Unit III Learning and

Intelligence
Chapters 9-11,13
Psychology

Unit 3: Learning and

Intelligence

Critical
Vocabulary

Classical Conditioning
A learning procedure in which
associations are made
between a natural stimulus
and a neutral stimulus

Operant
Conditioning

Learning in which a certain

action is reinforced or
punished, resulting in
corresponding increases or
decreases in occurrence

Social Learning
Form of
learning in
which the
organism
observes,
explores, and
imitates the
behavior of

Cognition
Cognition is the
scientific term for
"the process of
thought".
Thought depends
on several
processes &
components:

Short-term Memory
Memory that is limited in
capacity to about seven items
for a short period of time

Sensory Memory
Very brief memory storage
immediately following initial
stimulation of a receptor

Long-term Memory
Refers to the storage of
information in the human
mind over extended periods
of time

Recall
The type of memory retrieval in
which a person reconstructs
previously learned material
without the aid of or with very
few external cues
E.g.What year was the
Declaration of Independence
written?

Recognition
The type of memory retrieval
in which a person is required
to identify an object, idea, or
situation as one he or she has
experienced before
E.g.What year was the
Declaration of Independence
written? A. 1774 B. 1776 C.

Language
A system of communication
that involves using rules to
make and combine symbols
in ways that produce
meaningful words and
sentences

Creativity
The ability to use information,
invent new solutions to
problems, or create original
and ingenious materials

Learning
A Relatively permanent change in
behavior that results from
experience
1)Inferred from a change in behavior or
performance
2)Results in an inferred change in
memory
3)The result of experience
4)Relatively permanent

Classical Conditioning
Mental associations are made
between a natural stimulus and a
neutral stimulus
Associating one stimulus with another
In classical conditioning a persons or an
animals OLD response becomes
attached to a NEW stimulus

Classical Conditioning
IVAN PAVLOVDoes the name Pavlov
ring a bell??
While studying the digestive patterns
of dogs, Pavlov noticed that just the
sight and smell of food made the
dogs salivate, so he began to study
this and theorized CLASSICAL
CONDITIONING

Classical Conditioning
Pavlovs Dogs:
A tuning fork is struck
Food/meat powder is placed on the
dogs tongue
Dogs salivate
Repeat several times
Tuning fork is stuck
Dogs begin salivating at just the sound
of the bell with out the presence of the
food

Pavlovs Dogs

Classical Conditioning
General Principles:
N: A stimulus that does not initially elicit a response,
but can cause a formally unrelated response
UCS: an event that elicits a certain, predictable
response without previous training
UCR: an organisms natural or automatic response
to a stimulus
REFLEXES!!!

CS: the stimuli that causes the reaction/response

after conditioning
CR: the learned reaction

Classical Conditioning
How does an animal or person
acquire a conditioned response??
A CS is paired with an UCS multiple
times so that the CR is acquired and
strengthened
of
e
h
T IO N L
T IC A I
A
U SS ION
Q
E L A IT
C ND G
CO N

N + UCS = UCR
CS + UCS = CR

Classical Conditioning
Sooo.how then were Pavlovs Dogs
conditioned???
UCS

CS

UCR

CR

Presentatio
n of the
food or
meat
powder

The Tuning
fork or bell

Salivation:
food
causes the
dogs to
salivate
regardless
of any
conditionin
g

The dogs
hear a bell
and
instantly
salivate

N (bell) + UCS (food) = UCR

(salivation)
CS (bell) + UCS (food) = CR (hear

Classical Conditioning
Common Conditional Responses:
(1)N + UCS =

UCR

Fear of
Sound of Drilling
the
the Drill into
Dentists
Teeth
Drill

Tension/
Pain

Advertisi
ng
Slogan/
Song

Catchy
Jingle or
Slogan

Product

Loathing
for the
Police

Flashing
Police
Lights

Speeding
Ticket

(2)CS + UCS=
Sound of
Drill/Sigh
t of
Dentist

CR

Drill into
Teeth

Hear
Drill/See
Dentist,
Feel
Tension
and Pain

Favorable Catchy
Feeling
Jingle or
Slogan

Product

Hear
Song or
Slogan,
Get a
Favorable
Feeling

Anger/Fe
ar

Speeding
Ticket

See
Flashing
lights, fell
anger
and fear

Flashing
Police
Lights

Can you think of more from your own

Classical Conditioning
If I am trying to condition sayMY
STUDENTS, how can I create the strongest
association between the CS and the
UCS?!?!
The Strongest associations are made when
the UCS is presented second before the
UCR

WHY?!

