9/10/2013

As you settle in, find out 1) What group am I in? Look at one of the printed copies or the file on learn@uw (in Materials > General Information). Write this information down so that you have it to refer to later today when we get into the groups.

T 9/9/13, Day 3

Todays Plan
Principles and Theories Behaviorism
Brief review of Classical Conditioning
Associative bias

Behaviorism
Day 3, 9/9/13 Cooper, Ed Psych 301

Instrumental Conditioning Comparing Classical and Instrumental Conditioning

Principles: What?
Tend to be stable Facts of the data Can be further developed (e.g., differences)

Theories: Why?
Adapt and change as new data and new explanations Scientifically supported (and accepted!) hypotheses Make testable predictions Theories are bigger than principles (see later slide) Add meaning to results CONS:
assumptions can be limiting (tunnel vision) May exclude non-agreeing data

BOTH Principles and Theories

Applicable to many situations Summarizing across multiple studies Use both to help construct learning environments Based on data and research! Both are scientifically based!

Principles AND Theories are developed through research and scientific thought

Non-animated picture

Theory 1
Principle can be explained by different theories

Classical Conditioning in Summary

An automatic response

Principle B

Neutral

Theories explain multiple principles

Principle D

Principle A

Theory Theory 3 3
Principle C

Theory 2

In higher ordering conditioning

A learned response

US1

UR1

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More on Higher Order Conditioning: Tips Based on your Examples

1. To help you figure out if the scenario works, try applying the terminology (NS, UCS, UCR, CS, and CR)
UCS and UCR came FIRST they are UNconditioned
trickier when they change roles in higher order conditioning!

Tips Based on your Examples (cont.)

2. In many of the examples, the higher order conditioning was implicit make sure you know how to lay out the whole sequence
UCS (clowns) UCR (fear) NS (bad smell) paired with clowns (UCS) UCR (fear) CS (bad smell) CR (fear)
How would you make this example into higher order conditioning?

R stands for response that is the behavior or reaction S stands for stimulus that is the environmental cue

Tips Based on your Examples (cont.)

3. Ask yourself if it is higher order conditioning or two things being conditioned at once?
Get in a car accident (UCS) fear (UCR) (Car model and driver had previously each been a NS --- they become CSs) see that car (CS1) and become scared of it (CR1). See that driver (CS2) and become scared of it (CR2).
How would you make this example into higher order conditioning?

Weakness of Pure Classical Conditioning

Not enough attention to cognition and other factors! Extending Classical Conditioning to incorporate associative bias
Doing so brings in cognition and knowing information It is more than pure behaviorism

4. Moving beyond examples used in class pushes you to deeply understand what is going on.

BUT it still is behaviorism

Non-animated picture

Associative Bias and Biological Predisposition

Has evolutionary roots!
Food aversion is a interesting case of classical conditioning
Why did you get sick?

Associative bias (aka, CS-UCS belongingness)

NS CS NS CS

Applications:
UCS
Based on Garcia & Koelling, 1966

UCS
Image from Michael Drew @ Columbia

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Information and Biology Constrain Conditioning

Pavlovs belief that any stimulus could be paired with any response NOT TRUE
So there was not 100% equipotentiality

Continuing on your own in the chapter:

The belongingness of the CS and UCS matters Garcia and Koelling (1966)
ONLY pairings that worked: Radiation/Nausea (UCS) with Sweet Water (CS) Electric Shock (UCS) with Light / Sound (CS)

How do the two approaches (p. 42 44) differ from one another? How are they the same? What do you need to consider if you are attempting to countercondition a more desirable response in someone who has been conditioned to fall asleep when they start to read? Does systematic desensitization meet the three requirements set up as part of counterconditioning? How do Guthries steps for breaking bad habits(p. 45 46) relate to the more general ideas they presented (p. 42 44)?

Changing Undesirable Conditioned Responses

Further Resources for Classical Conditioning

Watson & Little Albert http://vimeo.com/17499814 The search for Little Albert
http://www.thepsychfiles.com/2008/02/episode-47-the-littlealbert-study-what-you-know-ismostly-wrong/ Little Albert: http://www.youtube.com/watch?v=Xt0ucxOrPQE

Who is in your group?

Your group identifier had a letter and a number.
Sorting first by letter Then sorting by number

Thorndikes experiments
http://psychclassics.yorku.ca/Thorndike/Animal/chap2.htm

Then, CHAOS!

