https://padlet.com/diegozun1100/qtqmj768jg8o en-us 2017-10-29 15:31:00 UTC 2017-11-15 19:39:14 UTC hello@padlet.com diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201500646 27-1: What is operant conditioning, and how is operant behavior reinforced and shaped?

• Operant Conditioning
  • Classical Conditioning only works with dogs salivating or kids fearing cars 
  • Operant conditioning applies to getting children to say please or getting an elephant to walk on hind legs
  • Classical conditioning- associations between stimuli become automatic in respondent behavior 
  • Operant Conditioning- organisms associate their own actions with consequences or rewards coming from them 
• Skinner's Experiments 
  • B.F. Skinner studied this as he started out with law of effect (rewarded behaviors are more likely and punished ones less likely) 
  • This allowed him to get the principles of behavior control and how to get organisms to change their ways
  • To start Skinner made an operant chamber (Skinner box) that had a lever that when pushed by a rat would give it food or water
  • Over time the animal associated the food or water with the lever and would press it whenever it wanted that 
  • Shows the concept of reinforcement- any event that strengthens a preceding response 
  • Reinforcing can be anything from a paycheck, praise or attention for humans to food or water for a hungry rat
  • Shaping Behavior
    • To condition a hungry rat you must first shape it by gradually getting it close to what you want it to do such as in skinner's box get it closer and closer to the lever until it presses to get food and ignores all other responses 
    • Also helps understand what non verbal organisms perceive as we can condition them to respond to certain stimuli 
    • Seen in pigeons that were made to recognize human faces and pecked when they saw one and all worked 
    • The human face was the discriminative stimulus in this experiment as it signals a response to be reinforced
    • Skinner said we do this all the time, we just do not really know that we do it 
    • Also seen in teachers that give gold stars to students that get 100 on spelling tests and thus rewards them to keep them interested but wouldn't work for those who didnt get rewards 

]]> 2017-10-29 15:31:54 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201500646 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201502492 27-2: how do positive or negative reinforcement differ, and what are the basic types of reinforcers?

• Now theres only been positive reinforcement, which strengthens response by presenting a pleasurable stimulus after a response
• negative reinforcement is when a punishing event is removed by a behavior causing that behavior to become more and more likely
• Both can coincide but for sure reinforcement is just any consequence that strengthens behavior 
• Primary and Conditioned Reinforcers 
  • Primary reinforcers are those that are already naturally within us, like getting food or relieving pain
  • Conditioned or secondary reinforcers are those that we are conditioned to follow like good grades or money based on more basic rewards
• Immediate and Delayed Reinforcers
  • If you do not reinforce a behavior within 30 seconds, you will probably reward the wrong behavior and lead to more incidental behaviors going forward
  • Humans though can take delayed reinforcers like a paycheck, good grades, or a trophy and those that do are able to become functioning adults 
  • But small but immediate consequences that are good sometimes seem more important than the big delayed ones and can lead to not the best results 

]]> 2017-10-29 15:50:38 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201502492 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201503489 27-3: How do different reinforcement schedules affect behavior?

• Reinforcement schedules vary and only w continuous reinforcement does learning occur rapidly 
• When reinforcement stops though, extinction happens rapidly
• Real life usually doesn't do this, but does it through partial (intermittent) reinforcement that usually works every now and then and brings up hope a lot in organisms seen in how gamblers keep gambling 
• Seen in children as occasionally giving in to the children's tantrums reinforces them as this is the best way to get a behavior to persist
• Skinner and collaborators compared 4 schedules of partial reinforcement 
  • Fixed Ratio schedule: 
    • Reinforce behavior after set number or responses seen with coffee shops that reward free coffee after 10 bought 
    • Once conditioned animals pause only briefly after a reinforcer before returning to a high rate of responding
  • Variable Ratio Schedule:
    • provide reinforcers after seemingly unpredictable number of responses 
    • Gets people to keep going as the reinforcers increase the number or responses increases making a high rate of responding 
  • Fixed interval Schedules 
    • Reinforce the first response after a fixed timed period
    • Animals on this schedule tend to respond more frequently as the time of the reinforcement gets closer and closer 
    • Makes a choppy stop start pattern rather than a steady rate 
  • Variable-interval schedules 
    • Reinforces the first response after varying time intervals 
    • Makes slow steady responding as there is no knowing when the wait will end
  • Response rates are higher when reinforcement is ratio schedule compared to interval schedule 
  • Responding is more consistent w unpredictable variable schedule than with predictable fixed schedule 
  • Animals and humans differ, but Skinner said it would be the same in all species and true as behavior shows astonishingly similar properties 

