Learning Theory and Behaviorism

Learning Theory and BehaviorismOctober 16, 2012 Wundts Structuralism Goal was to analyze the structure of conscious eff into its elements and comp cardinalnts and their associative relationships. It was a form of metal chemistry genuine of the technique introspection, which requires corresponded introspectionists to look private and describe/analyze the contents of their bonk to a stimulant drug word Edward Titchner brought structural linguistics to the U. S. Cornell university disputationing 1000s of elements of brain William James James studied with Wundt, exclusively rejected a static interpretation of the elements of the spirit. James thought the mind and cognizance to be reconciling function that envolved well(p) as any different adaptive function Therefore, proper study of the mind is to relate its characteristics to purposeful, adaptive expression. Hence the mounting of functionalism. James was professor of psychology at Harvard Principles of Psycholog y James wrote this Titles were stream of thought, memory, reasoning, emotion, go away, do of experience Edward Thorndike In the late 1800s at Harvard, drawing from James and functionalism and also Darwins ideas of evolution of species and their adaption to environs, he studied the come out cats made in solving a puzzle by acquirement a desired that is slavish in lay claim somewhat desired outcome tactile sensation of stimulation- resolution (reflexive vs. rational) was al pointy firmly in the thought process of leading philosophers at the time, in the world of teaching method Ivan Pavlov In 1904, Pavlov received the Nobel evaluate for his work on the chemistry of digestive juices in saliva His work with bobs required gathering large amounts of saliva for chemical substance analyses. D cardinal through a thermionic tube surgi nattery implanted in dogs salivary gland and indeed simulating salvation with dried pith pulverisationize Un set apartal. Dried meat powder is an devil-dimensional input signal 9UCS) in that it of all time cancels the solution of salivating. We call the reception unconditional chemical reaction (UCR).Needs no learning some pleasure, pain, and ablaze responses and tastes and smells are unconditional psychic Reflex Pavlov and associates observed that dogs would a great deal baffle salivating before they were harnessed and before the meat powder Pavlov switched his path of study this psychic reflex Studies are among the most celebrated in psychology. Type of learning he describes is k nown as classical condition or glandular conditioning conditional. Stimulus in effect deceases a signal that the dog will be harnessed, presented with the meant, and will be salivating. The dog moldiness perceive this confederacy. Its pith and power as a signal depends on its reliability. Its meaning and power are conditional on its place in time and its frequence in the age, becoming conditional input signal ( CS). The psychic reflex becomes a qualified response. Prior to perception of a connection to the UCS, all events are neutral in meaning with respect to UCS.Conditioning involves responding to a CS with a CR in arithmetic mean of the occurrence of the UCS-UCR pair. Learning Conditional response (CR) is the well-educated response to the conditional comment (CS) which gained meaning to the extent it shouts the UCS-UCR pain. The CR is potentially a adaptive response, a preparative 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 bring well-nigh the CR- extinguishing. higher(prenominal) order conditioning The CS must occur fairly closely in time to the UCS-UCR pain- intercomment interval (CS & UCS) However erst a CS has gained the power to anticipate the UCS, other neutral stimuli close in time to the CS will become well-read. A CS signal the side by side(p) CS, which signals the next CS and so on until the ori ginal CS signals the UCS-UCR pain-higher order conditioning. historic context The pressure of universal education brought pressures for psychologists and educators to study the processes of learning Alfred Binet (advocate from France) developed a testify to measure abilities so as to place students in the proper grade.Concepts of wisdom and IQ soon followed Darwins possibility of evolution suggests that as a species of gentleman cosmoss evolved from cut forms of animal life. Though the bedcoer between animals and human life remained great in terms of language, thought, and civilization, question was near how intelligent are animals, are they impending to humans are intelligent than animals lower Industrial revolution post subverter Russia and USA saw an ability to take classless societies and make it a brighter and stronger future, train an efficient workforce.John B. Watson 1878-1958 Studied animal intelligence. He sought to move psychology to a great extent toward t he empirical, deterministic physical sciences Empirical, means of the senses of implying info used in the science is observable, public, and objectively measured. Determinism implies a search for theories of cause and effect, appellative of Aris contri preciselyeles immediate cause Behaviorists in control 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 chance of a response to the correct foreplay is more or less adequate to that of any other response to other available stimuli. If the response to a stimulant brings about desired con ecological succession, then the sequence of arousal-response more likely repeated. running game and fault is as en equal luck for all possible responses on Trial 1 Terms Reinforcer sequence of input-response signification makes stronger the bond between the stimulus and the response Operant or subservient response behavior which bring about the consequence Skinner prefers to understand strengthener as that which changes the chance 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 ground of being that arises from the act of consuming or enjoying arrogant reinforce is a positive honor