CC2413 What is learning?

Fundamental • Do these phenomena represent “Learning”?

Psychology Why or Why not?
to Health
1) Chicks follow whoever they saw first after they are born.
Studies
Lecture 5 & 6 2) A child acquires language.
To learn is a natural pleasure.
-- Aristotle亞里斯多德
(384 BC - 322 BC) 3) After 30 years of smoking, John quitted smoking after he was
diagnosis with lung cancer.

Lecturer:

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Lesson Plan (A) Definitions

• What is learning?
• (A) Definitions
– Learning ( 學習
) refers to any relatively permanent
長久的) __________ in behaviors (overt actions公
開的行為) or mental processes (thought思考/feelings
(

• (B) Classical Conditioning 感受) resulting from experiences (經驗)

• Behaviorism ( 行為學派)
• (C) Operant Conditioning – focus on observable, measurable behaviors
(without reference to unobservable mental
processes)
• (D) Observational Learning
著重可被觀察、被量度的外在行為而非不可見之精
神活動
– Conditioning (制約)involves learning
_____________ (聯繫) between events that occur
in an organism’s environment (環境)
• (E) Conclusion

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 巴卜洛夫的實驗
(B) Classical Conditioning 古典制約 (B) Pavlov’s Experiment
• 1) Basic Ideas
– a process in which an originally neutral
stimulus (NS - 中性刺激 ) becomes
___________________( 聯繫 ) with an
unconditioned stimulus (UCS - 非制約刺激 )
through repeated pairing with that stimulus

– primarily applied to visceral responses (of

internal organs); involuntary reaction to
environmental influences / stimuli
初時應用在由內臟引起的反應，對環境影響作出
不隨意的反應
– Key Person: Ivan Pavlov (巴卜洛夫)

Fig 6.1 Classical conditioning apparatus

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2) Mechanism ( 3 phases) 2) Mechanism ( 3 phases)

Before conditioning During conditioning

Neutral stimulus
Neutral stimulus (NS)
No response (NR)
(NS)
(pairing)

Unconditioned
response (UCR)
Unconditioned stimulus Unconditioned stimulus
(UCS) Unconditioned
response (UCR) (UCS)
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2) Mechanism ( 3 phases)
After conditioning

Conditioned stimulus
(CS)
Conditioned response
(CR)

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Fig 6.6 Acquisition, extinction, and spontaneous recovery

(B) Classical Conditioning
• 3) Processes

– Acquisition (掌握)
• The trials during which the CS-UCS association is
learned

– _______________ (斷絕)
• If CS is presented alone with no UCS repeatedly,
the CR will gradually diminished

– ___________________________ (自發的恢復)
• Reappearing of an extinguished response after
a period of non-exposure to the CS

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 4) An Example of Classical conditioning
Conditioned emotional
(B) Classical Conditioning
responses • 5) Other conditioning concepts
恐懼 恐
e.g. fear / phobia ( /
懼症 ) – Stimulus generalization (類化)
類化)
• Tendency to respond to other stimuli (e.g. tuning fork) that are
Little Albert feared
→
(UCR CR) furry object
對類似 的刺激引起同樣的反應
similar to the CS (e.g. bell) CS
Loud sound (US) + rat (NS)
– Stimulus discrimination (區別)
區別)
• Ability to distinguish between a CS and similar but irrelevant
stimulus能辨別出 相似但無關的刺激
CS

• Any daily examples of CC?

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John Watson – Little Albert <http://www.youtube.com/watch?v=Xt0ucxOrPQE> 13 14

Class Class Exercise #1

Exercise

Identify the following terms for the assigned case:
#1
– Before conditioning
NS ( )  No response
UCS ( )  UCR ( )
– During conditioning
NS ( )
+
UCS ( )  UCR ( )
– After conditioning
CS ( )  CR ( )

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(C) Operant/Instrumental Conditioning
操作 工具制約
(C) Operant/Instrumental Conditioning
/
• 1) Basic Ideas (Cont.)
• 1) Basic Ideas
– Acquisition through ____________( 塑造
): the
– A learning process through which the frequency
of a behavior increases or decreases as a
reinforcement of closer and closer approximations (接近)
result of its _________________________ of a desired response

– Thorndike’s Law of Effect ( 桑戴克的效果律)
• says that if some random actions are followed by
pleasurable consequences or reward, such
actions are strengthened and will likely occur in
the future
奬賞會提高反應重覆出現的可能性
自發行為)
– primarily applied to skeletal responses;
voluntary action (emitted behavior
– Skinner (trainer) trained (shaped) a rat (trainee) to
progress from mere standing to actual lever-pressing
through a series of short steps
按下控制桿取食物
– ___________ (contingent) consequence is more
effective than the delayed ones

– Key Person: B.F. Skinner (

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史堅拿)
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(C) Operant/Instrumental Conditioning

The Skinner Box
2) Mechanism

Behavior/Response
Press lever

Consequences
1) Pleasant /Unpleasant Stimulus
2) Present (+) /Remove (-)

