= using operant, in the form of rewards +
punishments, a complex bh that wouldn't occur
as a whole naturally so couldn't be reinforced
itself. reinforcing small parts of the bh + gradually
asking for more, before, reward
E.g. ad, squirrel, conquer an assault course. The
whole course couldn't, achieved in 1 attempt.
reward each part, course
Vaughan et al. (2014), calves: didn't continue
to use 1 calf bc of its distress
Evaluation of operant + classical conditioning theories as explanations of human bh
Objective measures + careful controls. scientifically. some bh,
isolated. E.g. Skinner, cage, varied, IV, differences introduced,
clear, measured, DV carefully
Therapy, useful
E.g. cats, learn, out, puzzle box
by trial + error. vs.
problem-solving techniques +
previous experience. not useful
lack validity. isolate bh,
reducing such bh to a
small part of normal
activities. concepts aren't
valid, apply just to small
parts of overall bh
Social learning theory
alongside operant, observational learning = watch
what others do + copy, thus learning new bhs
learning goes 2 ways.
individual affecting
the environ too, e.g.
cognitive processes
involved in whether
someone learns or not
interacting = reciprocal determinism
not only does the environ. act on the
individual to 'cause' learning, but also
the individual acts on their environ.
e.g. attending to a modelled bh,
retaining it, reproducing it, motivated
to reproduce it
steps in observational learning
1. bh, modelled by a role model. someone important to the individual
2. observer identifies w/ the role model. connection. link.
through symbols, e.g. TV, or actual
symbols, e.g. rep. happiness through
certain bhs or objects
imitation depends on
model
consequences, seen
Rt = motivational
identified w/ + involved, + showing the bh
element of thinking in learning's processes, not considered in classical or operant
cognitive processes in observational learning
observed, attended to, stored in M, rewarded, motivation to reproduce it
Bh, may not be exhibited until some time after the learning has occurred
4 stages, relate to cognitive processes
Vicarious learning
Vicarious extinction, stop, seen, not rewarded
Vicarious rt: ___________________ effect
Modelling: seen + wouldn't have done otherwise
Eliciting: does it a bit differently
Disinhibiting: bh, done that someone
wouldn't think OK but has seen it done
w/o negative consequences + now
thinks, OK
Inhibitory: role model punished, don't do it
Models, more likely
similar, in the mind of the observer
perceived, important or prestigious
bh, observable
E
experimental evidence. Bandura. E.g. Mineka,
observer monkeys, learn a fear of, snake +
snake-like objects bc model monkeys show fear of
snakes
therapy. E.g. OCD, operant
conditioning principles +
shaping. 1 piece, rewarded for
not carrying out that bh.
Someone the patient trusts,
desired bh, see, consequences
aren't unpleasant. keep
touching an object w/o
hand-washing
Bh might not be exhibited
immediately, difficult, test for
observational learning. Experiments,
specific bhs, specific time, results,
limited, lack of validity
Stimulus-substitution theory
= the UCR = same as the CR but
appears in response to a
different stimulus.
E.g. aunt, substituted for the flowers, sneeze
CR can be weaker, UCR
E.g. biological
R to an
electric shock
= increased
heart rate.
Something,
paired w/ the
shock, R, CS,
lowered heart
rate. not
what
classical,
predicts. CNS,
can yield
different Rs,
expected
stimulus generalisation
= S similar, CS, CR
opp. discrimination (conditioning, focused in on a specific S)
using other bell tones w/o food. just food w/ the required bell tone
Pavlov's 1927 experiment
A = cerebral cortex works, survival
look at reflexes, pathways, brain
some higher-order thinking + manageable, tested
In Lecture II, artificiality of experiments, isolation from
RL S. However, w/o this isolation of vs, study of the
complexity of the cerebral cortex isn't possible. sacrifice
validity for reliability, objectivity, + scientific credibility
P
special chamber
can't hear footsteps outside, room
experimenter's blinking,
movements, sweating, not S
Lecture II, metronome, food
pairing, 20 times, but, variation, strength, CS
meat, mouth, check the salivation reflex
electric buzzer, 5-10 s after meat didn't
appearing w/ meat
once, before, did give
salivation
R
metronome, started after 9s. By 45s, 11 drops, collected (Lecture II)
tested the reflex itself
after, didn't. before + paired once did.
alert + no other S present, distract or affect the acquired learning, conditioning
Conditioning, sensitive to many
extraneous vs, + individual
differences
As, no possibility of looking @ the cerebral cortex's
functioning, there's a complexity, 'paths' that develop
through conditioning that is hard to study
E
A = objective + scientifically credible results
Pavlov + his team repeated many
experiments, continually found, CS, CR,
buzzer, metronome, + other S
chamber + no other S present
RL bh isn't
being looked
at, data
aren't valid
However, w/o this isolation of vs, study
of the complexity of the cerebral cortex
isn't possible. E.g. salivation is valid - it
is salivation.
unable to measure brain activity directly, assume
what was happening in the cerebral cortex,
experiments
felt, shown inbuilt pathways, UCS, UCR
showed new associations, which could be new pathways, CS, CRs
couldn't study the exact
mechanisms as we can today,
e.g. fMRI scanning
evolution led Pavlov, generalise,
dogs, same processes. do have
reflexes as dogs do
different higher-order processing. But,
classical, treatment of alcoholism,
processes of classical, do apply
operant conditioning
voluntary bh
consequences, after R, whereas, classical, S, R
punishment doesn't help to achieve the
desired bh; only stops undesired bh. only
attention, rewarding, not, therapy, wanting,
change bh
Contingency = bh +
consequences,
dependent on one
another - clear link
Contiguity = timing between,
bh + consequences, not too
long, relate to one another
Continuous rt = when each bh gets
the consequence, e.g. every peck
when green light, reward, food
pellet. not a schedule, always
happens, every time, every peck
4 schedule of rt
fixed interval = regarding the time of the
reward (or punishment) there's a fixed time.
More bhs as the time for the reward increases
variable interval = regarding the time of the reward (or
punishment), there's a variable time. bhs are steady,
unknown when, consequences.
fixed ratio = regarding the no. of
bhs, reward or punishment is at
a set no.. High no. of responses
up to the consequences being
given, but, might, period, not
many responses once, reward,
given.
variable ratio = reward or punishment, given rather randomly w/ regard, no. of bhs. most
efficient, unknown when, consequences, arrive. bh can, continuous