Classical Conditioning
Say you wake up daily to the same
alarm sound on your phone daily
this sound soon becomes very
unpleasant and brings about a
feeling of dread. What happens when
you hear a similar sound throughout
the day?
You shutter and have that same feeling
of unpleasant dread

GENERALIZATION

Classical Conditioning
Generalization: An animal responds to a
second stimulus similar to the original
CS without prior training with the
second stimulus
EX. Pavlovs tests with circles and ovals
Can you think of ways this process is
used in everyday life?!

Classical Conditioning
Stimulus DISCRIMINATION: the
ability of an animal to respond
differently to different stimuliThe
process that occurs if two stimuli are
sufficiently distinct from one another
that one evokes a conditioned
response but the other does not
EXAMPLES?!

Classical Conditioning
If a response can be learned or
conditioned, can it become EXTINCT?!
YESEXTINCTION occurs when the CS is
presented over time without the UCS
causing a Disappearance of the CR
Can it come back?! YES Spontaneous
Recovery: when a CR has become extinct,
it does not mean it is completely gone, it
may reappear but NOT at its original
strength

Classical Conditioning
Classical Conditioning and Human
Behavior:
1)Emotional Responses
2)Fear Responses
3)Taste Aversions

Little Albert
By: John Watson

Classical Conditioning

In what areas can

humans benefit from
classical Conditioning?!

Classical Conditioning

How are we
Classically
Conditioned in our
Everyday lives?!

Classical Conditioning in TV
The Office
http://www.youtube.com/watch?v=WfZf
MIHwSkU

The Big Bang Theory

http://www.youtube.com/watch?v=qy_mI
EnnlF4&feature=related

Super Size Me
http://www.youtube.com/watch?v=gpR
QhVd63Y8

Operant Conditioning
Operant Conditioning: Learning in which a
certain action is reinforced or punished,
resulting in corresponding increases or
decreases in occurrence
How to control ones environment to elicit a
reward or avoid a punishment
Learning from the consequences of
Behavior!
Will the subject operate or respond the
same way in the future??

Operant Conditioning
Classical Conditioning

The process in which

a persons NATURAL
responses become
attached to a new
stimulus
Reacting to a
persons environment
Natural to salivate at food,
this becomes attached or
associated with the bell

Operant Conditioning
The study of how
VOLUNTARY behavior
is affected by its
consequences
Learner operates on
their environment
NO stimulus
Learning from the
consequences of behavior
choices

Operant Conditioning
REINFORCEMENT: Stimulus or event
that follows a response and increases
the likelihood that the response will
be repeated
Positive
Negative
Reinforcement
Reinforcement
Occurs when
Occurs when
something the
something
animal wants is
Unpleasant is
ADDED after the TAKEN AWAY or
action
AVOIDED if the
animal performs
the action
Teach a dog a
trick with treats!
Punish a dog with

Operant Conditioning
BEHAVIOR

Positive
Reinforcement

Negative
Reinforcemen
t
CHANGED
Behavior

Reinforcement MUST occur BEFORE there is a

CHANGE in Behavior

Operant Conditioning
B.F. Skinner
1950

The Skinner Box:

Taught a rat to respond
to lights and sounds in a
specially enclosed box
A rat, placed in the
Skinner box, must learn
how to solve the
problem of how to get
food to appear in a cup.

