# PSYC 1101 #### Generalization - sample -> population - does my sample represent my population? ### 4. Communicate results ## Learning - Terms have particular, more precise meanings (different from what we know) - **Behavior, Environment** - How does behavior change as a function of the environment - ==Learning has occurred if there is a **long lasting** change in **behavior**== #### Learning != Performance - An organism will only perform under the right (**appropriate**) circumstances - behavioral psychologists like environmentally-oriented explanations ### Three Types of Learning #### Habituation - A simple form (simple organisms can perform) - ==Definition: Learning not to respond to unimportant stimuli== - Important stimuli are related to survival and passing genes - Unimportant stimuli are everything else - Quite often we produce an orienting response to unexpected stimulus - ==Orienting Response: orient our sensory toward the stimulus== --- - **1/25 Missed some stuff** - Stimulus - Short Term & Long Term - Snails are too stupid -> short term - Dogs have a more complicated nerve systems -> long term #### Classical Conditioning - A neutral stimulus being predictive of an important stimulus - Learn to make a reaction that to a neutral stimulus that frequently occurs before an important stimulus - example of balloon getting bigger - We assume the responses to be the same - Ivan Pavlov: Russian Phsiologist, interested in digestion process. Believed that dogs automatically salivated on the sight of food. - **How many trials does the dogs need to learn the correlation between bell and food?** - **Delayed Conditioning (Best):** - bell ___________OOOOOOO _____ food ______________OOOO _____ - **Trace (Second):** - bell _____OOOO ______________ food ______________OOOO _____ - Trace is associating a **memory** of a stimulus to a stimulus, humans are better at this - **Simultaneous (Third):** - bell _________OOOO __________ food _________OOOO __________ - A dog only has that much attention and is used to focus on food - **Backwards (Sucks):** - bell _____________OOOO ______ food ____OOOO _______________ --- Jan 27 - Classical Conditioning is Adaptive Learning - Environmental explanations - Not learning a new behavior, but rather learning to perform an old behavior in a new situation - **Unconditional Stimulus**: A stimulus that automatically produces a response (**Unconditional Response**) - Example: food (US) for dogs and salivating (UR) - **Conditional Stimulus (CS)**: Formerly neutral stimulus - Example: bell - **Conditional Response (CR)** - Example: - Getting stung (US) - Slap neck (UR) - Buzzing noise (CS) - Hand waving (CR) - getting hit with a wiffle ball bat is a neutral stimulus **w.r.t.** getting food afterwards - In order for Classical Conditioning to work, the organism has to notice the neutral stimulus --- Jan 30 - an important stimulus normally stays important - Unconditional Response (UR) - **Defensive Reflex**: An organism removing itself from **aversive stimuli** (a stimuli an organism wants to avoid) - **Consummatory Reflexes**: - Classical conditioning allows organisms to predict, and prepare for in advance - **Extinction (of a classically-conditioned response) p214** - can **extinguish** a conditional response - **Spontaneous Recovery**: after timeout period (no CS), the organism produces CR --- Feb 1 - **Phobia**: An irrational fear of some object or situation #### Instrumental (Operant) Conditioning - **Law Of Effect**: Any behavior that leads to a “satisfying state of affairs” is likely to occur again, and any behavior that leads to an “annoying state of affairs” is less likely to occur again. - **Contingency**: conenction between effect and cause - An organism have to believe there is a contingency to change the organism's behavior - **Reinforcement (reinforcer, reinforcing stimulus)**: makes a behavior -> stimulus, then if the behavior occurs more often in the future, then the stimulus is a reinforcer. Two ways: - Application of stimulus (give something good) - Removal of stimulus (take away something bad) - Reason to not use *reward*: other organism's perspective is irrelevant, good or bad is irrelevant - **Appetitive**: organism likes - **Aversive**: organism does not like | | Apply | Removal | | -------- | -------- | -------- | | Appetitive | Positive Reinforcement | Response Cost | | Aversive | Punishment | Negative Reinforcement | - **Punishing Stimulus**: --- Feb 3 - Human can tolerate long delay between behavior and stimulus - expectation can be just as powerful - Humans are the only organism that can deliver their own reinforcers and punishers - **Primary Reinforcers & Punishers**: Stimulus that is related to your chances to survive or pass on your genes - Food, Sex, Warmth - **Conditioned Reinforcers & Punishers**: - get hit by wooden spoon: conditioned punisher - dogs learns bell means food, bell becomes a conditioned reinforcer - These makes human flexible for behavior to be shaped without food, sex, and warmth --- Feb 6 - listening to music (psychologists can't explain) -> sustaining warmth (bs) - Satisfaction: probably classify as conditioned reinforcer - **Shaping** (an instrumental conditioning technique): The method of successive approximations, reinforcing behaviors that are increasingly similar to the desired behavior. - Ex: In elementary school you get praised only for better and better "A"s - **Operant Chamber** (p263): Whirring sound is the direct reinforcer (a conditioned reinforcer) to the rat - **Extinction in Instrumental Conditioning**: If reinforcements and punishments stop, the learned behavior would stop - Spontaneous Recovery --- Feb 17 - Case of Phineas Gage: frontal lobe of brain got damaged - MRI: magnetic Resonance Imaging - CAT/Ct: Computed Tomography Scan - Cerebrospinal Fluid: protect brain --- Feb 22 - Motor output from brain - Primary motor cortex - Basil Ganglia - Cerabellum: Coordinator, Smoothing --- Feb 27 - Distal and Proximal Stimuli