consequence to response to a stimulus all is good and youll do it again Negative reinforer is a painful consequence to the response to a stimulus decreases probability of the response to that stimulus In oppose reinforcement sequence is stimulus, response, contradict reinforcing stimulusm moderns leak response(which removes controvert reinforce) positive reinforce.Total package invalidating reinforcement. Probability of an escape/ deba rance response is increased and the 1st response is decreased. capital and secondary reward Primary pictorial one that does not have to be learned.Satisfy biological needs like hunger, longing lowly consequence whose value must be learned through experience come through socialization and sequent 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 mental needs (good grade, smile, kiss) Secondary negative reinforcer socially punishing (failing grade, public slander, rejection letter) chaste and instrumental combined A simple positive reinforcer=unconditional stimulus that follows some behavioral conditional response to conditional stimulus. Conditional stimulus is a secondary positive reinforcer hazard connection between a stimulus, response, and a consequence. One perceives the stimul us and performs the response expect extinction when stimulus no longstanding elicits a response b/c reinforcer no longer appears fanaticism one perceives a contingency when in fact there is none failing perceiving no contingency between a stimulus and a response nd any desirable consequence, making no response opinionated ratio build is predictable variable ratio mould is random Resistance to extinction muleteer defines strength of learning as how vindication the acquired response to a stimulus is to extinction variable ratio schedule maintains responding cold longer than fixed ratio fixed interval schedule gives reinforcer tot the last response as a certain interval of time elapses mental and emotional disorders A behavioral abstract of psychological & emotional disorders includes the assumption that the symptoms (in detach behaviors, thoughts, or emotions) are acquired in a learning environment (i. e. not due to genetics or physiological dysfunctions or uncons cious mind run afouls). Behavior therapy tries to extinguish the inappropriate responses to stimuli & train appropriate responses. Behavioral abbreviation of a phobia Phobia = learned, acquired fear o Intense fear or anxiety reaction to an event, classically in condition(p) by exposure to frightening, threatening, or painful stimulus. Instrumentally conditioned escape/avoidance behavior that takes truly few trials, maybe only one trial to learn Obsessive autocratic disorder Obsessive state = trigger-happy drive state, often accompanied by images, thoughts, memories, desires, and so on related to drive state an indistinguishability Compulsive = behavior that corrects for or deals w/ the threat to the driving identity. Ritualized by repetition & success at keeping anxiety at bay. Compulsive behavior may originate in cardinal ways o 1.Person once praised for something & now seeks praise to maintain good step o 2. Person once penalize for something & thus becomes anxious when this event occurs and does some(prenominal) to avoid punishment Behavioral analysis of anxiety and difference The passage of arms of drives, stimuli, responses & consequences will result in indecision, inefficiency, & anxiety. Dollard & miller list the following An approach-approach conflict where two inversely exclusive positive consequences follow a response to two similar 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 book to read vs. choosing a film to watch on a weekend night o Choosing a car/house to taint vs. choosing a brand of frozen pizza to buy in the store An avoidance-avoidance conflict where two correlatively exclusive negative consequences follow a response to two similar stimuli. Resolved in a manner similar to approach-approach. Choosing to cope with human knee pain or having knee operating theatre o Choosing to write a wallpaper or study for a test o Choosing any math line of products An approach-avoidance conflict where two aspects of the same stimulus are in contradiction, one positive, one negative. o Enjoying the company of a friend, who also tends to get loud & obnoxious at parties. The conflict arises when the friend asks you to go to the companionship with her/him. o Contemplating a trip to Europe, but you have a fear of flight Behavioral analysis of anxiety & conflict The tension in approach-avoidance conflict in inter individualal relationships often forces a person to create a safe-zone 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, and so forth 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 difficult to achieve. Also, conditions may change it over time, especially due to factors such as distance, other relationships, new info, etc. low 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 expiration of the punishment, discomfort.Inactivity/apathy describe lack of instrumental responses pain, numbness, sadness are the classically conditioned emotional responses. divisible disorder Dissociative disorders, such as dissociative identity disorder (split personality) involves learning a new repertory of behaviors, thoughts, & emotions that are appropriate (and hence reinforced) in a new environment along side of a ante cedently learned repertory of behaviors, thoughts and emotions that are appropriate in a different previous environment Prior environment associated w/ punishmentSchizophrenia double bind theory of dementia praecox electric razor raised in a home environment of confusing/ self-contradictory messages from at least one volatile, virulent 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 inveterate mistrust of his or her ability to behave, think, etc. he/she learns to behave as if disunited from reality B. F. Skinner wrote beyond license and dignity were already aliment in a behavioral society.