Intro to Behaviorism

Intro to Behaviorism From the 1920s into the 1960s, psychology became defined as “the science of observable behavior”. A researcher cannot observe a thought or feeling. Only behaviors can be observed and recorded. According to behaviorists, the only scientific study of psychology can be of observable behaviors (if it can’t be observed, it’s not scientific) 2 Behaviorism -Psychology should focus on the study of observable behaviors, without attention to internal mental states (thoughts or feelings) -Behavior is shaped by an individual’s response to environmental stimuli John B. Watson (1878 – 1958) - Established behaviorism as the main perspective in psychology - Classical conditioning building off of Pavlov’s experiments with dogs -Little Albert experiment 4 Classical Conditioning An unconditioned response (UCR) to an unconditioned stimulus (UCS) becomes a conditioned response (CR) to a conditioned stimulus (CS), through pairing of the UCS and CS. 5 Little Albert Experiment (1920) by John B. Watson and Rosalie Rayner Showed classical conditioning in human learning Acquisition Acquiring a learned behavior NS must precede UCS ½ sec lead time works well Example: first bell, then meat, then dog will salivate 7 Higher-order conditioning -aka second-order conditioning -weaker 8 Extinction Suppression, not elimination (learned behavior stops but is not completely forgotten) Stop pairing the UCS and CS and the behavior will cease Spontaneous recovery-sudden reappearance of behavior 9 Generalization 10 Stimulus Discrimination Ability to discriminate between similar stimuli Guard dog vs. guide dog 11 Influences on Classical Conditioning 1. Cognitive processes- the more predictable the association, the stronger the CR 2. Biological predispositions- tastes and smells form associations more easily John Garcia studied taste aversions in mice. Garcia Effect=taste aversion b/c of negative association 12 Handout- Identify components of classical conditioning B F Skinner (1904-1990) - Radical behaviorist – causes of behavior are irrelevant; behavior is shaped by its consequences -Established operant conditioning - Skinner box / operant conditioning chamber 14 Classical vs. Operant Conditioning Classical conditioning modifies reflexive / natural behaviors. respondent behavior: actions that are automatic responses to a stimulus Operant conditioning modifies voluntary behavior. operant behavior: behavior that operates on the environment to produce a reinforcement or punishment consequence 15 Operant Conditioning (instrumental conditioning) a form of learning where behavior is modified by its consequences Reinforcement – the consequence makes the behavior more likely to happen Punishment – the consequence makes the behavior less likely to happen Positive – the consequence gives or adds Negative – the consequence takes away something that’s there 16 17 18 Video Group Project Relevant example of classical or operant conditioning If classical be sure to include the UCS and UCS and then the CS and CR If operant be sure to include if it is reinforcement or punishment Be creative! Operant Conditioning Chamber / Skinner Box 20 Shaping Use reinforcers to gradually guide actions toward a desired behavior; successive approximations reward improved grades, not only 100s Try to get closer and closer to goal 21 Reinforcers Positive- add something good Negative- take away something bad Primary- biological need, food, water, shelter Conditioned/secondary (token economy)- money, grades Immediate- get reinforced right away Delayed - not more than 30 sec for an animal, longer can work for humans 22 Reinforcement Schedules Continuous reinforcement (every time behavior is done) vs. Partial (intermittent) reinforcement: fixed-ratio schedules variable-ratio schedules fixed-interval schedules variable-interval schedules 23 Reinforcement Schedules Ratio schedule- reinforced after a certain number of responses Interval schedule- reinforced after a certain amount of time Fixed- reinforcer is given at a specified point Variable- reinforcer is given at an unpredictable point 24 Examples Get a free salad after buying 10 salads Get a paycheck every week Win on a slot machine every so often Teacher gives pop quizzes randomly throughout the semester Learning and Extinction in Reinforcement Continuous- fast learning, fast extinction Fixed interval- average performance, fast extinction Variable interval- moderately high performance, slow extinction Fixed ratio- high performance, fast extinction Variable ratio- very high performance, slow extinction Punishment Positive- add something bad that will cause a decrease in behavior (ex. Ticket for speeding) Negative- take away something rewarding (remove a privilege for coming home after curfew) Most effective when immediate 27 Problems with Punishment: 1. Punished behavior is suppressed, not forgotten 2. Punishment teaches discrimination (I can’t do this anymore but only under these circumstances) 