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Classical Conditioning and know how even the most complex idea or
behavior could be learned.
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Part I
Sec. 1 Extinction and Spontaneous Recovery in Operant Condition
Extinction of learned responses occurs when operant behavior is repeatedly
performed without reinforcement, or in other words, when reinforcement ends.
However, the ease with which a behavior is extinguished varies according to several
factors: the strength of the original learning, the variety of settings in which learning
takes place, and the schedule of reinforcement used during conditioning. Especially
hard to extinguish is behavior learned through punishment rather than
reinforcement.
However, after a while, this extinguished response may reappear without
retraining in a process called spontaneous recovery. Extinction is complete when the
subject no longer produces the conditioned response.
Sec. 2 Reinforces Versus Rewards and Punishments
Reinforcement:
Positive
Negative
Punishment:
Positive
Negative
Stimulus
Adding/Removing
Goal
Positive
Negative
Adding
Removing
Increase behavior
Increase behavior
Negative
Positive
Adding
Removing
Decrease behavior
Decrease behavior
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Kinds of Punishment
Rewards are pleasant stimuli that increase the frequency of the behavior they
follow. NOTE: All rewards are positive reinforcements but not all positive
reinforcements are rewards.
Sec.3 Discriminative Stimuli
It is the stimulus that indicates that reinforcement is available. In the case of
a student, a quiz, which serves as a source of grades, may serve as a discriminative
stimulus. That is, a student will study if he anticipates a quiz and wont study if he
doesnt.
Sec. 4 Schedules of Reinforcement
A continuous reinforcement is a schedule of reinforcement in which every
correct response is reinforced. An example is when you eat every time you are
hungry which makes you satisfied. A partial reinforcement is one of several
schedules in which not every correct response is reinforced like in slot machines and
gambling or in bringing an umbrella. It is not in every instance when you drop a coin
in a slot machine that you win nor when you bring an umbrella does it rain.
Responses that have been maintained by partial reinforcement are more
resistant to extinction than responses that have been maintained by continuous
reinforcement.
Sec. 5 Interval Schedules and Ratio Schedules
Intervals:
Fixed
Variable
Frequency
Intensity
Steadiness
Constant time
between
Inconstant time
between
Intense
Less Steady
Less Intense
Steady
Ratios:
PATA Team [Arnedo, David, Gaa, Gesmundo,Lumbang, Gonzales, Sibug]
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Fixed
Variable
Constant number
of correct
responses
Inconstant
number of correct
responses
Less Intense
Less Steady
Intense
Steady
Sec. 6 Shaping
It is a procedure for teaching complex behaviors that at first reinforces
approximations of the target behavior and successive approximations of the goal in
the end. It is just like letting a child learn how to read. It is only just to give a pat on
a back for his attempt even if he stammers. However, as he is expected to progress,
it is also appropriate to correct his mistakes as to lessen their occurrences until such
time that he can read a straight sentence, or even a paragraph, without errors.
Sec. 7 Applications of Operant Conditioning
Biofeedback
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This method assumes that any complex tasks involving conceptual learning
as well as motor skills can be broken down into a number of small steps.
These steps can be shaped individually and then combined in sequence to
form the correct behavioral chain. For this, we present again the example of
teaching a child how to read. A child, who is in grade 1 or preparatory grade,
may find words as simple as black or glad to be letters in groups with no
meaning. To make this seemingly complex task easy for the child, the teacher
can first teach the sounds of vowels, then of consonants, and then of
consonant blends that correspond to each character. After which, she can
teach the child to combine these sounds to eventually read the written word.
He may be able to go with something like bl, a, k or gl, a, d, until
he can say altogether black and glad.
PART II
Sec. 1 Cognitive Factors in Learning
How are classical conditioning, operant conditioning and cognitive
perspective distinguished from one another?
Classical conditioning refers to how animals and humans determine the
relationship between a conditioned stimulus and an unconditioned stimulus, thereby
learning how to respond to such.
Operant conditioning is a means of learning that uses reinforcements and
punishments.
The cognitive perspective of learning describes and explains additional
findings in the psychology of learning. In addition to concepts such as associations
and reinforcements in the two aforementioned types of conditioning, cognitive
psychologists use concepts such as mental structures, schemas, templates and
information processing. They see people as searching for information, weighing
evidence and making decisions.
Sec. 2 Latent Learning: Forming Cognitive Maps
Early experiments by Tolman and other psychologists demonstrated that
learning takes place even before the subject reaches the goal and occurs whether
or not the learner is reinforced. Tolman proposed the concept of latent learning,
which maintains that subjects store up knowledge even if this knowledge is not
reflected in their current behavior because it is not elicited by reinforcements. Later
research suggested that latent learning is stored as a mental image, or cognitive
map. When the proper time comes, the learner calls up this map and puts it to use.
Sec. 3 Contingency Theory
There are two meanings of contingency. One is unpredictability and the other means
relationship of one occurrence with the other. The "if-then" relationship between
conditioned stimuli and unconditioned stimuli in classical conditioning or between
responses and reinforcements in operant conditioning is called a contingency.
Contingencies in Classical Conditioning
Robert Rescorla has demonstrated that classical conditioning requires more than
merely presenting an unconditioned stimulus and a conditioned stimulus together in
PATA Team [Arnedo, David, Gaa, Gesmundo,Lumbang, Gonzales, Sibug]
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time. His work shows that for conditioning to occur, a conditioned stimulus must
provide information about the unconditioned stimulusthat is, there must be a CS
US contingency. Blocking can occur when prior conditioning prevents conditioning to
a second stimulus, even when the two stimuli are presented simultaneously.
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References:
Cherry, K. Introduction to Operant Conditioning. About.com-Psychology.
Prentice-Hall Inc. (2002). Chapter 5: Learning. Cwx.prenhall.com.
Prince, K. (2013, Feb 5). Reinforcement and Positive/Negative Punishment. Bcotb.com.
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Reynolds, G.S. (1975) A primer of operant conditioning. (Rev Ed). Oxford, England: Scott,
Foresman, p55.
Runck, B. (1983). What is Biofeedback?. Psychotherapy.com.
Spencer, R. A. (2012) Psychology. (2nd Ed). Pasig City, Philippines: Cengage Learning Asia Pte
Ltd, 170-179.
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