
viii. Nature vs. Nurture Theory
i. Science is the ability to measure a lawful relationship between events
ii. Definition of learning
i.
Change
ii.
Acquisition
iii.
Behavior vs. Potential
iv.
Experience
v.
Response Events
1.
Behavior
2.
Response
3.
Specific definition of behavior (OD)
vi.
Stimulus Events
1.
Identify Experience
2.
Stimulus
3.
Response
vii.
Contingency
1.
S-R relationship between events
2.
If-Then
viii.
Contiguity
1.
Time between Stimulus Event and Response event
2.
In outlining you never just have one level
ix.
Ways to measure learning
1.
Shape of response - is the dog behavior different after we
have walked a lot
2.
How the subject responds – does the dog get excited each time
we go for a walk?
3.
Change in shape – can the behavior change from excitement to
pouting?
4.
Error rate – How may times during a trial does is the
incorrect behavior produced?
5.
Intensity – how strong is the behavior (how hard does she
bite)?
6.
Speed – how many times do they respond?
7.
Latency – reaction time of behavior – stimulus – how long for
response?
8.
Responding Rate - how many times does the behavior occur?
9.
Cumulative Record – how many responses in an given time?
10.
Duration – how much time has the behavior been produced?
iii. Types of research
i.
Case Study
1.
Anecdotal Evidence
2.
Time constraints
ii.
Experimental Research
1.
Independent Variable
2.
Dependant Variable
3.
Experimental Groups
4.
Control Groups
5.
Confounding Variables
iii.
Between Subjects Experiments
1.
Matched Samples
2.
Inter-observer reliability
iv.
Within – Subject Experiments
1.
Baseline period
2.
ABA Reversal Design
3.
Counterbalancing
v.
Experimental Limitations
vi.
Animal Use
iv. Limits to learning
i. Pavlov experiment
i.
UCS ŕ UCR
1.
unconditional reflex
2.
conditional reflex
ii.
CS
1.
Simple Stimulus
2.
Compound stimulus
a.
Pseudo conditioning
b.
Preconditioning
c.
Latent inhibition
d.
Blocking
e.
Overshadowing
iii.
Associations
a.
Contingency
b.
Contiguity
2.
Trace
a.
CS pause UCS
3.
Delayed
a.
CS...UCS
4.
Simultaneous
a.
CS/UCS
5.
Backwards
a.
UCS…CS
iv.
How to measure Classical Conditioning
1.
Test trials
2.
Inter trial interval
3.
Rate of acquisition
4.
Resistance to extinction
v.
Extinction
1.
Spontaneous Recovery
vi.
Other theories
1.
Stimulus substitution
2.
Sensory preconditioning
i. Prejudice
ii. Advertising
iii. Fear conditioning
iv. Taste aversions
v. Immune system functioning
5.
Operant Procedures – Reinforcement
i.
Thorndike – Discrete
trials procedure
1.
Law of effect
ii.
Skinner – Free
operant procedure
1.
Shaping
a.
Successive approximation
b.
Chaining
i.
Backward chaining
ii.
Forward chaining
iii.
Response chain
3.
Reinforcement
a.
Positive reinforcement
b.
Negative reinforcement
i.
Conditioned reinforcer
ii.
Negative reinforcer
iii.
Primary reinforcer
iv.
Secondary reinforcer
4.
Extinction
a.
Resurgence –increase in previously reinforced behavior
b.
Spontaneous recovery
5.
Controlling Variables
a.
Contingency
b.
Contiguity
c.
reinforcer characteristics
d.
Type of behavioral tasks
e.
Amount of Deprivation
f.
Individual learning
6.
The theories of reinforcement
a.
Drive reduction theory
b.
Relative Value theory
c.
Response Deprivation theory
d.
Are they all the same, they are
not the best…
7.
Avoidance training
a.
Increase in procrastination
behavior
b.
Using negative reinforcement
c.
Two process theory
i.
Association produces anxiety
(Pavlovian)
ii.
Behavior reduces anxiety
(operant reinforcement)
d.
Once process theory
i.
Not getting the shock increases
the behaviors used to reduce the shock.
ii.
Behaviors that produce negative
consequences
i.
Differences between Operant
Conditioning and Classical Conditioning. Are they the same really?i.
