Lecture_4_-_Learning,_Operant_Conditioning

Lecture_4_-_Learning,_Operant_Conditioning - Impact of...

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Training – Phase 1 . . . . . . Training – Phase 2 . . . . . . TEST A) Salivation Blocking Effect B) No Salivation
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(from Thorndike, 1911)
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Time Trials Trials Gradual Learning Insight
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Trials Time 3 tasks to gain escape from puzzle box (1 cat’s profile, Thorndike, 1911) Graph 2 Which hypothesis is supported? A) Insight B) Gradual Accumulation C) Neither
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Application: Consider how you might apply shaping in real life. Think of one or more real situations in which you could use this technique. Whose behavior are you going to shape? A) Parent B) Romantic Partner C) Roommate D) Friend E) Professor
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Real Life Reinforcement Schedules
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What type of reinforcement schedule is it? Bowling A) Fixed Interval B) Variable Interval C) Fixed Ratio D) Variable Ratio
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Different schedules of reinforcement elicit different response rates
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Unformatted text preview: Impact of schedules on behavior Different schedules lead to different response rates – Interval – slow rate – Ratio – fast rate Effectiveness of continuous reinforcement Effectiveness of variable reinforcement Tolman Skinner Challenging the behaviorists Some behaviorist assumptions 1) Any behavior can be trained equally easily 2) Learned behaviors = physical response patterns 3) Reinforcement is necessary for learning Do these assumptions hold up? Are all behaviors equally trainable? Predispositions matter – Operant conditioning examples Peck for food Flap to avoid shock (operant conditioning) – Classical conditioning example Food – poison loud noise - shock Remove this Barrier Add this one...
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This note was uploaded on 02/26/2012 for the course PSYCH 1101 taught by Professor Staff during the Spring '08 term at Columbia.

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Lecture_4_-_Learning,_Operant_Conditioning - Impact of...

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