Effects on Behavior/Response

Skinner Box - Shaping

Press lever ↑or↓
<http://www.youtube.com/watch?v=0tYUS5ljGhI&feature=related>
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 3) Two Types of Operant Conditioning 3) Two Types of Operant Conditioning (cont.)
Reinforcement ( 增強作用 ) ____________ the Punishment ( 懲罰
) ____________ the likelihood of the
likelihood of the particular behaviors particular behaviors目的在於減弱反應或行為
用來增加反應或行為的出現

Unfavorable Decreases in
Behavior behavior
Favorable Increases in consequence
Behavior consequence behavior

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(C) Operant/Instrumental Conditioning (C) Operant/Instrumental Conditioning

• 4) Four ways to modify behavior • 4) Four ways to modify behavior
– 1) Positive reinforcement (正增強) – 3) Negative Punishment /
• presenting (+) of favorable stimulus as a Punishment by Removal (負懲罰)
consequence
↑
• e.g. give a raise/prize to good
• removal (-) of favorable stimulus as a
consequence
performance in the job
↓
• e.g. remove favorite toys to misbehavior
– 2) Negative reinforcement (負增強) – 4) Positive Punishment /
/ Escape & Active avoidance Punishment by Application (正懲罰)
• removal (-) of unfavorable stimulus as a
• presenting (+) of unfavorable stimulus as a
consequence
↑
• e.g. terminate headache to taking
consequence
• e.g. give spanking to eliminate
aspirin
↓
misbehavior

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 Fig 6.15

(C) Operant/Instrumental Conditioning

(↑response) ↓ response)
(

(+ presenting)

(- removing /
do not apply)

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( response)
CC2413_0910_S1_L5&6_Learn
(-)
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• 5) Schedules of Reinforcement
– Ratio ( 比率
): certain ___________ of
Fig 6.13
responses (effort)
– Interval ( 時距 ): certain period of
Schedules of
reinforcement
and patterns of
________
response.
– 4 combinations
• Fixed ratio schedule (FR) ( 固定比率) A steeper slope
– reinforcement provided after a fixed number of
indicates a
responses
• Variable ratio schedule (VR) ( 不定比率) faster rate of
response.
– reinforcement provided after a unpredictably
varying number of responses
• Fixed interval schedule (FI) ( 固定時距)
– reinforcement provided after a fixed amount of
time
• Variable interval schedule (VI) ( 不定時距)
– reinforcement provided after a unpredictably
varying amount of time

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Class Exercise #2 (D) Observational Learning 觀察學習
– Identify the following schedules of
reinforcement.
• 1) Basic Ideas
• Last month, Judy has applied for a number of – the learning of new behaviors through
degree programs at various local universities. So ______________ (觀察) and imitation
far, she received conditional offers from two (模仿) of a model
universities’ programs.

– usually consisted of novel and

• Mark brought a stock which gives dividends to its complex sequences of actions
shareholders every six months. (emitted behavior自發行為)

– Key Person: Albert Bandura (班度拉)

• You are calling a very busy 24-hour customer
hotline and waiting for someone to answer your
call.

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(D) Observational Learning 觀察學習 (D) Observational Learning 觀察學習

2) Bandura’s Bobo doll
experiment (1961)
In the classic study, children
either viewed a film in which an
adult model behaved
aggressively to an inflatable doll
or the adult model ignored the
doll. 2) Bandura’s Bobo doll experiment
(cont.)
After, viewing the film, each child was then left alone
in a playroom with an inflatable doll in the room…
http://www.youtube.com/watch?v=uMwOexrV6fM&feature=related
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(D) Observational Learning 觀察學習
• 2) Bandura’s Bobo doll experiment
(cont.)
– He found that children who had watched
the film of the aggressive model behaved
more / less aggressively toward the
Bobo doll than those children who had
watched the film of the nonaggressive
model
– Bandura’s study demonstrated that we can
learn through observation or imitation,
with no reinforcement necessary
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(D) Observational Learning
• 3) “Learning” vs. “Performance”
• To perform is based on the ___________ to
reproduce that learned behavior
• 4) 4 Key elements
– Attention (注意) – model’s behavior
– Memory / Retention (保留)
– Imitation(模仿) / Reproduction (行為複製)
– Motivation (動機)
• 5) Applications in daily lives?
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(E) Conclusion (E) Conclusion
1) 3 Types of Learning Theories 5) Web Resources
2) Focus of Next Topic: Motivation and Emotion 1) An Animal Trainer's Introduction To Operant and Classical
Conditioning
http://www.wagntrain.com/OC/
3) References
***Ciccarelli, S. K., & White, J. N. (2009). Psychology 2) Behaviour Analysis and Learning
(International edition, 2nd ed). Upper Saddle River, http://psych.athabascau.ca/html/aupr/ba.shtml
N.J. : Pearson/Prentice Hall.
3) Albert Bandura
Weiten, W. (2008). Learning. In Psychology: Themes and variations http://fates.cns.muskingum.edu/~psych/psycweb/history/bandura.htm
(Briefer version, 7th ed., pp. 168 - 203). Belmont, CA: Wadsworth/
Thomson Learning.
4) Computer Demonstration of Classical Conditioning
*** Assigned Readings - Ch. 5 pp.176 - 219 http://www.uwm.edu/~johnchay/cc.htm

4) Video Demonstration 5) Tutorials on the Science of Behavior

– BBC “Predators” part 3 (15:30 – 20:15) http://www.bfsr.org/elements.html
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