Operant Conditioning
Primary
Reinforcers

Secondary
One
Reinforcers
that has been

paired with a
primary reinforcer
Satisfies a
and through
biological need
classical
Hunger
conditioning has
Thirst
acquired value and
reinforced
Sleep
MONEY
MORE EXAMPLES?!?!
What is a reinforcer for one person is not
necessarily the same for another person

Operant Conditioning
WOLF
to get food,
CHIMP-O-MAT
chimps must 1st get a
poker chip to place in
a slot to get food.
Soon chimps begin to
save, spend, and steal
chips like humans do
with money

Poker chips as a
Secondary Reinforcer

Poker chips become

conditioned
reinforcers for the
chimps

Operant
Conditioning
Continuous
Reinforcement
Schedule
Behavior that is
reinforced EVERY
time it occurs
To get the best
behavior
reinforcement
every time
Quick extinction is
the reinforcement
stops
**Reinforcement
is
dependent on

Partial
Positive
behavior
Reinforcement
occurs
only
Schedule
intermittently
Acquired more
slowly, but more
persistent
Behavior lasts
longer
Animals respond
differently to each
Partial
reinforcement

Operant Conditioning
Schedules of ReinforcementThe
Fixed-Ratio:Skinner
behavior isBox
reinforced after a
set number of responses
Food given after a fixed number of responses

Variable-Ratio: Reinforcement is provided

after a variable number of responses
Number of responses required to get food
changes each time
Fixed-Interval: Reinforcement is based on
a time schedule
Food given after a certain amount of time elapses

Variable-Interval: Reinforcement is provided

from time to
time at a variable rate

Operant Conditioning
FIXED RATIO: getting paid per jobs
done; sell this much, get this much; 5
fouls= ejection from basketball
VARIABLE RATIO: slot machines;
telemarketingnever know when
response will happen next; the more
you try, the more you get

Operant Conditioning
Fixed-Interval: test cycle of 9 week
course about one test per week:
study really hard right before the
test, but not as much afterwards;
pay-check cycle
Variable-Interval: calling a friend,
but getting a busy signal and calling
back until they answer; Slow, but
Steady

Operant Conditioning
INTERVAL SCHEDULES = TIME
RATIO SCHEDULES = # of
RESPONSES
Variable Less extinction; most
human relationships reinforced this
way

Operant Conditioning
Negative Reinforcement

A painful or unpleasant stimulus is removed

Follows and negates a behavior Takes
away
Escape or avoidance
behavior is repeated and increases in
frequency
2 Types: ESCAPE CONDITIONING: training
and organism to remove or terminate an
unpleasant stimulus & AVOIDANCE
CONDITIONING: prevent an unpleasant
stimulus before it starts

OPERANT CONDITIONING
PUNISHMENT
An unpleasant consequence occurs after a
behavior, decreasing the frequency of the
behavior
Behavior that is punished decreases or is NOT
repeated
CONS: 1) unwanted side effects 2) avoidance
of punisher 3) may only suppress, but not
diminish behavior 4) must be paired with
positive coaching and modeling to truly work

Operant Conditioning
Negative
Reinforcement
1. Unpleasant stimulus
2. Removal of
unpleasant stimulus
EX: Loud noise in study
area, move to a new
study area and from
now on avoid the loud
place

Punishment
1. Introducing an
unpleasant stimulus
EX: shocking
2. Withholding a
pleasant stimulus
EX: Not allowed to have
dessert

Operant Conditioning
What are some reasons to
avoid punishment situations,
and instead rely on positive
reinforcement?

Operant Conditioning
How could a therapist using
classical or operant
conditioning help cigarette
smokers quit smoking?

Operant Conditioning
Describe two TV or radio
commercials and how they
use classical or operant
conditioning.

Social Learning
Social Learning: The 3rd type of
Learning
What are the 1st and 2nd?
Explain them!

Social Learning
Social Learning, consisting of
cognitive learning and modeling,
involves how people make decisions
and act upon the information
available to them
Social learning is the Process of
altering behavior by observing and
imitating the behavior of others

Social Learning
The Bobo Doll
Albert BANDURAs
experiment with
modeling
An adult modeled extreme
aggression towards the
doll, and when left alone
the children who
observed this did as well

Social Learning
BOBO DOLL
Bandura
http://video.goog
le.com/videoplay?
docid=-4586465813
762682933#

Social Learning
There are 2 types of Social Learning

Cognitive Learning
Modeling

Social Learning
Cognitive Learning: is a form of
altering behavior that involves
mental processes and may result
from observation or imitation
How our brain and biological makeup
enables us to learn

Social Learning
Edward Tomlins Cognitive
Map of Mazes
A rat was placed in a maze
with food at the opposite
side, the rat began to
learn how to take the
quickest path to the food
every time, even when the
route was altered.
The rat had developed a
cognitive map of the maze

Social Learning
Cognitive Maps
A mental picture of
spatial
relationships or
relationships
between events
What do you have a
cognitive map of?!