Baccus, Baldwin, & Packer (2004) Increasing implicit selfesteem through classical conditioning. http://pss.sagepub.com/content/15/7/498.full.pdf (on campus) Pavlov dogs reenactment
http://www.youtube.com/watch?v=CpoLxEN54ho

1. In order for a CR to be learned, Classical Conditioning: the NS must ________ the UCS. Review A. This is because: _________. 2. Whenever you hang out with your friends, you often wind up eating salty snacks. Now whenever you go out with them (even if there are no snacks), you are thirsty. Identify the 4 parts of classical conditioning in this scenario. 3. Refer to video clip. http://www.youtube.com/watch?v=HNsqHtzxY1o A. Identify the parts of this that relate to classical conditioning.. B. What is this process called? 4. In a lab experiment, people are taught that a certain image on the screen predicted shock. Here, the CS is the image that appears. A. Identify the other parts of the classical conditioning scenario.
B. The researchers found a stronger conditioned response when images associated with common phobias (e.g., spiders) were presented compared to neutral images (e.g., mushrooms). What underlying assumption of the original behaviorist theories does this violate?

Classical Conditioning Instrumental Conditioning

In Classical Conditioning,

Two concerns:

Not all our behavior is involuntary! What happens next?

Instrumental Conditioning
Known* by 2 terms: Instrumental Conditioning === Operant Conditioning
* Some minor differences within their specialized field, but often treated as the same

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Classical Conditioning

A-B-C
A (antecedent) B (behavior) C (consequence)

Antecedent is the environmental cue (a discriminative stimulus) that sets up the situation for the behavior to occur Instrumental Conditioning
environment

This is the stimulus from classical conditioning

Likelihood of behavior increasing or decreasing

Behavior (voluntary)

Consequences

Behavior is the behavior to be modified

This is the response in classical conditioning

A-B-C
A (antecedent) B (behavior) C (consequence)

Consequences
What is the effect of having consequences?
Behavior will increase Behavior will decrease

Behavior is the behavior to be modified

This is the response in classical conditioning

Consequence is what happens after the behavior to increase or decrease the probability that it will happen again
This is unique to operant conditioning and is not part of the classical conditioning model

If likelihood of behavior increases,

The consequence was a REINFORCER

If likelihood of behavior decreases,

The consequence was a PUNISHER

More Terminology about Consequences

Positive = adding a stimulus to the environment Negative = taking something away
Positive Reinforcement Reinforcement Negative Reinforcement Instrumental Conditioning Positive Punishment (Type I) Punishment Negative Punishment (Type II)

Positive Reinforcement
Reinforcers INCREASE BEHAVIOR
Positive reinforcers ADD something to the environment

Behavior increases

Strengthens a response by presenting a stimulus that you like after a response

Behavior decreases

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Positive Reinforcement

Negative Reinforcement
Strengthens a response by reducing or removing an aversive (disliked) stimulus Something the subject doesnt like is removed (subtracted) Will strengthen the behavior Negative Reinforcement allows you to either:
Escape something you dont like that is already present Avoid something before it occurs

Negative Reinforcement

Positive and Negative Reinforcement

BOTH ARE GOOD THINGS!!! Reinforcement = Response is INCREASED

Positive and Negative Reinforcement

Primary vs. Secondary Reinforcer

Primary
Things that affect our survival

Secondary
Not necessary for survival

Think of reinforcers you have had in learning environments. Were they primary or secondary?
Positive Reinforcement Add Something (Money) to environment Negative Reinforcement Remove Something (headache) from environment

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The baby is crying, and the parent gives them a pacifier.

?
Primary Reinforcement Secondary Reinforcement

?
Perspective matters!
Images from http://barefootbehavior.wordpress.com

Types of Punishment
Punishment DECREASES the frequency of behavior
An undesirable event following a behavior Behavior ends a desirable event or state

Positive Punishment

Negative Punishment

Review

Positive and Negative Punishment

Positive Punishment
Punishment by Application
adding something you do not like to the environment

Principles of Reinforcement
Reinforcing/Desirable Stimulus Aversive/UnDesirable Stimulus

Stimulus is presented or added to environment

Positive (+) Positive (+) Reinforcement Punishment

INCREASE

Negative Punishment
Punishment by Removal
Something is taken away that you like Lose a privilege Stimulus is removed or taken away from environment

Add something you DO Add something you DO LIKE. NOT LIKE. Behavior Behavior

DECREASES
Negative (-) Reinforcement
TAKES AWAY something you DO NOT LIKE. Behavior INCREASE

Negative (-) Punishment

TAKES AWAY something you DO LIKE. Behavior

DECREASES

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Summary
Principles and theories Classical conditioning
Higher order conditioning Associative bias

To Do
Have you done the two surveys?
www.tinyurl.com/GroupPlacement www.tinyurl.com/301Survey1 Before this Friday night, do your first Weekly Reflection For Tuesday, 9/10 For Thursday, 9/12

Instrumental Conditioning
Positive and negative reinforcement Positive and negative punishment

Ch 4: 48 72 and 75 77 Ch 5, 78 99 and 109 - 110