3. Punishment can teach fear and can generalize to other situations (child is always anxious in school after being punished by teacher) 4. Physical punishment can teach aggression to those being punished ***Punishment teaches what not to do, Reinforcement tells you what to do. 28 Other Operant Conditioning Concepts Discriminative stimulus – person learns that only certain responses will be reinforced Ex. child learns to choose candy from a large bin of food (because it is sweet) Generalization- person response to similar stimuli is also reinforced Ex. child eats a cleaning product because of it’s colorful label 29 Influences on Operant Conditioning: 1. Cognitive influences: latent learning insight learning intrinsic motivation 2. Biological predispositions 30 Latent Learning Edward Tolman (1886-1959) - We can learn things without being reinforced, but it will only become apparent once we have an incentive Research done with rats who explored a maze without any rewards, were just as quick to run through the maze to food than rats who had been reinforced for this behavior. 31 Insight Learning Wolfgang Kohler (1887-1967) Gaining a sudden solution to a problem “Having an insight” Little learning or interaction with the environment takes place 32 Intrinsic Motivation 33 34 35 36 Influences on Operant Conditioning Biological Predispositions “Never try to teach a pig to sing. It wastes your time and annoys the pig.” Mark Twain We can’t teach anyone anything 37 Practical Applications of Operant Conditioning Shape learning in small steps, with immediate reinforcers for correct responses. Reinforce small successes and then gradually increase the challenge. Remember accidental timing of rewards can produce superstitious behaviors. Rewards are most likely to increase productivity if the desired performance/behavior is well-defined and achievable. “Catch” someone being good. Reduce rewards gradually. 38 Observational Learning / Social Learning Monkey see, monkey do. Modeling: observing and imitating Not associative learning like classical or operant. 39 Albert Bandura Father of modeling Bobo doll experiment – aggression Said that human behavior is learned through social imitation and copying. Vicarious Reinforcement/Punishment-What a person chooses to copy is partly based on the rewards and punishments to the model and to the imitator. Observing helps us anticipate consequences of our own actions. More likely to imitate people whom we perceive as similar, successful, or admirable. 40 41 Mirror Neurons In the frontal lobe Aid in imitation/observational learning Help in developing empathy and theory of mind – ability to infer another person’s mental state Make emotions “contagious” 42 Applications of Social Learning Behavior Modeling Ex. job training, child rearing, social skills -gain skills faster when not only told what to do, but shown what to do -Models must be consistent Prosocial Effects – positive, constructive, helpful behavior Ex. learn appropriate behavior from parents/teachers Antisocial Effects – Ex. abused become abusers, violence on TV, copycat crimes 43 Edward Thorndike Law of Effect- behavior followed by favorable consequences will become more likely, behavior followed by unfavorable consequences will become less likely Using Behaviorism in Therapy Behavior modification- changing behavior using conditioning Behavior activation- having people do behavior (“fake it till you make it”) which will trigger reinforcers Biofeedback-biological signs are shown to patient and they are taught ways to reduce symptoms (ex. Relaxation techniques to slow heart rate), most commonly used for tension headaches and heart palpitations (symptoms related to stress) Coping Skills- learn healthy ways to cope that reinforce self-control Learning to Cope We can use behavioral methods to learn how to manage emotions Types of coping: Problem Focused-address stressor directly Emotion Focused- avoid stressor and tend to emotional needs How can methods of learning affect our ability to cope? Learned helplessness- perceived lack of control over circumstances leads to overall helpless behaviors (hopelessness, depression, etc.) External locus of control- perception that things outside of you control your fate Internal locus of control- perception that you control your own destiny Self-control- ability to control impulses and delay gratification for greater long term rewards Research shows that people with internal locus of control/self-control achieve a lot more! Unit 4 Assignment Choose a behavior you would like to change or improve Pick a method to help you change this behavior (classical conditioning, operant conditioning, social learning, a specific coping skill) After one week, write up a short paper describing your experience Paper should include behavior, the method, how you implemented it, and your results after the week Due December 12th-by email! Unit 4 Assignment AP classroom questions are due by December 6th It’s 12 questions….please do them!