]]> 2017-10-29 16:00:23 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201503489 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201537795 27-4: How does punishment differ from negative reinforcement, and how does punishment affect behavior?

• Punishment
  • Reinforcement increases a behavior and punishment does the opposite as it decreases the frequency of the preceding behavior
  • Criminal behavior is influenced by this as the swift and sure punishments are more of a threat than the slower ones 
  • Seen with how if laws are made more harsh not much changes, but if more cops are around to catch people, crime drops
  • Physical punishment in parenting has 4 major drawbacks:
    • Punished behavior is suppressed not forgotten, but this temporary state can negatively reinforce parents' abuse 
    • Punishment teaches discrimination among situations, so kids know its fine to curse away from family instead of not curse at all 
    • Punishment can teach fear, kids can become fearful of the people or place that or where they are punished 
    • Physical punishment can increase aggression in the children as it will be seen as a model
  • Some researchers see a problem though as the physically punished children may be more aggressive because of how they have pre existing problems within them
  • Thus, just physical punishment is not ok, but only if it is a backup or last resort and it has reasoning and reinforcing involved 
  • But other researchers say that frequent spankings predicts aggressiveness in the children
  • These problems also seen with how the punishments are told and can be positively reinforcing instead of negatively reinforcing 
  • Thus, reinforcement is better than punishment as it tells you what to do while punishment just says what not to do 
  • Punishment only teaches how to avoid it so reinforcement is better

]]> 2017-10-29 21:07:59 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201537795 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201539310 27-5: Why did Skinner's ideas provoke controversy?

• B.F. Skinner said that the environment around an organism was more important than its own thoughts inside it and we should use this idea all the time
• Some said this dehumanized people as they didn't seem to have personal freedoms or by seeking control over them, but Skinner said why not use it for good instead of the punishment so commonly seen in many areas

]]> 2017-10-29 21:21:53 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201539310 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201884194

4 Methods of Learning:

• Trial and Error 
  • "If at first you don't succeed" 
• Operant Conditioning 
  • Behaviors have consequences 
  • Negative Punishment
  • Positive Reinforcement 
  • Negative Reinforcement 
  • Positive Punishment 
• Classical Conditioning 
  • Associative Learning 
  • Unconditioned Stimulus Chicken wings
  • Unconditioned Response vomit from bad chicken wings
  • Conditioned Stimulus Chicken wings again
  • Conditioned Response Nausea or adversity to wings
• Observational Learning (modeling)
  • "Monkey see, Monkey do"

1) Touching hair too much 

2) Stop trying to be my bridge partner

]]> 2017-10-30 18:41:28 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/201884194 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/203071258

Know Operant Conditioning 

Negative and Positive Reinforcement 

Negative and Positive Punishment 

Edward Lee Thorndike:

• Make experiment called the problem box
• Purpose:
  • Show how animals learn to escape from a box (puzzle box)
  • Doing a certain action would get it out 
• Procedure:
  • Cat put in box and once escaped, would be rewarded with food and thus found the law of effect (how behavior changes because of consequences)
  • Called latency learning as the cat did not know that they learned how to get out, but then over time with how it got reinforced it became conditioned to it 
• Results 
  • The cat over time got quicker and quicker to doing what it needed to get out 
  • And the experimenters over time made the time from doing the thing needed to getting out got lower to then be able to show the connection
• Ethical 
  • Yes
  • Impact 
  • Showed psych could be quantitative 
  • First study of animal learning and processing 
• Law of Effect 
  • Positive reward gets repeated action
• Law of Exercise 
  • Things that are repeated are most often remembered but not necessarily perfectly but as a habit 

