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Understand the 5 schedules of reinforcements
VR
FR
FI
VI

Variable (Random)                                      Fixed (Set)
I        \  /              I
I                      / \                          I
Ratio                                                              Interval (time)
(number of responses)
Continuous --> every time

Continuous reinforcement: every instance of a behavior is reinforced
Ratio Schedules: reinforcement is based on the number of behaviors required
Interval Schedules: reinforcement is based on the passage of time
Fixed Schedules: the requirements for reinforcement are always the same
Variable Schedules: the requirements for reinforcements change randomly

Bobo doll experiment:
Albert Bandura
-2 groups were exposed to an adult model that expressed violent or nonviolent behavior when playing with toys to see if it influened the child's behavior when playing with the child
-after exposure, each child from either of the three groups separately taken into a room with attractive toys and was told these were reserved for other children
-child was put in a room with a bobo doll to see how they would react with a toy that wasn't there
-girls were more likely to imitate verbal aggression, boys were more inclinded to imitate physical aggression
-boys were more physically aggressive than girls in all conditions
-unethical because the kids were not debriefed afterwards so they weren't leaving in the same state as they came in. They were not told that violence is not a good behavior. This could have a lasting impression on them.
-Aggression is a male-typed behavior.
-increased observation of aggressive behavior can lead to increased probability that a child will react to frustration with violent behavior.
-adults being aggressive may show that violent behavior is acceptable
-boys are more likely to follow male models than girls are likely to follow female models

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Analyze Bandura and Seligman
-CINERAMA --> AMERICAN
Learned Helplessness: Seligman
See the effect of controllable vs uncontrollable shock on later ability to learn how to avoid shock: classical conditioning
-took 24 dogs and did escape, no escape, no harness (control) group
-escape and no escape placed in a harness. both shocked at the same time, escape group could terminate shock by pressing head against panels, no-escape had no control over the duration of the shocks
-next day took all the dogs and put them in a box and put a light on either side of the box.
-the dogs in the group receiving uncontrollable shocks were given an easy escape, but they gave up and took the shock.
-group not receiving shock escaped faster
-no escape group 75% failure rate, escape group 0% fail, control grouop 12%. If no escape group did escape, they took much longer
-unethical because it was a painful study and the dogs weren't protected and it could have been done without dogs or in a different way that wouldn't harm the dogs
-learned that hopelessness and helplessness can cause depression. Seligman is a pioneer of positive psychology. If helplessness is continued, people will give up trying because they expect failure.

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Understand Watson & Garcia research studies
Conditioned Taste Aversion: John Garcia
- control group-rats made sick but not gien saccharin beforehand
-experiemental group- rats given saccharin beforehand and then made sick
-IV- whether or not they received saccharin before made sick
-DV- whether or not the rats accepted the saccharin after the sickness
-rats will be given saccharin and then g30 minutes later will be explosed to x-irradition and become sick
-3 days later will be offered saccarin and the reuslts will be recorded
-no saccharin before exposed to radiation
-3 days later offered saccharin again
-The rats who received the saccharin before being sick refused to drink it again because they associated the drink with sickness. However, those who didn't get the drink before the sickness willingly drank alot of the drink afterwards because they didn't associate the drink with the sickness.
-can be considered both ethical and nonethical.
-relevance: even in humans, taste association can determine what we do and don't eat after we associate a food with a bad situation
Watson: Little Albert Experiment
-purpose was to challenge Freud's theory about biological and instinctual processes with watson's behaviorist theory. explains behavior is caused by environmental and situational stimuli. Watson's theory is related to classical conditioning because little albert goes through a process of associative learning, but it involves respondent behavior, which include actions that are automatic responses to a stimulus
-9 month old orphan Albert B. he was presented with various objects and observed closely to see the reaction
-neutral stimuli- produces no specific response other than focus and attention
-to determine if albert could develop a fear for the objects they struck a metal bar bbehind albert when he was near a white rat to associate fear
-they continued this until a response was elicited from just showing albert the rat (didn't happen until he was 11 months old)
-the rat became a conditioned stimulus that elicited a conditioned response
-albert began to generalize his response and react with fear to other similar objects such as a rabbits and other white fluffy objects.
-results: albert became terrified of the things watson conditioned him to be scared of. emotional behavior can be conditioned through stimulus response techniques
- creathed methodological behaviorism: psychology should be concerned with behavior not mental states
-emotions and other extreme emotional responses like phobias are created through conditioning: contrary to freud's theory
-can be seen as unethical because watson couldn't have asked for consent or assent. It can be inferred that since he was never reconditioned, albert is still afraid of little fluffy things and it changed him for life
-showed society that behaviors such as emotions are taught
CS: conditioned stimulus
CR: conditioned response
UCR: unconditioned response
UCS: unconditioned stimulus

UCS --> UCR
CS + UCS --> UCR
CS             --> CR

Acquisition: process of pairing conditioned stimulus and unconditioned stimulus together, the response gets stronger
First Extinction Period: no unconditioned stimulus present, fear may go extinct
Rest Period: nothing happens
Second extinction period: if the fear was never fixed, it may come back again later. Spontaneous Recovery

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Understand Thorndike & Skinner's research studies
Thorndike:
-Edward Thorndike
-Robert Woodworth
-to see if there was a line between the associated learning in humans versus in animals, and how problem solving is approached by either side
-operative conditioning
-put animal (Cat) in a very small and uncomfortable cage with only one way out. After they got out, they received a reward and would be put back in the back to see how long it would take the animal to repeat the task.
-each time the animal got out the latency would decrease because the animals started to respond to the stimulus quickly
-Latency- delay from input to desired outcome; in this case, the cat's delay time from exiting the cage
- Results: the animals were able to find out how to solve problems set for them, which would be considered intelligent if humans were able to do it. the cat would flounder around until the cat realized how to get out of the box and get the hang of it, and latency thus decreased.
-the time to escape (not expected) was decreasing over more time or trials
-cat's correct response was rewarded by the cat escaping the box and getting the fish
-there was high correlation between the stimulus and the response
- practice makes habits- law of exercise
-yes ethical because it benefits both humans and the animals
-set a basic foundation for learned behavior and mental association with certain tasks. Additionally, this can impact future research in analyzing why association occurs, and if it is a simple animalistic thing, or if the human mind is more or less complex than we make it not be.
PR: + reward
NR: - unpleasant
PP: + don't like
NP: - like

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Apply behavior modification:
One behavior I've wanted to change is my little brother's excessive running around and noise
4 Methods of Learnign:
1- Trial & Error: if at first you don't succeed, try again
2- Operant Conditioning: behaviors have consequences
-Positive: add +, PP (positive punishment)(decrease), PR(increase)(positive reinforcement)
-Negative: subtract-, NP(decrease)(negative punishment), NR(increase)(negative reinforcement)
3- Classical Conditioning: associative learning
4- Observational Learning (Modeling) : monkey see, monkey do
The Principle of of Effect: actions with pleasant results tend to be repeated
The Principle of Extinction: actions with unpleasant results tend to disappear
Pinpointing: deciding on the specific behavior you want to change
anxiety hierarchy: going from things that cause little stress to things that cause very high stress.
-a criticism to behavior modification is that encourages people to do things in order to get a reward, not because it's right.