Learning How Do We Learn? CHAPTER OVERVIEW

[Pages:28]Learning

CHAPTER OVERVIEW

N 3 i ci 5&i & he hc art of psychology th m

learni

relatix l crmanent change in an organ

Nm F ax du o e per ence Chapter 8 ox ers

th F a c pr nciplc' c f three forms of learning. Jar i

cal

o xdc t nditionin, in ii hich ix e learn

as urt or etxx cci cx cots opcrant conditioning, in

r inch xx ft a ix to xgage in behar iors that are re

x r cci i id c a o1ic oc liar ion, that are punished;

md b crvat 1 xal lear ring ii ix hich xx e learn bx

oh xi x r xx itating oh ers

h F p ci al o ox ers xx x eral important issues,

includir g the ,cneiaiits )f principles of learning, the

role Of ) ntis c r xeses in earn ng and the wa

in v ft cF Ic irnft g is ans r uned br the biological pre

disp s t irs 0 aifftxxnt specks

ii Fa six e 0 uid 1 res for all (3 ha ter 8 questio x be o a 2 ?

cc

c

1

x

cad i ,s nd boldf' e

1

isex

How Do We Learn? pp 313 30)

Dax id Myers at times uses idrom that arc ii familiar to some readers It r ou do not knc xx the mean ng 01 any of the folioxx mg ix ord phrases or expressions in tire contcxt 1 i xx lee they appear in the text refer to page 22 ft r explanation hr eds hope o ugyed fit i rancher report dly herds cattle

Objective 1 I)efine earning and identify iro to r ot learning.

t A relatively permanent change N an )i `a xisr

behrr ior due to experience is called

2. More than 200 ear ago 3 hilosophc rs u x is John I ocke and Dax id Hume argued that r important factor in learning is our tend enc I cx ents that occi. r ii sequence. I ver sir xpk n r Is ic i

ii

c 1s

ars c If u xc c r in the Ic thor k bc ft e

4. 1 he tc r dine c F rg mnisms iss c a c a

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b tive 6: Di s hi las'

ii 1 hi r an o r itu e

14, lbs ,nirix hehar

sL 1u hehax lot in x

sumitlo;: ot

0

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b i x d at t under-

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)

1 i ant pro-

13. haL; ,n'enxs hr Rt'sct'rta end hi agner demon-

is-- 0' 1

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- i"',-`l" Ifil'

tIle I S ;r an as".e iatic'ri hi hex chin and, more

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nrer-'sses

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p1 a -nIt in 2 n0 ndttiontil I is as it the animal

that the L5 ix ill

16 the :npn:ta:ne nt .ngnitn e prt1cees in human

dcntonstrateh ha the failure of

lastt;h unditu ining I'.

tnient for

)bjective Dcscnhi 1 nredsiohhon c Pt 1011

I th x at s that hiolegi I cc lean in hI c assicat

u pn at

d ht

s bel e d hat ant con d bound

i1

cia disc

r d hat rats noutd associate

a tI Ii tc ut nc I rx th

ntt s stimuli C

nd that astc atersion

cond i n `ning

hi ttld xtontd nott on

her thc delax

Is- ` -cn h 5 CS and t5h I S is n ore than an

19. 10's' hi -a

the's den'nnstrah' that the nrinri

-t-' t' C `pCn'c''n--Lan-e0tn titS

``red::sposith'ns ot each an,i-

2

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4.

iF ; x i i'onnxe p Thu ,

1" 5

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ist .,

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nP,ser'-,uil;utnp--.5Oii,i1 i4.\

Oper t C onditio ii t, 207

Objective 8: Summa 1 t Pa understanding of learni x,

`s conti lb t r

20. Class c I indh n hi is one n ax that x inn all rgan `nis Is ar i to

their ent nor meet.

21 t Mt" `nL tl s,cX shun ed hoxi a pnices such as C lrniiin cuutd he

s 1 tucnes

,

-

hr t aptain x

the tudx of

nnnorrant.

,;s,it .`tidtrtortp

Objective 9: Describe some uses ot Iassisat condi honing to mpiot hu i n health and nell being

22 I rough cia i al co iditi rning drug u `r It n

devehip a

xx hen Fe

nu unto

ass ted a I

pretioushgh

23 Research stud es dc o st

that r e

immune ststem

not) be classi a

ond ti

no,

c r c t a

Describe thc X4at or a d Rat tic r experims nt,

Operant Conditioning np c' Ciii;

hx ?n do 1ot k t 'x n the no -`i hi xi-' ``1

(2 1

i'

ct infext ii xx hR h tin-i inns 1 ir 01 45 hiat n Ic

to `t sa2?' -e 220--fl hi t r an exniai tab; n.

