Learning Theory and Behaviorism

larn Theory and BehaviorismOctober 16, 2012 Wundts Structuralism Goal was to take the structure of conscious experience into its elements and comp wizardnts and their associative consanguinitys. It was a form of metal chemistry Developed of the technique introspection, which requires naturaliseed introspectionists to look inward and expound/analyze the contents of their experience to a comment word Edward Titchner brought structural sociology to the U. S. Cornell university listing 1000s of elements of consciousness William James James examine with Wundt, however rejected a static description of the elements of the hear. James suasion the mind and consciousness to be adaptive function that envolved just as any separate adaptive function Therefore, proper study of the mind is to relate its characteristics to purposeful, adaptive behavior. Hence the rise of functionalism. James was professor of psychological science at Harvard Principles of Psychology James wrote this Titles were stream of thought, memory, reasoning, emotion, will, effects of experience Edward Thorndike In the late 1800s at Harvard, drawing from James and functionalism and also Darwins ideas of growth of species and their adaption to surroundings, he studied the progress cats made in solving a puzzle by reading a desired that is instrumental in incuring about desired outcome Notion of input signal- answer (reflexive vs. dimensionnal) was already firm in the thinking of leading philosophers at the time, in the field of schooling Ivan Pavlov In 1904, Pavlov received the Nobel prize for his work on the chemistry of digestive juices in spittle His work with dogs required gathering large amounts of saliva for chemical analyses. D iodine by means of a tube surgically implanted in dogs salivary gland and and then simulating redemption with dried meat powderise Unconditional. Dried meat powder is an unconditional stimulus 9UCS) in that it always triggers the retort of salivating. We call the answer unconditional chemical reaction (UCR).Needs no learning Many plea surely, pain, and wound up resolutions and tastes and smells ar unconditional Psychic Reflex Pavlov and associates observed that dogs would often begin salivating onward they were harnessed and before the meat powder Pavlov switched his path of study this mental reflex Studies ar among the most famous in psychology. Type of learning he describes is known as classical condition or glandular conditioning Conditional. Stimulus in effect becomes a maneuver that the dog will be harnessed, presented with the meant, and will be salivating. The dog essential perceive this community. Its import and power as a signal depends on its reliability. Its meaning and power ar conditional on its place in time and its frequency in the sequence, becoming conditional stimulus (CS). The psychic reflex becomes a Conditional reply. Prior to perception of a connection to the UCS, all events are neutral in meaning with respect to UCS. learn involves responding to a CS with a CR in anticipation of the hailrence of the UCS-UCR pair. Learning Conditional response (CR) is the wise(p) response to the conditional stimulus (CS) which gained meaning to the extent it anticipates the UCS-UCR pain. The CR is potentially a adaptive response, a propaedeutic response The UCS-UCR pair do non re-occur, then the power of the CS to trigger a CR is weakened. The CS no linger father about the CR-extinction. Higher order conditioning The CS must occur fairly compressedly in time to the UCS-UCR pain- interstimulus breakup (CS & UCS) However at once a CS has gained the power to anticipate the UCS, separate neutral stimuli close in time to the CS will become erudite. A CS signal the next CS, which signals the next CS and so on until the fender CS signals the UCS-UCR pain-higher order conditioning. Historical context The pressure of universal educational activity brought pressu res for psychologists and educators to study the processes of learning Alfred Binet (advocate from France) developed a canvass to measure abilities so as to place students in the proper grade.Concepts of intelligence and IQ briefly followed Darwins theory of evolution suggests that as a species of human beings evolved from put down forms of animal life. Though the gap between animals and human life remained all-embracing in terms of language, thought, and civilization, question was just how intelligent are animals, are they closer to humans are intelligent than animals lower Industrial whirling post revolutionary Russia and USA saw an ability to take classless societies and make it a brighter and stronger future, training an efficient workforce.John B. Watson 1878-1958 Studied animal intelligence. He sought to move psychology to a greater extent toward the empirical, deterministic physical sciences Empirical, centre of the senses of implying data used in the science is o bservable, public, and targetly measured. Determinism implies a pursuit for theories of cause and effect, identification of Aristotles immediate cause Behaviorists in temper Reshaping human society in the US and Soviet Union philosophic behaviorism belief that consciousness was an epiphenomenon Methodological behaviors belief that observable objective measures of behavior are better over introspective self-report Operant Conditioning Skinner says the prospect of a response to the correct stimulus is more or less equal to that of any other response to other available stimuli. If the response to a stimulus brings about desired payoff, then the sequence of stimulus-response more likely repeated. Trial and error is as en equal chance for all possible responses on Trial 1 Terms Reinforcer sequence of stimulus-response consequence makes stronger the bond between the stimulus and the response Operant or instrumental response behavior which bring about the consequence Skinner p refers to understand reinforcement as that which changes the probability of the response to the stimulus Reinforcer vs. Reinforcement Reinforce is an event, a consequence that follows the response to a stimulus and is perceived to be connected to the response Reinforcement is a conjure up of being that arises from the act of consuming or enjoying Positive reinforce is a confident(p) rewarding consequence to response to a stimulus all is good and youll do it again oppose reinforer is a painful consequence to the response to a stimulus decreases probability of the response to that stimulus In interdict reinforcement sequence is stimulus, response, negative supportm get around response(which removes negative reinforce) constructive