Insight: remembering the right answer or having an idea

B.F. Skinner

• Had Skinner box 
• Purpose 
  • Operant Conditioning 
    • Form of learning in which behaviors are dependent on, or controlled by its rewards or consequences 
• Procedure 
  • take birds or rats and put in skinner box
  • Subjects left w nothing but a lever or button
  • button/ lever would give them food or water 
  • Rewards were given in certain ratios or intervals 
  • Everything was recorded autonomously as to keep results as good as possible 
• Results 
  • If a response is followed by a reinforcing stimulus, then the strength of the response will increase 
  • If not followed then it would become weaker 
  • Scheduled reinforcement reinforcement is only given to participant some of the time 
• Ethical?
  • Yes it was 
• Importance 
  • The animal had to learn patience and repetition to wait for if and can apply to us as well as seen with people in jobs 
  • Seen with paycheck and jobs which was positive reinforcement 
  • Negative Punishment- Avoid swearing in a swear jar to not lose money in the end 

Positive and Negative like math 

• Positive means addition
• Negative means subtraction
• Reinforcement is supposed to increase behavior 
• Punishment is supposed to decrease behavior but usually only for a time
• Positive Reinforcement 
  • Add something you like 
• Negative Reinforcement 
  • Take away something you don't like 
• Positive Punishment
  • Add something you don't like
• Negative Punishment 
  • Take away something you like 

Shaping 

• Slowly approximating towards the wanted behavior 
• Shoe tying 
  • When we get the bunny ears you get candy
  • As you keep getting more and more you get candy
  • 
    

]]> 2017-11-02 18:39:19 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/203071258 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/203439468

I can understand the 5 schedules of reinforcement 

• Continuous 
  • The behavior is reinforced every time but has a high chance of extinction 
• Partial 
  • Fixed Ratio
    • Reinforce every amount of times the behavior is done
  • Fixed Interval 
    • Reinforce after a time 
  • Variable Ratio
    • Reinforced after a random amount of times the behavior is done
  • Variable Interval 
    • Only reinforced after varying times

]]> 2017-11-03 18:39:02 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/203439468 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204086968

Seligman and Maier

• Two psychologists that helped find the theory of learned helplessness 
• Purpose of Study
  • Find out how helplessness is able to be learned 
  • Could be connected to depression 
  • It is the behavioral state of a person who believes they have ittle or no control of their life even when control is possible 
• Procdeure 
  • Two parts 
  • 3 groups 
    • 1 not shocked 
    • 2 and 3 shocked
    • 2 could stop shocks if put head on lever
    • 3 could not do so 
  • Then paired 2 w 3
  • Tested in box to see how they would react to shocks on both sides and what they would do 
  • the 3rd group did not move because of how they had learned the helplessness from the day before
• Very unethical 
  • this is because of how the animals were not treated well and could have possibly been done on humans in a better alternative 
• Relevance
  • Led to the discovery of learned helplessness and how it could lead to possible depression in humans

Locus of control 

• Rotter responsibility or excuses?
• External and internal 
• Location of control and source of success and happiness 
• Internal are looking into mirror 
• External is looking out a window 
• External acts like the victim
• External:
  • I failed a test because the teacher is bad 
  • I didn't see the red light since my dad was talking to me 
  • I woke up late because my friends were talking to me 
• Internal:
  • I failed the test since I didn't study enough
  • I didn't see the red light since i was not focusing on me 
  • I woke up late because I didn't try to sleep enough 

