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Preface and Chapter One
Introduction
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Things people don’t like about conditioning principles!
Manipulative! Evil! Irrelevant for understanding human
behavior!
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So what is the truth?
Are Behavioral approaches to learning useful and good things to study?
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A natural process that does apply to humans
We ALL do it every day Best used wisely and thoughtfully Knowledge of these principles can help
you enhance the quality of your life and the lives of those around you
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What is behavior?
Behavior is any activity of an organism that can be directly or indirectly observed
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What is learning?
A relatively permanent change in behavior (or potential behavior) that results from some kind of experience or practice.
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Why did I add “behavior potential”?
Because of the fact that behavior changes are not always immediate.
Every time you learn something new, you have the potential to behave differently!
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What are the two fundamental types of learning we will study?
Classical Conditioning Operant Conditioning
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What are the key differences between these types of learning? Classical conditioning is reflexive and
involuntary while Operant conditioning involves the learner’s voluntary systems
The learner has little or no control in Classical conditioning and some degree of control in Operant conditioning
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Let’s think of some real-life examples of each!
(The text has given salivation to a bell and a rat learning to press a bar for food as examples).
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There are other types of learning we won’t study very much. Examples include:
Observational learning Inherited patterns of behavior like
fixed action patterns
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Historical Background
Philosophers and Empiricists
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Philosophy: Parent Discipline to Psychology
Plato - Nativism, inborn, revealed Aristotle – Empiricism, nurture,
learned Descartes – Mind-Body Dualism
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Contributions to Psychology Aristotle – Nature vs. Nurture and Laws of
Association Descartes – rebelled from straight “Age of
Reason” ideas Body – machine – involuntary/ reflex Mind – free will - voluntary
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The British Empiricists: All knowledge comes from experience
John Locke “tabula rasa” conscious mind has “elements” philosopher, not scientist
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Structuralism
experiments to test element concept
“Introspection” was the research method
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Functionalism
Seeks to study how the “mind” helps us adapt
Interested in adaptive animal behavior and what it might tell us about humans
FOCUS: Adaptive function of the “mind”
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Behaviorism John Watson disliked previous approaches
Introspection an unreliable research method Can’t study the “mind” scientifically
Wanted Psychology to be a true science Direct observation NOT inference Observable behavior + environmental events
Law of Parsimony – the simpler the explanation, the better!
Learning is more important than genetics
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The Five Schools of Behaviorism
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Watson’s Methodological Behaviorism Most extreme form Scientific method allows only for
directly observable behaviors to be studied
Psychology’s “mentalism” must be stopped for the discipline to survive
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Methodological Behaviorism: Role of Internal Processes Internal processes consist of:
Conscious processes (examples) Thoughts Feelings
Unconscious processes Drives Motives
Internal processes exist, BUT: don’t cause behavior are not suitable subjects for study
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Other features of Methodological Behaviorism Called “S-R Theory” Learning the result of associations between
Ss and Rs Mechanistic view Extreme position on the nature vs. nurture
issue Watson thought “nature” view was used to
justify racism
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Hull’s Neobehaviorism Disagreed with Watson:
Rejected Watson’s view that unobservable events (internal processes) couldn’t be studied
Thought internal processes could be studied once they were “operationalized”
Believed some of these processes could mediate between the environment and behavior Called these mediating processes “intervening variables” Thought they were physiological (e.g. hunger and the sex
drive)
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Hull also agreed with Watson in important ways Shared the view that Psychology’s
mentalistic emphasis must go! Took a pure S-R approach to
learning Theory was mechanistic
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Tolman’s Cognitive Behaviorism Disagreed with Watson and Hull:
Analyzed behavior more holistically – NOT just as a series of S-R connections
Viewed behavior to be “goal directed” Influenced by Gestalt psychologists
“Whole greater than the sum of its parts” Believed that internal processes like
“expectations” and “hypotheses” guided behavior instead of just physiological processes (like Hull’s view)
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Concepts Central to Tolman’s View Cognitive Map (see Maze on
handout 2) Latent Learning (see Graph on
handout 2) Distinction between “learning” and
“performance”
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Tolman’s Areas of Agreement with Watson and Hull Thought it was necessary but
“shameful” to have to incorporate internal processes to explain behavior
Believed it was only okay to include internal processes because they were inferred from observable behavior
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Bandura’s Social Learning Theory Most different from Watson’s view Takes Tolman’s inclusion of cognitive processes
to a whole new level Interested in the influences of imitation and
observation on learning Believed in “reciprocal determinism”
Environmental Events (Ss), Observable Behavior (Rs) and Internal Person Variables (thoughts and feelings) ALL influence each other
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Influences of Bandura’s Theory Helped stimulate the development of
Cognitive Theory by building on Tolman’s approach
Laid the groundwork for the popularity of Cognitive Behavioral Therapy
Led to research on the influence of television and other aspects of pop culture on behavior
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Skinner’s Radical Behaviorism Areas of disagreement with Watson:
Internal processes should be viewed as “covert behavior” with observable behavior viewed as “overt behavior”
These internal processes (or private behaviors) can be included in an analysis of behavior
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Skinner’s Radical Behaviorism Generally Agreed with Watson Disliked the increasing interest in internal
processes Emphasized the influence of the environment
on overt behavior Rejected the use of internal processes (or
covert behaviors) to explain overt behavior Believed “thoughts” and “feelings” were
themselves behaviors that needed to be explained by environmental events
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Interesting Aspect of Skinner’s View Chicken/Egg problem: Which comes first??
Do thoughts precede, follow, or happen at the same time as behavior? (ex. Seeing a mugger, running, and feeling fear)
Not as mechanistic as Watson and Hull Countercontrol – once we know how the
environment influences our behavior, humans have the capacity to change the environment to have a more beneficial effect
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Skinner’s Bottom Line Environmental Events (Ss), Observable
Behaviors (Rs), and Internal (Private) Behaviors (Rs) all can influence each other
BUT . . . Environmental Events (Ss) are the ultimate
cause of BOTH Observable (overt) and Private (covert) Behavior (Rs)
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Spend some time getting familiar with these concepts and . . .
You will find other concepts in the days to come easier to tackle!