Two-Process theory – Punishment involves both Classical
Conditioning and Operant Conditioning because the association creates
uncomfortable feelings.
ii.
One-Process theory that punishment is mirror image of
reinforcement
ii. Reinforcement is the key to learning behavior.
iii. Punishment works – if strong, and quick,
i.
If no other behavior is reinforced then learning is not
occurring.
ii.
Escape – being reinforced for other behaviors to avoid punishment
1.
cheating and lying
2.
suicide behavior reinforced by removal of punishment.
iii.
Aggression – Reacting against punishment
iv.
Without an escape attack is the next step
v.
Attack of inanimate objects as a reinforcement
vi.
Rationalized aggressive behavior
iv. Apathy
i.
I don’t care.
ii.
Depression
iii.
No reinforcement nothing to do.
v. Abuse
i.
The punisher can gain reinforcement from hurting the punishie
ii.
With the only form of behavior modification –doesn’t work and as a
result increase the strength of the punishment and no recourse.
vi. Imitation of Punisher
i.
Learned dealing with behavior and use similar methods.
ii.
Cycle of violence.
i. Response prevention
i.
Alter environment to remove behaviors
ii.
Limitations alas
ii. Extinction
i.
Limit reinforcements for bad behavior
ii.
Identify what is reinforcing in the desired behavior
iii.
Must learn how to fish…
iii. Differential reinforcement
i.
Reinforce a slowdown in bad behavior – not absence
ii.
Reinforcement of incompatible behavior
1.
Find a behavior that is incompatible with bad behavior
2.
Increase reinforcement with opposite behavior
3.
i.e. reward those students that are sitting quietly
iii.
Reinforcement of alternative behaviors
1.
Focus and reinforce other behavior
2.
Must reduce offending behavior.
i. Animal Care and Training
i.
A horse that can do calculus
ii.
A chicken that can play checkers
iii.
Problem animal behavior
ii. Insightful Problem Solving
i.
Reinforcement is not obvious
1.
Trial and error to solve problem
2.
Generalized concept to solution
3.
Practice makes problem solving early
iii. Self-awareness
i.
What does it mean to be self aware?
ii.
Can a computer be self aware?
iii.
What steps are used to condition self awareness?
iv. Superstition
i.
Variable time reinforcement
ii.
Erroneous prophecy
iii.
If it works it works
v. Creativity
i.
New behavior
ii.
Reinforcement for novel behavior
iii.
“even small brained species can show remarkable creativity if it
is systematically reinforced”
vi. Learned Helplessness and Depression
i.
Rat taped to the floor
ii.
Prevention rather than treatment
h.
Verbal behavior
i.
Accents
ii.
Learning to talk
iii.
Guiding conversations
vii. Self-control
i.
Willpower
ii.
Physical restraint
iii.
Distances
iv.
Distraction
v.
Deprivation – salvation
vi.
Monitors
i. Behavior is reinforced
i.
Similar behavior is reinforced as well
ii.
Higher the values of reinforcement higher the amount of
generalization
iii.
Concept and Semantic are easier to generalize than just similar
sounding words.
ii. Behavior is punished
i.
Similar behaviors may be punished as well
ii.
Social phobias
iii.
Suppression of creative ideas in high school
i. Discrimination training
i.
Give a S and then reinforce it
ii.
present another S- and do not reinforce it
1.
Successive discrimination training
2.
Matching to Sample
3.
Errorless training
4.
Differential Outcomes (reinforced for each choice differently)
ii. Stimulus control
1.
When training brings the behavior under stimulus control
a.
You are waiting at a stop light to go forward
b.
You respond to signs in the doorway
c.
Eating when we do not need to
d.
Don’t press that red button!
e.
Drug addiction
i.
Basic learning – change in behavior due to experiences
ii. Instincts –
iii. Classical Conditioning –
iv. Operant learning –
v. Vicarious learning –
i.
Observer and Modeling
ii.
Pavlov – you develop a conditioned response to seeing something
1.
horror movie
2.
generalized fears
3.
sexual arousal
4.
Social Stigma
5.
No beer no TV makes homer go something something… Crazy? Don’t
mind if I do!
6.
(maybe high order conditioning)
iii.
Operant conditioning –
1.