Draw on your
COGNITIVE MAP of
Marcus to draw a
physical map with a
partner!

Social Learning
Behavioralism deals mostly with
OBSERVABLE behavior, however
LATENT LEARNING is learning that is NOT
demonstrated by an immediate, observable
change in behavior
This is learning that may occur in the
absence of reinforcement, but is only seen
when a reinforcer is present.EXAMPLES?!

Social Learning
Think back to Operant Conditioning,
learning is based on our reactions
to the consequences of our
behaviorsWhat if however, our
actions and behaviors have no
effect? What would happen to our
behavior?

Social Learning
Learned Helplessness [Laziness]: a
condition in which repeated attempts
to control a situation fail, resulting in
the belief that the situation is
uncontrollable
If rewards come without effort, a
person never learns to work!

Social Learning

What would a persons

response likely be to
learned helplessness?!

Social Learning
1) StabilityHelplessness that results from a
permanent characteristic
1) TemporaryI did bad because I was tiered
2) StableI always do bad

2) GlobalityI am just dumb; I am bad at

everything
3) InternalityThinking or blaming the
problem on yourself, rather than external
factors

Social Learning
MODELINGThe 2nd type of Social
Learning
Modeling is learning by imitating
others; copying behavior
3 types: Modeling, Observable
Learning, and Disinhibition

Social Learning
3 Types of Modeling Wall Chart:
In 3 groups, we will create a chart that
illustrates the three types of
Modeling
Define the type, give an example, and
demonstrate it

Social Learning
Modeling the behavior of others
simply increases the chances that we
will do the same thing
No new learning is really occurring,
we just use old responses in new
situations based on trends, peers,
etc.

Social Learning
OBSERVABLE LEARNING imitation;
watch someone do something and
then you are able to reproduce it
again when you could not before
Each person is affected differently by
their observationsviolent
games/movies elicit different
responses from different kids

Social Learning
DISINHIBITIONwhen an observer
watches someone else engage in a
threatening activity without
punishment, the observer may find it
easier to engage in that behavior
later
How can this be both good and bad?!

Memory and Thinking

FLASHBULB
MEMORY
9/11/01
Where were you? What were you doing?

Memory
What is Memory??

Memory-storage and retrieval of

what has been learned or
experienced.
INPUT-Information coming IN.

Memory

Memory
Encoding: using the sense to remember
information: ACOUSTIC CODES, VISUAL
CODES, SEMANTIC CODES
Storage: maintaining info over time;
information can be stored for a life time
or just a few seconds depending on the
effort put into encoding it
Retrieval: bringing the stored info back
to mind

CENTRAL PROCESSING
Sensory Storage-information is held for a
second or two.
Short term memory-information is kept in
the mind as long as you repeat it. [limited
in capacity]
A. rehearsal-repeat information to keep in
memory.
B. chunking-organize information into a
collection or categorymakes it easier to
remember

Mnemonics: Chunking
phone
number
sequence of
4-7-1-1-3-24 would be
chunked
into 4711324

Mnore Mnemonics
Music Mnemonics: singing your A-B-Cs!
Name Mnemonics: ROY G. BIV = colors of the spectrum
(Red, Orange, Yellow, Green, Blue, Indigo, Violet.)
Expression or Word Mnemonics: Parentheses, Exponents,
Multiply, Divide, Add, and Subtract = Please Excuse My
Dear Aunt Sally.
Model Mnemonic:

Mnany Mnore Mnemonics

Rhyme Mnemonic: for the number of days in each month is:

30 days hath September, April, June, and November.
All the rest have 31
Except February my dear son.
It has 28 and that is fine
But in Leap Year it has 29.
Note Organization Mnemonics: note cards, outlines,
Cornell style notes

Image Mnemonics: Visualize an image to help you remember.

What is a numismatist? Visualize a new mist rolling onto a beach
from the ocean and beach is made of coins. Silly? Of course, but
sillyography makes it is easier to remember that a numismatist is a
coin collector.
How about using a bad joke to help you remember? Picture two
numismatists having a drink for "old dime's sake." Corny? Yes, but
cornography often makes things easier to remember.

