Learning part 1 (Classical Conditioning) Flashcards
Wilhelm Wundt (1832-1920)
First psychology laboratory (1875) at the University of Leipzig, Germany
He used experimental introspection: trained to report inner processes
Aim: discover the basic elements of thought (structuralism): laws by which mental elements combine into complex mental experiences
The mind / consciousness was to be analysed into its elements, just as in the physical sciences
William James (1842-1910)
School of Functionalism
wrote “The Principles of Psychology” (1890)
focused on the purpose (function) of consciousness, rather than on the structure of consciousness. He described the stream of consciousness, as opposed to the elements of consciousness
was greatly influenced by the work of Charles Darwin: For him, psychology was a biological science
Sigmund Freud (1856-1939)
Wrote “The Interpretation of Dreams” (1900) and was the founder of the School of Psychoanalysis
Described the role of the “unconsciousness mind”; used hypnosis, free association and dream analysis as tools
Also performed psychoanalytic therapy based on his theory
Careful: Psychoanalysis is not experimental psychology – because it is not falsifiable!
John B. Watson (1878-1958)
School of Behaviourism
Turning away from “inner processes” to observable behaviour: the mind is a “black box” and only the relationship between stimuli and responses is important
Influenced by animal studies on associative learning and reflex responses
“Psychology as the Behaviourist sees it is a purely objective science. Its theoretical goal is the prediction and control of behaviour.… Psychology must discard all references to consciousness.”
Burrhus Frederic Skinner (1904-1990)
Peak of Behaviourism in the 50’s and 60’s
He regarded reinforcement and punishment as causes of voluntary behaviour; all behaviour is learned from environmental cues
Mental states exist but are not causal in determining behaviour; behaviour is the result of nurture not nature
He used behaviour modification techniques based on this work that are still applied in clinical/therapeutic settings
Edward C. Tolman (1886-1959)
One of the psychologists associated with the Cognitive Revolution
Demonstration of active learning: even rats have mental maps – we have to take into account the mental representations, not only stimuli and responses
He was interested in mental processes as the determinants (causes) of behaviour: nature (cognitive capacities) in addition to nurture
What is learning?
Learning is the process by which experience or practice results in a relatively permanent change in behaviour or in potential behaviour
Many learning studies used animal subjects: these allow for the precise control of the conditions under which a behaviour is learned
However, this assumes a level of similarity between species for generalisation of learning principles
Ivan Pavlov (1849-1936) (classical conditioning)
The first experiments were performed by Pavlov, a Russian physiologist who was originally interested in digestion in dogs
In order to get the dogs to produce saliva, Pavlov would put food on their tongues
After some days the dogs started to produce saliva automatically, before he put the food on their tongues
Dogs learned to associate the food with a signal (his footsteps) and salivated in anticipation (reflex behaviour)
Basic principles of classical conditioning 1
Classical conditioning always involves a reflex behavior
A reflex is a simple, unlearned response governed by the nervous system that occurs naturally in response to stimulus
Basic principles of classical conditioning 2
New stimulus-response relationship is learned by association
Pairing a neutral stimulus with a natural (unlearned stimulus) that automatically elicits a reflex response
Pavlov first rang a bell (initially neutral), then gave the dog food
The dog learned to salivate when bell sounded (conditioned response)
Unconditioned Stimulus (UCS)
A stimulus that always causes an organism to respond in a specific way (e.g., food)
Elicits a reflex response
Unconditioned Response (UCR)
A response that takes place in an organism whenever an unconditioned stimulus occurs (e.g., salivation to food)
Reflexive response
Conditioned Stimulus (CS)
An originally neutral stimulus that is paired with an unconditioned stimulus and eventually produces the formerly unconditioned response (e.g., the bell)
Conditioned Response (CR)
After conditioning, the CR is the response produced when the CS is present (e.g., salivation to bell)
Conditioning is strengthened by…
a) frequent pairings of the CS and the UCS
b) timing: CS is presented immediately prior to the UCS to make the CS predictive of the UCS