Chp9.3: Social Learning

Cognitive learning

Learned Helplessness

-SGI the 3 thing in LH

Stability: Oh...i was sick this time so..i did bad in the test.

Globality: I am just dumb!

Internality: above showed the examples

it can cause depression........be careful!!!

Modeling

 – learned from imitating or copying a behavior in order to learn it.
e.g.: In Gym class, the P.E teacher shows you how to swing a baseball bat, you watch and try to imitate him.

Behavior Modification
The learning theory family--> C.C, O.C, Modeling

When I mess up the kitchen, my mom told me to clean up everything. She did not ask me why did I mess it up. But she forced me to either clean up the kitchen or cant watch my favorite show for a week.

Computer-Assisted Instruction
– Instant rewarding of positive behavior
e.g.: Answering the correct answer in a video game and getting a reward for it.

Self-Control 
e.g. Behavioral contract: reinforcing desirable stimulants with undesirable acts such as chores can cause the unpleasant chore to become bearable.

Token Econ. = $$


-desirable behaviors are reinforce (reward) w/ valueless object, and then exchange it to valuable obj.
-Everyone loves $$

$$=Money =Reward= 2nd Reinforcer= Reinforcement= Increase My behavior!!!

Ch. 10 Section 2 : Memories

Section 2
Recognition – Being able to recognize by sound, pattern, a appearance and automatically recognize
Recall – Retrieval of learned material
Reconstructive processes
Confabulation - Filling gaps in memories
Schemas – Things that are not in your schema cannot be memorized
Eidetic memory – Visual recall of events (think photographic pictures)

State-Dependent Learning – e.g. when you’re upset with someone, you remember the past events that you’ve been upset with the same person.
Relearning
Forgetting
Decay – fading of memories over time
Interference –
Proactive interference – old memory blocks new memory
Retroactive interference – new memory blocks old memory
Amnesia – loss of memory resulting from blow to head or brain damage
Infant amnesia – not being able to remember what we did as infants
Improving memory
Meaningfulness and Association
Elaborative rehearsal – the linking of new information to material that is already known
Mnemonic devices – techniques use to memorize and retrieve information.

Ch. 10 Section 1: Memory Stages

Ch. 10
Section 1
The Processes of Memory
Memory – Storage…retrieval (think memory cards)
Encoding – (think translator or keyboard)
Storage – (think time capsule or floppy disk)
Retrieval – (think monitor)
Three Stages of Memory
Sensory memory – brief…

http://www.blog.iqmatrix.com/wp-content/uploads/2008/05/multi-sensory-types.jpg

Prevents you from being overwhelmed
Gives you decision time
Allows continuity and stability in your world

http://www.dynamicflight.com/avcfibook/learning_process/1-9.gif

Short-term memory – seven items…duration by active rehearsal

http://psychology4a.com/Memory1.jpg

http://successfulsoftware.files.wordpress.com/2007/10/memory_model.gif

Maintenance rehearsal – (think cassette tape)
Chunking – grouping for easier memorization (think labeling)
The Primacy-Recency Effect –
Primacy effect – Able to remember mostly information items from the beginning
Recency effect – Only able to remember the latter information that is told at a later time than the first items
Working memory – Being able to retrieve information from short term memories and how well you’re able to recall it.
Long-term memoy – Often from long periods of time, even if you didn’t think about it, you are able to recall the information.
e.g.
Types of long-term memory

http://www.abacon.com/slavin/images/t58.gif

Semantic memory – How well you know rules, worlds, and meanings to your knowledge of language. Dictionary
Episodic memory – Memory “history”
Declarative memory –
Procedural memory – Automated retrieval of learned skills without
Memory and the Brain

Ch. 9 Section 3:

Ch. 9
Section 3

Modeling – learned from imitating or copying a behavior in order to learn it.
e.g.: In Gym class, the P.E teacher shows you how to swing a baseball bat, you watch and try to imitate him.

Behavior Modification –

Computer-Assisted Instruction – Instant rewarding of positive behavior
e.g.: Answering the correct answer in a video game and getting a reward for it.

Self-Control –
e.g. Behavioral contract: reinforcing desirable stimulants with undesirable acts such as chores can cause the unpleasant chore to become bearable.