Bandura 

• Albert Bandura, Dorothea Ross, and Sheila Ross
• Purpose 
  • To see if children imitated what they saw in adults did things and whether gender had an affect on this imitation
• Procedure
  • Had the some adults attack one of the toys and then others who didn't 
  • Then children told to play in other area
• Results 
  • Boys were more aggressive than the girls and further seen w men rather than women 
  • Boys usually more violent than the girls 
  • the control group was more calm and didn't hurt anything 
• The Ethics 
  • Ethical as nothing really wrong but didn't say that parents gave consent but principal did gave it to them and did not debrief the kids
  •  which is bad since they might not fully know that violence is not good 
• Relevance
  • shows how people earn through what they see around them especially as a child 

]]> 2017-11-06 19:39:47 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204086968 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204556439

Positive Reinforcement

• How alex reinforces claire to be proud and powerful before she goes to give her speech
• How the Dunphys cheer on Claire as she does things right when she speaks 

Punishment 

• How the alex, luke and Haley keep telling their mom what to do on the podium 

Negative Reinforcement

• When Gloria hits Jay after they realize why the dog was jumping in the pool  

Social Learning 

• When lily's parents try to get her to learns words from her parents 
• How the lily's says a bad word around her parents 

]]> 2017-11-07 19:43:04 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204556439 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204600716

26-1: What is learning, and what are some basic forms of learning?

Learning is the process of getting new, enduring information or behaviors and we do so in Operant conditioning, classical conditioning, and cognitive learning 

Locke and Hume followed Aristotle saying we learn by association as our minds connect information that is in sequence

Learned associations work subtly and we might not even notice them

These associations also go into habitual behaviors as we repeat behaviors, the behaviors become associated w the contexts and thus habits can be created

Other animals do this too, like the sea slug that habituates (decreases response to stimulus after repeated exposure) after being squirted w water repeatedly but if it gets shocks w the squirt, it's response will be stronger

Complex animals will associate their behavior w its outcomes like seals slapping or barking to get food

Both the slug and seal are showing associative learning where they link two events that are close to each other 

Learning associations is called conditioning and can be seen as 

• Classical Conditioning
  • We learn to associate two stimuli and anticipate events through that 
• Operant Conditioning
  • We learn to associate a response and its consequence seen as we repeat acts that have good results 

They often occur together seen in Japanese farm w pager cows that when beeped go get food (classical) and associate hustle to the food w pleasure of eating (operant)

There is cognitive learning when we get info like in observational learning where we learn from seeing others 

]]> 2017-11-07 21:29:56 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204600716 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204605292 26-2: What are the basic components of classical conditioning, and what was behaviorism's view of learning?

• Ivan Pavlov discovered classical conditioning in his research in the early twentieth century 
• Pavlov's work laid the foundation for John B. Watson to get away from introspection which was popular at the time
• Pavlov and Watson both didn't like internal concepts of psych and wanted something based on the environment which they found but now its a bit of both
• Pavlov's Experiments 
  • Started out w medical degree and then studied the digestive system which led him to his learning experiments as he saw dogs salivated seeing the food or person bringing it not just eating 
  • Pavlov and associates didn't know what to think and tried to experiment and did so using harness and seeing how the dogs reacted to stimuli over time if they were associated with the food
  • The dogs did salivate more w the stimulus even after there was no food involved as the dogs had associated the unrelated stimulus w the food they got
  • The dog didn't learn to salivate so it was called an unconditioned response caused by the unconditioned stimulus of food 
  • Salivation from the tone was learned and therefore a conditioned response while the tone was a conditioned stimulus
  • After this, Pavlov studied acquisition, extinction, spontaneous recovery, generalization, and discrimination 

]]> 2017-11-07 21:46:12 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204605292 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204609140 26-3: In classical conditioning, what are the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination?