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208

C iapte I tarn i

Ob cdlvi 10. idcntifv h ti ( rn jot charact istic'

t sat t i 6 uisF ``S ti ) iton ng fn n o erai t

C)

g

as ( C 3 t r t' associa (5 tr n it trnuFthat

c rcspoi ss ttiit aic i Psi ` ) Lcnd o it , tic crgarisn d s cc i t ccnt lthc

Ci

21

ci C 5 C p0 5

f `i .Ss cal tc iditicning bcf ax ic r

I at sat bcnaxi

is iso spo taneots

d tin t s mf.oct ed y its ccnscquences i

d

i'ai 0'

Objective 11: S atc If or idike s last or cffect, and cxpl initsconicc ontoS in iss archcnopcr ant cnditioning

4 t 5k ni c used I hc r idiicc 5

s a st irti p oint it dcx dop ing a bc has io al tc inologs I nis prir dip to stales if at

I ci a ic is ikelv to

is k one d sig a d i paratus ca led t se

to

ix 15 it lear i r 0 ' nim its

Objcctive 12 D'sc th' tIc hapi g urctcdure, and

c

c

a icr asc ur nd rstar dtg f

h nasa 3 ba i s a 3 s

sa

61

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pe s i `a hcsan vu

dg

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7

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ts

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tr i

at i. matn

trs

( 1 cIt at r yls,rc

nd

c icc uninSsada

I c ct

oslc

S

8 a. htuat ( (5 it, sig a that a cutan

rcsi (

ii ) nnh tC( is i

Objective 13 C I ) C p )sitn( and n(gative t(ifl

f)ccnlc it d xc crecxan)ct)dicfapnrnary

(info cc

dit j cd it isa at irnrncdiatc

3 etnorc a de ycdrinlr i

9. f C. C C.)

ngrc'f mc

Itit sts it llttjUtALt s uf apr a.td a

10 \ sti 3 iulns ti at t i gtf e is, a rcsponsc. b'c pro sc nt i a i ali Ic isurab c stimulus after a rcsoi c a

11 s'm ofus taut stitsagthens a espouse 0 t redue ing or removrn is ax ersive i up leasant) stimu

i

12 Rc intorcers, such as tood and shock, that are dated to oas c nccds and therefore do not rc I) (1) lea ning are callc d Reinfor `ers that must be onditioned and therefore derive their pm er through associat on ate called

13 Children ix ho arc ab c to dclax gratdicahon tend

tc besa nc

(more less)

ai s co npetent and F igh achiex ing as they

matorc,

14. 0 m 3 a o r itJortmtnt

(is c orc `f c the sin its lternative

cmforc at c it his

na t dA ultv h t

iI

t t rfab as x I as c

r

r tc tc

S

Objcct'i14 us s 5t 3 cknass

citi

s cp alrtcrrtt t c toror t

sc i in cs a u di t ty foor `dol a. )f partial ren

forar a t.

13. II' ccd ten A , nt r mont t5 cic

I C, a

ty pe of reinforcement is discontinued, extinction

is

(rapid/slow).

16. I he procedure in which responses are reinforced

onh part of the time is called

reinforcement, Under these conditions, learning

is generally

(faster slower)

than it is with continuous reinforcement.

Behaxior reinforced in this manner is

(very not very) resistant to

extinction,

17. When behax ior is reinforced after a set number of responses, a schedule is in effect,

18. Three-year-old Yusef knon s that it he cries when he wants a treat, his mother will sometimes gix e in. When, as in this case, reinforcement occurs after an unpredictable number of responses, a

schedule is being used,

19. Reinforcement of the first response after a set interval of time defines the sched ule, An example of this schedule is

20. When the first response after varying amounts of

time is reinforced, a

-

schedule is in effect,

Describe the typical patterns of response under fixed interx al, fixed-ratio, variable-interval, and variableratio schedules of reinforcement.

Operant Conditioning 209

Objective 15: Discuss the ways negatix e punishment, positive punishment, and negatn e reinforcement dif fer, and list some drawbacks of punishment as a behax ior-control technique.

21. An axersive consequence that decreases the likeli hood of the behavior that preceded it is called It an ax ersive stimulus is

If a desirable stimulus is withdrawn it is called

22. Because punished behavior is mereix it max reappear.

23. Punishment can also lead to and a sense of helplessness, as xx eli as to the asso ciation of the ax ersive cx ent with

24. Punishment also often increases and does not guide the mdix idual toward more desirable behax ior,

Objective 16: Explain hoxx latent learning and the effect of external rexx ards demonstrate that cognitive processing is an important part of learning.

25. Skinner and other behax iorists resisted the grow

ing belief that expectatlon%, perceptions, and

other

procesce have a

valid place in the ccience of psychology.

26. IA hen a well-learned route in a maze is blocked, rats sometimes choose an alternatix'e route, acting

as if they xx crc consulting a

27. nimals max ham from cxpericnce even xx hen reinforcerni nt xx not ax I ible IA hen learrung is

xided

is s ud to haxe occurred,

28. 1 xcesslx e mcxx amds max undermine which is the

desire to pertonn a behax ror tor its on n sake, The motivation to seek external mcxx ards and avoid punishment is alled

210

Chapter 8 Learning

Objective 17: Explain how biological predispositions place limits on what can be achieved through operant conditioning.