reinforce.Total package negative reinforcement. Probability of an flight of steps/avoidance response is increased and the 1st response is decreased. Primary and secondary reward Primary natural one that does non have to be learned.Satisfy bio logical needs like hunger, thirst Secondary consequence whose think of must be learned through experience come through well-disposedization and subsequent learning Primary positive reinforcer satisfies a natural need (food if youre hungry, water if thirsty) Primary negative reinforcer causes physical pain and discomfort (injury, illness) Secondary positive reinforcer satisfies social and psychological needs (good grade, smile, kiss) Secondary negative reinforcer socially weighed down ( get outing grade, public slander, rejection letter) Classical and instrumental combined A primary positive reinforcer=unconditional stimulus that follows some behavioural conditional response to conditional stimulus. Conditional stimulus is a secondary positive reinforcer Contingency connection between a stimulus, response, and a consequence. One perceives the stimulus and performs the response expected extinction when stimulus no longer elicits a response b/c reinforcer no longer appears superstitious notion one perceives a contingency when in fact there is none helplessness perceiving no contingency between a stimulus and a response nd any desirable consequence, making no response fixed ratio fig is predictable variable ratio pattern is random Resistance to extinction skinner defines strength of learning as how resistance the acquired response to a stimulus is to extinction variable ratio schedule substantiates responding far longer than fixed ratio fixed interval schedule gives reinforcer tot the last response as a certain interval of time elapses Psychological and emotional disorders A behavioral abstract of psychological & emotional disorders includes the assumption that the symptoms (in allow for behaviors, thoughts, or emotions) are acquired in a learning environment (i. e. not due to genetics or physiological dysfunctions or unconscious affairs). Behavior therapy tries to extinguish the inappropriate responses to stimuli & train appropriate respon ses. Behavioral analysis of a phobia Phobia = learned, acquired fright o Intense fear or misgiving reaction to an event, classically conditioned by exposure to frightening, threatening, or painful stimulus. Instrumentally conditioned escape/avoidance behavior that takes very few trials, whitethornbe only one trial to learn Obsessive compulsive disorder Obsessive state = intense drive state, often accompanied by images, thoughts, memories, desires, etc. cerebrate to drive state an identity Compulsive = behavior that corrects for or deals w/ the threat to the driving identity. Ritualized by repetition & success at charge anxiety at bay. Compulsive behavior may originate in two ways o 1.Person once pbrocaded for something & now seeks praise to maintain good feeling o 2. Person once punished for something & and then becomes anxious when this event occurs and does whatever to avoid punishment Behavioral analysis of anxiety and action The engagement of drives, stimuli, respons es & consequences will result in indecision, inefficiency, & anxiety. Dollard & miller list the following An approach-approach conflict where two mutually exclusive positive consequences follow a response to two resembling stimuli.The greater the emotional importance of the choice & the greater the finality (or temporal impact) of the choice, the greater the conflict o Choosing whom to marry vs. choosing which friend to call o Choosing a criminal record to read vs. choosing a film to watch on a weekend night o Choosing a car/house to buy vs. choosing a brand of frozen pizza to buy in the store An avoidance-avoidance conflict where two mutually exclusive negative consequences follow a response to two similar stimuli. Resolved in a manner similar to approach-approach. Choosing to cope with knee pain or having knee surgery o Choosing to write a paper or study for a test o Choosing any math course An approach-avoidance conflict where two aspects of the alike stimulus are in contr adiction, one positive, one negative. o Enjoying the friendship of a friend, who also tends to get loud & obnoxious at parties. The conflict arises when the friend asks you to go to the party with her/him. o Contemplating a trip to Europe, but you have a fear of flying Behavioral analysis of anxiety & conflict The tension in approach-avoidance conflict in interpersonal relationships often forces a person to create a safe-zona in which, on the one hand, the person is not so far away from the other much(prenominal) that one needs to approach, but yet, on the other hand, the person is not so close that one needs to avoid the other. Often the zone is defined or verbalized in terms of emotional involvement, interpersonal distance, intimacy, time together, mode of communication, etc. were just friends meaning not lovers, cousins, or strangers. The safe zone evolves. It is negotiated b/t the two persons in the relationship to their mutual satisfaction, though true mutuality is often dif ficult to achieve. Also, conditions may change it over time, especially due to factors such as distance, other relationships, new info, etc. Depression Result of a generalized learned helplessness. Helplessness learned when most instrumental escape or avoidance responses to a primary or secondary negative reinforce fail to bring about relief through a cessation of the punishment, discomfort.Inactivity/ unconcern describe lack of instrumental responses pain, numbness, sadness are the classically conditioned emotional responses. Dissociative disorder Dissociative disorders, such as dissociative identity disorder (split personality) involves learning a new repertory of behaviors, thoughts, & emotions that are appropriate (and therefore reinforced) in a new environment on side of a previously learned repertory of behaviors, thoughts and emotions that are appropriate in a different prior environment Prior environment associated w/ punishmentSchizophrenia double bind theory of schiz ophrenia child raised in a home environment of confusing/contradictory messages from at least one volatile, toxic parent. The childs behavior is not predictably right/good, wrong/bad. The child grows up never sure or relaxed, but stressed and anxious. Child emerges chronic mistrust of his or her ability to behave, think, etc. he/she learns to behave as if disconnected from globe B. F. Skinner wrote beyond freedom and dignity were already subsisting in a behavioral society.