• Acquisition
  • To understand this, the experimenters had to know how much time between the NS and the US 
  • Asked if the US could go before the NS, but that was unlikely as it would usually not work  as the tone would not prep the animal or help at all
  • Seen w Japanese male quails that shows how a CS can signal another important event, reproduction as females came in w red light and just the light would already get the males excited 
  • Same can happen in humans which shows that conditioning can help animals survive and reproduce by responding to cues that help to gain food, mates, safety or offspring
  • Higher order conditioning is when a new NS becomes a CS connected to something old, like you get bitten by a guard dog and get scared seeing it, but whenever you hear a dog bark you also get scared
• Extinction and Spontaneous Recovery
  • Pavlov then studied how the the CS would do without the US and thus stopped giving food which lowered salivation, but when he put food back in, he saw that the CR came back in spontaneous recovery and that extinction was suppressing the CR  
• Generalization 
  • Pavlov also noticed that different pitched tones or new tones also did the same to an extent showing this concept of generalization
  • Can be adaptive as a toddler learns to fear big trucks or motorcycles from fear of cars or could be from what they've seen before 
  • Similarly seen w naturally disgusting objects and w human faces as when we meet new people, we like them more if they look like someone we like 
• Discrimination
  • The dogs didn't salivate to very different sounds though as they could discriminate which was the one they saw before or not 
  • Seen w humans as heart may race from guard dog but not guide dog

]]> 2017-11-07 22:00:53 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204609140 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204613666 26-4: Why does Pavlov's work remain so important, and what have been some applications of his work to human health and well-being?

• Pavlov's ideas are still in psych today as classical conditioning is a basic form of learning, but is sort of incomplete 
• His work is really important since it can be applied to all species as we have succeeded in all species tested so far
• Pavlov's work also great since it showed a way to measure psychological experiments in the real world and that it was all not just in the dogs brain
• Applications of Classical Conditioning
  • A taste of a medicine that helps immune response could help someone's immune system fight disease
  • Pavlov was a base for Watson's work to show that emotions were also conditioned as seen in little albert experiment 
  • Many years later no one knew what happened to either albert or watson and were unsure what had gone on
  • Treatment of little albert was terrible but the fear he did learn was not quick and difficult to repeat but helped shed light on some concepts of psych
  • This theory of emotions as conditioned responses could help others get over fears they have as well

]]> 2017-11-07 22:17:54 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204613666 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204617199 29-2: How do cognitive processes affect classical and operant conditioning?

• Cognitive Processes and Classical Conditioning
  • Pavlov and Watson ignored the cognitive of the animals they tested and can be seen as though a rat could get a light and a tone before it gets shocked, it will react more to the tone since it is before and adds new info
  • Associations can also influence the attitudes of the people as seen w kids and cartoons whose characters were either w ice cream or brussel sprouts as they liked ice cream characters more
  • Also, when people know of these associations in their head they are made stronger, thus showing that cognition really matters
  • This is why experiments that ignore the cognition of the subject are not as effective as cognition does have a big part to do with the response that occurs 
• Cognitive Processes and Operant Conditioning
  • B.F. Skinner acknowledged biological underpinnings of behavior and existence of private thought processes, but psychologists still say it was bad he truly didn't go w these influences
  • Skinner never believed in mental processes of the brain thinking it was too much like the introspection he had not agreed w before
  • This is seen w a fixed interval reinforcement schedule and thus shows that what the animals think is important as well
  • Latent Learning
    • Seen with how rats in a maze w no obvious rewards make a cognitive map of the maze and once given food as a goal, try to escape using the map as quick as they can
    • This shows latent learning as the rat learns it but only demonstrates it much later as needed and thus shows cognition is important too
  • Insight Learning
    • Insight doesn't need interaction w environment as the organism or person gets the answer in an aha like moment
  • Intrinsic Motivation
    • Excessive rewarding can lead to the destruction of intrinsic motivation or the will to do something cuz you like it 
    • This is seen as they believe it is more externally controlled rather than internally which is called overjustification
    • The difference between this and extrinsic is that this is inside while the other is motivated from outside sources like grades
    • Seen in many ways as youth coaches don't focus too much on winning but fun and how more choices =more intrinsic motivation and rewards showing good job can be effective as welll

]]> 2017-11-07 22:32:45 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204617199 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204620853 29-3: In what two ways do people learn to cope with personal problems?