29. Operant conditioning (is is not) constrained by an animal's biological predispositions.

30. For instance, u ith animals it is difficult to use

food as a

to

behax iors that are not natu

rally associated with

31. Biological constraints predispose organisms to learn associations that are naturally When animals rex ert to their biologically predisposed patterns, they are exhibiting what is called"

Objective 18: Describe the controversy over Skinner's views of human behavior,

32. Skinner's x iews were controversial because he

insisted that

influences,

rather than

and `

shape behavior,

33. Skinner also advocated the use of principles to influence peo-

pie in ways that promote more desirable

34. Skinner's critics argued that he

people by neglecting their

personal

and by seeking to

their actions,

Objectix'e 19: Describe some ways to apply operant conditioning principles at school in sports, at xx ork and at home,

35, 1 he use of teaching machines and programmed

textbooks was an early application of the operant

onditioning procedure of

to education, On-line

sy 5-

tems software that is

and

-based learninci

are neix er examples of this application of operant

principles. Reinforcement principles can also bc

used to enhance

abilities by

shaping successive approximations of nen skills,

36. In boosting productivity in the workplace, posi

hi e reintorcement is

(more/less) effective when applied to specific

behax iors than when given to reward general

merit and when the desired performance is well

defined and

, For such

behax iors, immediate reinforcement is

(more no more) effectix e

than delayed reinforcement.

37, Many economists and psychologists beliex e that

people's spending behavior is controlled by its

consequemes (its

and

38. In using operant conditioning to change your own behavior, you would follow these tour steps: a, b.

C

d,

Objecti,ve 20: Identify the major similarities and difi ferences between classical and operant conditioning.

39. Classical conditioning and operant conditioning are both forms of

40. Both types of conditioning involve similar processes of

and

41. ( lassical and operant conditioning are both sub ject to the influences of processes and tions.

42. Through classical conditioning, an organism

associates different

that it

does not

and responds

43, Ihrough operant conditioning, an organism asso ciates its xi ith their

Lea ning by Observation (pp 341 346)

It `yOU do not know the meaning of the tollon

mu phiases in the context in ix hich thex

inocat in the text, refer to page 2i ior an

explanation: [`ta-c n/to d1_crxcd [lie cauc!

s Ic ihiUt

115

I,

I xx th `ccl :,nt a `xtIx bc ca/

Ohectix e 21: 1 )era rihe the orocess of ohserr ational learnIng coo exptan the onportance ot the discox err ot mirror nero ons

1. earning hr ohserving and mtating others is

clied

,or

I his form of tearnnxa

(occnrs/ does not occnr) m

pc in other than our own

Z c' ros `ientists hare found

euro is in the brain's

lobe

t at pr r dc a neural basis for

ning th se neurons hax c been observed to

r he i in inker s perform a simple task and

vh i ihex

I xp )t neuron

(h has not) been found n hriman hi ains.

3. 1 ag

infants will inntate

P plax hehavors. Br age `

ibes ix ill mutate acts modeled on telex ision.

Obiective 22: Describe Fiandura's find inns on what dcennines ix hether ix e will imitate a model,

3, The p-ri hologist he-f knexr n for teseawh on ,fnt rx c1 hora rcrninu

--

a.

It

(mc O\perJ near tn, e chod xx ho x eu ed on ad oft

I

UO

(

imon-' ies--/ aggres'-ixen

inn rot a'

wo

nan

not

o-men

ed

-

me

I ado It

6. Baedurc beher e'- people imitate a model because

ot

and

Ii ise ret air ed hr the model as nell s hr

Learning by Observation 211

mr oived,

chddren 1 lower or, far tors mar also he

Objective 23: Discuss the impact of prosotial inodek ing.

8. Children will also model positlr e, or behar iors.

9. \Iodels are most etfectir e when thou are pen ccix ed as or Models are also most etfectir e when their rvotds and actions are

Objective 24: Explain ix hr coirelations cannot pror

,

*

that watching violent TV causes r ioleot heha\ br, and

cite some experimental cx thence that helps demon

strafe a causmeffect link

10, Children in des eloped conntnes spend more timc than

ther spend in school

CoInpared to real ix ortd crimes telex ision

depicts a mnch higher percentage of crimes a

being

ir natnre.

12. Correlational stndies (link/do not link) xi atching telex isbn s iolen e with violent behax ior

13. [he more hours children spend watching r iolent programs, the niore at risk thex are (or and teens anu au-nts,

14. Correlation does not prox e

\tost reearchers heliex e that watching x bolenre

on tales s:on

idors does

noh lead to anoaressixe hehas or

i Ixox O 1 tfl t ic

ix

(Os

inciudino

3 ohscn ed

a'gression and the tendt ncr ot prolonged c' 0"-

sure te x iolenee o

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