Chp9.2: Operant Conditioning

Operant Conditioning


O.C is going to make a choice, either choose Irene or Dilly.
His situation is similar to Operant Conditioning!!!!
to either fall for ONE of the type;  INCREASE (Reinforce) or DECREASE (Punish) a behavior.

the formula:  OC= I or D

Reinforcement = Reinfourcement

(P, N, Pri, Sec)

1. Positive

2. Negative

3. Primary

4. Secondary
          conditioned.re (C.R) = secondary. re (S.R)

*remember: its reinFOURcement, so there are four things in Reingorcement!

Examples

The first time I got an A in English class, my mom gave me more allowance. In next time English class, I still got an A because I want more allowance so I put more effort. Positive Reinforcement

When I have headache, I take the pills to get rid of the pain. Negative Reinforcement

Samantha slapped her son when she saw him taking money out of her wallet without her permission. Punishment

 A dog always goes to the neighbor’s house for bones. Primary Reinforcement

The neighbor always pet and hug the dog when she gave the food and even says GOOD JOB! Secondary Reinforcement

Negative Reinforcement VS. Punishment

*punishment suppress bad behaviors

*n.r eliminates bad behaviors 

Schedule of Reinforcement

Ways to know the Difference!

*Ratio is a mirror, look at that!

 R--> R (its a mirror); Ratio= Response

*Interval= Time unit;   I--> T (almost a mirror)

*Dam! This is our __nth time to fix our old computer!

Fixed= nth of sth; F--> __nth 

* Violet gna get an A on this! but the variable turned out to be average

V--> A; Variable= average;  

Chp9.1: Classical conditioning

Your favorite food and the whistle Classical Conditioning Association between natural and neutral stimulus.
Response		Stimulus
UCR Automatic or natural reaction to a stimulus. E.g. You are hungry.	CR Learned reaction. E.g. Next time when you heard the whistle, you’ll feel hungry.	Neutral Stimulus Before it work along with conditioned stimulus (CS). E.g. Someone blew the whistle but it did not appear at the same time with the smell of the food. The whistle itself.	UCS A thing that cause you to response automatically. E.g. The smell of food, that makes you hungry.	CS Paired with UCS E.g. When the whistle and your favorite food appeared at the same time and it was paired multiple times. C.C=2R+3S

Examples of Classical Conditioning

Your romantic partner always uses the same shampoo. Soon, the smell of that shampoo makes you feel happy.

The door to your house squeaks loudly when you open it. Soon, your dog begins wagging its tail when the door squeaks.

 The nurse says “Now this won’t hurt a bit” just before stabbing you with a needle. The next time you hear “This won’t hurt” you cringe in fear.

Taste Aversion        

You have a meal at a fast food restaurant that causes food poisoning. The next time you see a sign for that restaurant, you feel nauseous.

      

I.P PAVALO- discovered Classical Conditioning. He did not believe in the new science of psychiatry but he believed conditioned reflexes could explain the behavior of psychotic people.

 Difference Between CLASSICAL and OPERANT

Classical conditioning just involves the pairing of stimuli and the association that results between the two. A behavior that would normally be the result of one stimulus becomes the result of the other also due to the association created. Pavlov's dogs salivating at the sound of the bell they'd come to associate with being fed is an example. NO CHOICE

Operant conditioning requires that the subject perform some action (and that the action is either rewarded or punished to either encourage or discourage the behavior.) It's usually used for behavior modification. VOLUNTARY

Acquisition

-CR occurs gradually

-The more you ring the bell together with the food, the more the dog salivates.

-BELL (CS) work best at ½ second before FOOD (UCS), then Yield them.

-Opposite of EXTINCTION

Generalization vs. Discrimination

examples

-G: Dentist drill freak you out, and other equipment that creates the same sound will freak you out too.

-D: Dentist drill and the other equipment make similar sound but only the dentist drill scares me.

Extinction

-Repeatedly ring the bell without food

-CR died out

E.g. He always rings the bell (CS) but never bring food, then the dog won’t salivate (CR) as much as before. It’s because when food and bell(UCS) weren’t put together, and the bell works alone, the dog wont salivate as much as before.

Spontaneous recovery

- When Pavlov rings the bell without the food, at first the dog will get excited and start salivating (a bit) but then it will stop.

-its like a period of excitement or realization

Little Albert

-John. B. Watson & Rayner

-TRAINED little Albert to be scare of furry animals (used classical conditioning)

extra info:

THE PEOPLE......

Skinner

O.C

Pavlov

the C.C