• Problems in life are unavoidable so then we must learn how to cope with them
• Some problems, stressors, we address directly w problem-focused coping as we try to change circumstances or ourselves to make things better as we feel we have control 
• We turn to emotion-focused coping when we cannot or believe we cannot control the situation and can be adaptive but also bad as we might do it wrong but a problem focused strategy can usually help
• When challenged some might be cool w problem focused while others use emotion which can affect our ability to cope

]]> 2017-11-07 22:51:43 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204620853 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204621868 29-4: How does a perceived lack of control affect people's behavior and health?

• Uncontrollable threats trigger the strongest stress responses 
• Feeling helpless and oppressed may lead to a state of passive resignation called learned helplessness where one might feel unable to do things when they really can
• Humans do the same as when they are faced w repeated traumatic events they become helpless, hopeless, and depressed
• A loss of control leads to more susceptibility to stress and ill health
• Self control noticeably improves health and morale
• Also shows how higher classes socially can live more due to less stress but could go the opposite way in some cases
• Losing control releases stress hormones and thus control is needed to ensure an organism is fully healthy
• Internal Versus External Locus of Control
  • Are you in control or not? Do you feel that way because of your fam or culture?
  • External believe it is not on them while internal believes the opposite and usually internal is better off as they take responsibility and control over their lives
  • Now there is more external control which shows why there is depression and other psychological disorders in the new generation

]]> 2017-11-07 22:57:46 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/204621868 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/205018183

Classical Conditioning 

• UCS=UCR
• UCS+CS=UCR
• CS=CR

Conditioning 

• Acquisition- acquiring the new knowledge
• As the response is not strengthened it goes through extinction
• When it comes back after a while of on strengthening, its called spontaneous recovery

Terms:

• Generalization: The same stimulus gives the same response 
• Discriminating: No response to similar or like stimulus

]]> 2017-11-08 19:31:35 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/205018183 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/205093999 30-1: What is observational learning, and how do some scientists believe it is enabled by mirror Neurons?

• Cognition is definitely necessary in observational learning where the person learns only from seeing w no direct experience
• Seen w Albert Bandura's experiment where adult would hit bobo doll as kid watched and when kid had the chance it would do the same even repeating words
• This shows vicarious reinforcement or punishment where we anticipate a behavior's consequences in situations like those we are observing
• We are likely to learn from people we perceive as similar and successful and we even feel good when someone like that gets a reward
• Mirrors and Imitation in the Brain
  • In an Italian lab, a monkey whos motor cortex was hooked up to sensors saw a man lick ice cream and motor cortex was active though, the monkey did not move
  • The buzzing from the sensor was seen before as the monkey saw humans eat peanuts and thus gave evidence for the mirror neuron
  • This neuron would be used whenever the monkey saw something it could replicate which would fire in the brain
  • Imitation happens a lot in animals but easily seen in monkeys as one experiment saw that older more forgiving monkeys led to smaller fights and more forgiveness among the younger monkeys
  • Further seen in chimps as they imitate new foraging methods to make most of what they have 
  • Imitation is important in humans too as when they begin to develop after birth, they imitate more and more which leads to them learning alot from others as they age
  • Its so strong that 2-5 year olds over imitate as seen in experiments where opening something was simple, but they over complicated it with what they saw
  • How do they do it? Through mirror neurons? or distributed brain networks? regardless, kids brains enable empathy and ability to infer another's emotions through theory of the mind
  • Brain's response to observing others makes emotions contagious and through this, we vicariously experience what we observe seen w how we yawn and laugh when others do so
  • When observing others, we feel what they feel as even similar parts of the brain are activated showing this is based off brain activity

]]> 2017-11-08 23:37:54 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/205093999 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/205096353 30-2: What is the impact of prosocial modeling and of antisocial modeling?

