Prepared by group 3

LEARNING
Introduction to Psychology
TEAM MEMBERS

1. PHAM MINH DUY - BABAIU23060

2. NGUYEN LUU DUE - BABAIU23050
3. NGUYEN AN KHIEM - BABAIU23112
4.
THREE KINDS OF LEARNING

1. CLASSICAL CONDITIONING
2. OPERANT CONDITIONING
3. COGNITIVE LEARNING
CLASSICAL
CONDITIONING
DEFINITION:
• A kind of learning in which a
neutral stimulus acquires the ability
to produce a response that was
originally produced by different
stimulus
PROCEDURE: CLASSICAL CONDITIONING

Step 1: Choosing stimulus and Step 2: Establishing classical Step 3: Testing for
response conditioning conditioning
Neutral stimulus: some stimulus Neutral stimulus: Trial; pair Conditioned stimulus: CS; a
that causes a sensory response neutral stimulus with the formerly neutral stimulus
but doesn’t produce the reflex unconditioned stimulus. Neutral that aquires the ability to
being tested. stimulus presented first, then elicit a response.
Unconditioned stimulus: USC; short time later, the Conditioned response: CR;
some stimulus that triggers or unconditioned stimulus. elicited by the conditioned
elicits a physiological reflex. Unconditioned stimulus: seconds stimulus and similar to, but
Unconditioned response: UCR; after the tone begins. not identical in size or
unlearned, innate, involuntary Unconditioned response:UCS amount to, the UCS. CR; less
physiological reflex elicited. elicits the UCR. salivation than the UCR
OTHER CONDITIONING CONCEPTS
Generalization Discrimination
Tendency for a stimulus that’s similar Occurs during classical conditioning
to the original conditioned stimulus to when an organism learns to make a
elicit a response similar to the particular response to some stimuli
conditioned response but not to others

Extinction
Refers to a procedure in which a
conditioned stimulus is repeatedly Spontaneous recovery
presented without the Tendency for the conditioned
unconditioned stimulus, and, as a response to reappear after being
result, the conditioned stimulus extinguished, even though there
tends to no longer elicit the have been no further conditioning
conditioned response trials
Classical Conditioning in Real Life
1. A warm and nurturing teacher motivates
students
A warm and nurturing teacher (US) makes students feel
connected (UR).
Students associate going to school (CS) with the
teacher.
Going to school makes students feel connected (CR).
2. A harsh and strict teacher demotivates
students
A harsh and strict teacher (US) makes students feel bad
(UR).
Students associate going to school (CS) with the harsh
teacher.
Going to school makes students feel bad (CR).
OPERANT CONDITIONING
Thorndike’s law of effect
behaviors followed by positive consequences
are strengthened
behaviors followed by negative consequences
are weakened
Skinner’s operant conditioning
Operant response: can be modified by its
consequences and is a meaningful, easily
measured unit of ongoing behavior
Focuses on how consequences (rewards or
punishments) affect behaviors
1920s and 1930s discovery of two general
principles
Principles
-To show how consequences can affect
behavior, we use the Skinner box experiment.
-This Skinner box is automated to record the
animal’s bar presses and deliver food pellets.
-Skinner explains the following 3 factors that are
involved in operantly conditioning a rat to press
a bar in the Skinner box
 REINFORCERS

2 kinds of
consequences

Reinforcement Punishment
Reinforcement
–Positive reinforcement
•refers to the presentation of a stimulus that increases the
probability a behavior will occur again
–Negative reinforcement
•refers to an aversive stimulus whose removal increases the
likelihood that the preceding response will occur again
–Primary reinforcers
•stimulus such as food, water, or sex; innately satisfying and
requires no learning on the part of the subject to become
pleasurable
–Secondary reinforcers
•stimulus that has acquired its reinforcing power through
experience; secondary reinforcers are learned, such as by being
paired with primary reinforcers or other secondary reinforcers
PUNISHMENT
Positive punishment Negative punishment
-refers to presenting an -refers to removing a

aversive (unpleasant) stimulus reinforcing stimulus after a

after a response. The aversive response. This removal

stimulus decreases the decreases the chances that

chances that response will the response will recur.

recur. For example, a driver loses his

For example, yelling at a kid driving license because he

(unpleasant stimulus) when he was drunk during driving.
had bad behavior. → Stop the → Removing a reinforcing
bad behavior. stimulus
SCHEDULES OF REINFORCEMENT
a schedule of reinforcement refers to a program or
rule that determines how and when the occurrence
of a response will be followed by a reinforcer.

2 General Schedules of reinforcement:

1. Continuous reinforcement: gave her a treat
each time she responded to the command by
shaking hands. Continuous reinforcement means
that every occurrence of the operant response
results in delivery of the reinforcer.
2. Partial reinforcement schedules: after the dog
had mostly learnt to shake hands on command,
give her a treat about every fifth time. Partial
reinforcement refers to a situation in which
responding is reinforced only some of the time.
Applying Skinner’s Principles
Dolphins Trained for Mine Detection Using Operant
Conditioning
Task: Dolphins use echolocation to detect underwater mines
in murky water after the Gulf War, trained similarly to dogs
detecting explosives.
Process:
1. Signal & Search: Dolphin circles the boat, dives on cue, and
uses echolocation to find the mine.
2. Return & Reward: After locating the mine, the dolphin
surfaces and touches a rubber disk, receiving a fish reward.
3. Marking the Mine: Dolphin carries a cone and releases it
near the mine, which anchors to the sea floor. A cylinder rises
to mark the mine’s location.
4. Safe Detonation: Human divers use the marker to detonate
the mine. Dolphins are safely removed before detonation.
Result: Operant conditioning enables dolphins to perform
these complex tasks efficiently
COGNITIVE LEARNING
Three viewpoints of cognitive learning
Definition - Against: B.F.Skinner (“As far as I’m concerned,

Cognitive learning: attention and memory cognitive science is the creationism (downfall) of

Says that learning can occur through psychology”)

- In favor: Edward Tolman
observation or imitation and may not
A cognitive map is a mental representation in the
involve external rewards or require a person
brain of the layout of an environment and its
to perform any observable behaviors.
features.
Example: Children learn social behavior by
- In favor: Albert Bandura
observing their parents’s behavior.
Social cognitive learning results from watching,
How we learn a new language
imitating, and modeling and does not require the
through listening observer to perform any observable behavior or
receive any observable reward.
COGNITIVE LEARNING
Observational Learning
Observational learning which is a form of
cognitive learning, is learning through
Insight Learning
watching.
Example: Student learning for the math Insight is a mental process marked by the
exam sudden and unexpected solution to a
Bandura’s Social Cognitive problem—a phenomenon often called the
“ah-ha!” experience.
Theory
emphasizes the importance of Example:
observation, imitation, and self-reward in Insight in Animals: The Chimpanzee and
the development and learning of social the Banana
skills, personal interactions, and many
other behaviors.
Four processes
BIOLOGICAL FACTORS

Biological factors and innate

Imprinting Prepared learning
tendencies
Biological factors refer to innate inherited tendencies or Incredible Memory: How do
tendencies or predispositions responses that are displayed by birds remember?
that influence learning and newborn animals when they Incredible Sounds: How do
behavior. encounter certain stimuli in their infants make “word”
Example: Monkeys playing with environment sounds?
snowballs is an example of Example: Baby chicks follow
innate behavior. Without being their mother right after hatching
taught, young monkeys
instinctively roll snowballs.
Thank you