Rosekrans and Hartup – will the real Bandura step forward!
2.
Superstitious behavior irrelevant consequences
3.
Modeling language
iv.
Imitation –
1.
If imitation is reinforced then the behavior can become learning
2.
If imitative behavior is not reinforced, then the imitation is
reinforced, no the behavior.
3.
Reinforce imitation - Generalized imitation
v.
Consequences of model behavior –
vi.
Consequence of observer behavior –
vii.
Model characteristics –
viii.
Age –
ix.
Learning History –
i. The deterioration of a learned behavior following period without practice
ii. Measure
i.
retention of information
ii.
free recall
iii.
Prompted or cued recall
iv.
Relearning - can you learn the list again faster the second time
v.
Delayed matching to sample
vi.
Extinction method
vii.
The longer you go without reinforcement, the longer it takes to
relearn the behavior
iii. Variables controlling
i.
Length of retention and forgetting
ii.
how well you learn o start with (overlearning)
iii.
Prior learning (attachment to items previously know)
1.
proactive interference
2.
new material can interfere with stored material
3.
Opinions about material can make you remember what you want to see
iv.
Retroactive interference
1.
new material interferes with old stuff
2.
change phone numbers or car plates
3.
Students names
v.
Cue-dependant learning
vi. Learning to Remember
i.
flash cards
ii.
Overlearn (do not stop when you think you know it)
iii.
Mnemonics
iv.
Prompts
1.
Multi modal leaning
2.
Cannot forget
i.
Continuous Reinforcement
ii.
Fixed interval schedule – post reinforcement pause
iii.
Fixed ratio schedule
iv.
Variable interval schedule
1.
Fixed duration
2.
Variable duration
v.
Variable ratio schedule – resistance to extinction
vi.
Differential Reinforcement High Rate
1.
If the behavior occurs at a high rate then reinforcement
2.
Reinforce the increase in the rate of the behavior.
vii.
Differential Reinforcement Low Rate
1.
Reinforce the fewer times of behavior occurrence
2.
Self Control
viii. If the rate at which the behavior decreases give reinforcement
ix. Partial reinforcement extinction effect (PRE) and effects from:
1.
Resistance to extinction
2.
Leaner the schedule the more resilient
to extinction
3.
Stretching the ratio
a.
ratio strain
b.
1,000,000 key presses…
iii.
Frustration hypothesis
i.
identify a Sniffy graph
1.
Fixed interval schedule
2.
Fixed ratio schedule
3.
Variable interval schedule
4.
Variable ratio schedule
i. Rodgers Self theory
i.
Self esteem is reinforcing
ii.
Development of self esteem is from reinforcement of positive
behavior from peers and parents
iii.
Without positive reinforcements child can become depresses and
dysfunctional
iv.
When incongruence develops child must seek reinforcing behaviors.
v.
Self worth is derived from the conditionality of the reinforcement
that it receives. (unconditional v.s conditional)
ii. Maslow’s hierarchy of needs
i.
When needs are not satisfied then anxiety is produced.
ii.
The reduction of anxiety increase the seeking of reduction
behaviors. ( – reinforcement)
1.
Biological needs, safety and Love are all a primary reinforcer
2.
Esteem needs are a conditioned reinforcer
3.
Self actualization is internally reinforcing, and working to it’s
goal is reinforcing.
iii. Piaget developmental stages
i.
What the infant is biologically ready for becomes reinforcing.
ii.
As the child’s brain develops, the more complex behaviors can be
reinforcing.
iii.
They can control themselves- they can reduce needs!
iv.
Language – communication of needs
v.
Classification -
iv. Erikson’s stages of development
i.
At each stage there is crisis
ii.
The resolution of that crisis is reinforcing.
iii.
As the child becomes older, more complex behaviors are reinforced.
iv.
The act of the behaviors themselves becomes reinforcing.
v. Social Psychology
i.
We form groups because they are reinforcing. Each person
believing the same things reduces conflict, and anxiety
ii.
When we are in a group there is less likelihood of being
identified, therefore less likely to be punished for bad behavior.
iii.
When in a large group, there is also less likelihood of acting
differently that the group, as to stand out and not be accepted.
iv.
Observational learning, if those around you are acting one way and
not being punished, then you can act that way also.