• Models from our fams, neighborhood or on TV might be what we learn from as well
• Prosocial Effects
  • Prosocial models have prosocial effects which means good seen in many businesses as good employees model their behavior to the newer ones learning for the job
  • People can also learn morality from it as seen w many people like Gandhi and MLK and from parents to kids as well
  • Best when the models actions and words are consistent but some say and do differently which will also be learned in making a hypocrite
• Antisocial Effects
  • Modeling can also bring out bad as seen w husbands beating wives after their fathers did the same
  • TV shows and the internet are also examples of this as they can impose these bad ideas to children which they learn 
  • TV show viewers learn from a narrator that focuses on the culture's mythology, not reality
  • 
    

]]> 2017-11-08 23:57:04 UTC https://padlet.com/diegozun1100/qtqmj768jg8o/wish/205096353 diegozun1100 https://padlet.com/diegozun1100/qtqmj768jg8o/wish/205479234

John Garcia Taste Aversion

• Purpose
  • To test if humans or animals could make a quick association w taste and illness 
  • Done with classical conditioning w putting something that tastes bad w illnesses and thus making organism not eat said thing
  • Tested importance of the correct combo of controlled stimulus and uncontrolled stimulus to learn a connection
• Procedure 
  • One group that got x radiation 
  • Experimental got saccharine solution and then x radiation
  • IV was receiving the saccharine prior to injection of x radiation
  • Dependent variable If rats drank the solution later 
  • X radiation would make them sick and thus they might not drink it again
• Results 
  • Uncovered patterns in both the rats and humans 
  • Showed associations that can be made by us
  • Many of these habits came from evolution as it may have been developed as a defense mechanism
• Ethical since the rats were not affected for a long time or too badly 
• Examples 
  • raw chicken that caused sickness would lead the person to feeling sick when seeing chicken 
  • When a predator eats an animal that makes them sick will cause them to not eat that animal again 
• Relevance 
  • Connects with how organisms learn in what they do and how they do it

John B. Watson Little Albert Experiment 

• John Watson main contributor 
  • Established the school of behaviorism and was president of APA 
  • Rosalie Rayner also heled 
• Purpose
  • To show that emotional reactions are from the outside and can be learned instead of from the Freudian thought 
• Procedure 
  • Used 11 month orphan 
  • Let the kid play w a white rat as a neutral stimulus 
  • Then made loud sound right when albert would touch it and would cry 
  • Then the rat became the conditioned stimulus after a while 
  • And then let it generalized for white things which kept Albert very scared
  • Never debriefed or really gave consent 
• Results 
  • Showed that emotions could be conditioned and happen from the outside instead of what was thought of before
  • Fear could be conditioned
• Was not ethical as it clearly violated conduct but did not exist at the time which made it ok 
  • Albert was emotionally and psychologically hurt and never helped back to normal 
• Relevance 
  • Showed that human behavior is from their environments around the organism (behaviorism)
  • Support nurture over nature as what develops us 

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Dog Trick, Give a treat after every 5th time of shaking paw

• Fixed ratio schedule 
• Because fixed in how its every 5 and its based on how many times the action is repeated for ratio

Washing Machine Cycle 

• Fixed Interval 
• Because after a certain amount of time it happens and its based on time so it is interval

Door to Door salesman

• Variable Ratio
• Variable because you never know after how many it is and ratio based on how the behavior is based on how many times it happens

Fishing 

• Variable ratio
• You never know when youll get the fish and its based on how many times you cast you rod out

Report Card

• Fixed Interval
• You get if after a certain amount of time like every quarter 

Putting coins in a vending machine for candy

• Continuous 
• You get candy every time you put coins in 

Calling a mechanic to see if your car is fixed 

• fixed ration since you know it will be finished by a certain time
• 
  

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