And one more. . .

Memory
Short-Term
Memory

Long-Term
Memory

WORKING
MEMORY

Can you remember this?

Long term memory-storing for
future use; contains representations
of countless facts, experiences, and
sensations
Semantic memory-knowledge of
language, of meanings
Episodic memory-events from our
own life.
Declarative memory-knowledge
that can be called forth consciously
as needed

Memory

Lets remember this forever!

Output-retrieving items in memory.
Recognition-identify something
familiar.
Recall-active reconstruction of info.
Eidetic - photographic memory
Confabulation memories that are a
confusion of imagined events with
actual events
Forgetting - info that cannot be
retrieved from LTM (Long term

Just for Memory

Decay-fading away of memory over
time
Proactive interference- earlier memory
blocks a new one.
Retroactive interference- new memory
blocks old one.
Repression-forget unpleasant
experience (defense mechanism)

Which is the correct penny? Do you

RECOGNIZE it?

Chapter 11: Thinking and

Language
Objectives:
1. Identify the units of thought and the kinds of
thinking.
2. Explain strategies for and obstacles to
problem solving.

The Most Intelligent Prince

A king wants his daughter to marry the smartest of 3 extremely
intelligent young princes, and so the king's wise men devised
an intelligence test.
The princes are gathered into a room and seated, facing one
another, and are shown 2 black hats and 3 white hats. They
are blindfolded, and 1 hat is placed on each of their heads,
with the remaining hats hidden in a different room.
The king tells them that the first prince to deduce the color of
his hat without removing it or looking at it will marry his
daughter. A wrong guess will mean death. The blindfolds are
then removed.
You are one of the princes. You see 2 white hats on the other
prince's heads. After some time you realize that the other
prince's are unable to deduce the color of their hat, or are
unwilling to guess. What color is your hat?
Note: You know that your competitors are very intelligent and
want nothing more than to marry the princess. You also know

thinking
Changing and
reorganizing
information
stored in
memory to
create new
information

The Units of Thought and

Language
Images, Symbols, Concepts,
Prototypes, Rules

image
A visual representation of an
event or object

symbol
An abstract
unit of
thought
that
represents
an object
or quality

concept
Label for a class
of objects or
events that have
at least one
attribute in
common

Justice

prototype
A
representati
ve example
of a concept

rule
A statement
of relation
between
concepts

Do unto
others as you
would have
them do unto

3 Kinds of Thinking:
1) Metacognition
2) Convergent Thinking
3) Divergent Thinking

metacognition
The
awareness of
ones own
cognitive
processes;
thinking
about your

Convergent thinking
A systematic
The
and logical
attempt to
reach a
specific goal
or answer;
aka

Answer

Divergent thinking
Free flow of
thoughts
with no
particular
plan and
depends
more on

Algorithm v. Heuristics
PROBLEM SOLVING
STRATEGIES

algorithm
A step-bystep
procedure
for solving a
problem

heuristic
A rule-ofthumb
problemsolving
strategy
When I hitch-hike for a
ride, I try to stay near busy

Mental Sets, Rigidity, Functional

Fixedness

OBSTACLES TO PROBLEM
SOLVING

Mental set
A habitual
strategy or
pattern of
problemsolving

Functional fixedness
The inability
to imagine
new
functions for
familiar
objects

I need something to
pick open the door. . .

CREATIVITYENHANCING
PROBLEM SOLVING

creativity
The capacity
to use
information
and/or
abilities in a
new and
original way

flexibility
The ability to
overcome
rigidity in
thinking

recombination
Mentally
rearranging
the elements
of a problem
to arrive at
an original
solution

insight
The sudden
realization of
the solution
to a
problem;
aha!
Eureka!

LANGUAGE STRUCTURE

language
The communication of ideas
through symbols and sounds
that are arranged according
to rules

phoneme
An
individual
sound that
is a basic
structural
element of
language

syntax
Language rules that govern
how words can be combined
to form meaningful phrases
and sentences

See Spot run.

ee Jane angrily chase Spo
pot is in trouble! Bad do

semantics
The study of meaning in
language

My key to understanding word