Introduction to Human Behavior and Victimology .pptx
- 1. BEHAVIORISM
- 2. Behaviorism A psychological approach which emphasizes scientific and objective methods of investigation. The approach is only concerned with observable stimulus-response behaviors, and states all behaviors are learned through interaction with the environment.
- 3. ✖ Stimulus = anything that incites an organism to be active ✖ Response = actions or reaction Stimulus = response she saw a picture of a deceased loved one= crying he saw his love one kissing another man= punched another guy
- 4. Behavioral Perspective All behavior is learned from the environment Psychology should be seen as a science Behavior is the result of stimulus- response
- 5. Learned behaviour Behavioural models suggest that all behaviour, abnormal included, is a product of learning – mainly learning by association. For example, according to the classical conditioning model of learning (e.g. Pavlov, 1928), if a man experiences chest pains which result in anxiety while shopping in a department store, he may develop a fear of department stores and begin to avoid them because he associates them with anxiety.
- 6. Using the operant model of learning (e.g. Skinner, 1953): if a young normal weight woman begins to lose weight and her friends and family praise her for doing so, she may continue to lose weight, even if it means starving herself (her restricted eating behaviour will continue because she now associates a reduction in her diet with the praise and acceptance of others). There is a third type of learning that does not rely on personal experiences to establish associations; in observational learning, behaviour is learned simply by watching someone else do something and observing what happens to them (Bandura, 1969).
- 7. Each of these learning models was built on a solid foundation of empirical research, and there is a great deal of evidence that each of the three learning processes plays an important role in abnormal behaviour.
- 8. Think of your fears Do you have fears while growing up? What are you specifically afraid of?
- 9. Pavlov and Classical Conditioning Ivan Pavlov – Russian physiologist (person who studies the workings of the body) who discovered classical conditioning through his work on digestion in dogs. Classical conditioning - learning to make a reflex response to a stimulus other than the original, natural stimulus that normally produces the reflex. LO 5.2 Classical conditioning and who first studied it Menu
- 10. Reflex response = naturally occurring response (close our eyes whenever a light is directly pointed at it) (smell food = salivate/ grumble stomach) Stimulus = anything that incites an organism to be active
- 11. Open electric fan = nausea Seeing his/her teacher = shiver Quiz = sweat
- 12. Classical Conditioning Concepts ✖ Unconditioned stimulus (UCS) - a naturally occurring stimulus that leads to an involuntary response. ○ Unconditioned means “unlearned” or “naturally occurring.” ✖ Unconditioned response (UCR) - an involuntary response to a naturally occurring or unconditioned stimulus. LO 5.3 Important concepts in classical conditioning Menu
- 13. Classical Conditioning Concepts ✖ Conditioned stimulus (CS) - stimulus that becomes able to produce a learned reflex response by being paired with the original unconditioned stimulus. ○ Conditioned means “learned.” ○ A neutral stimulus can become a conditioned stimulus when paired with an unconditioned stimulus. ✖ Conditioned response (CR) - learned reflex response to a conditioned stimulus. ○ Sometimes called a conditioned reflex. LO 5.3 Important concepts in classical conditioning Menu Belt (NS) + Loud voice from a parent (UCS) Shiver in fear (CR)
- 14. Menu LO 5.4 Pavlov’s classic experiment in conditioning Acquisition - the repeated pairing of the NS and the UCS; the organism is in the process of acquiring learning.
- 15. Menu LO 5.4 Pavlov’s classic experiment in conditioning
- 16. Classical Conditioning UCS Loud Noise UCR Startle CS Bunny Rabbit UCS Loud Noise UCR Startle CS Bunny Rabbit CR Startle LO 5.3 Important concepts in classical conditioning Menu
- 17. Classical Conditioning UCS Dog Bite UCR Frightened CS Sight of Dog UCS Dog Bite UCR Frightened CS Sight of Dog CR Frightened LO 5.3 Important concepts in classical conditioning Menu
- 18. Classical Conditioning UCS Car Crash UCR Racing Heart CS Squealing Brakes UCS Car Crash UCR Racing Heart CS Squealing Brakes CR Racing Heart LO 5.3 Important concepts in classical conditioning Menu
- 19. Classical Conditioning UCS Kiss UCR Racing Heart CS Sight of Significant Other UCS Kiss UCR Racing Heart CS Sight of Significant Other CR Racing Heart LO 5.3 Important concepts in classical conditioning Menu
- 20. Classical Conditioning Concepts Although classical conditioning happens quite easily, there are a few basic principles that researchers have discovered: 1. The CS must come before the UCS. 2. The CS and UCS must come very close together in time—ideally, only several seconds apart. 3. The neutral stimulus must be paired with the UCS several times, often many times, before conditioning can take place. 4. The CS is usually some stimulus that is distinctive or stands out from other competing stimuli. LO 5.4 Pavlov’s classic experiment in conditioning Menu
- 21. Classical Conditioning Concepts Stimulus generalization - the tendency to respond to a stimulus that is only similar to the original conditioned stimulus with the conditioned response. Stimulus discrimination - the tendency to stop making a generalized response to a stimulus that is similar to the original conditioned stimulus because the similar stimulus is never paired with the unconditioned stimulus. Extinction - the disappearance or weakening of a learned response following the removal or absence of the unconditioned stimulus (in classical conditioning) or the removal of a reinforcer (in operant conditioning). LO 5.4 Pavlov’s classic experiment in conditioning Menu
- 22. Classical Conditioning Concepts Reinforcer - any event or object that, when following a response, increases the likelihood of that response occurring again. Spontaneous recovery – the reappearance of a learned response after extinction has occurred. Learning is a relatively permanent change in behavior. LO 5.4 Pavlov’s classic experiment in conditioning Menu
- 23. Conditioned Emotional Response ✖ Conditioned emotional response (CER) - emotional response that has become classically conditioned to occur to learned stimuli, such as a fear of dogs or the emotional reaction that occurs when seeing an attractive person. ○ CERs may lead to phobias – irrational fear responses. LO 5.5 Conditioned emotional response Menu
- 24. LO 5.5 Conditioned emotional response Menu
- 25. Taste Aversion Vicarious conditioning - classical conditioning of a reflex response or emotion by watching the reaction of another person. Conditioned taste aversion - development of a nausea or aversive response to a particular taste because that taste was followed by a nausea reaction, occurring after only one association. Biological preparedness - the tendency of animals to learn certain associations, such as taste and nausea, with only one or few pairings due to the survival value of the learning. LO 5.5 Conditioned emotional response Menu
- 26. Why Classical Conditioning Works Stimulus substitution - original theory in which Pavlov stated that classical conditioning occurred because the conditioned stimulus became a substitute for the unconditioned stimulus by being paired closely together. Cognitive perspective - modern theory in which classical conditioning is seen to occur because the conditioned stimulus provides information or an expectancy about the coming of the unconditioned stimulus. LO 5.6 Why classical conditioning works Menu
- 27. Think of your fears Now that you have learned the basic principles of classical conditioning, Think of one of your fears and identify what is the UCS, UCR, NS, CS and CR
- 28. BEHAVIORISM
- 31. Operant Conditioning Operant conditioning - the learning of voluntary behavior through the effects of pleasant and unpleasant consequences to responses. Thorndike’s Law of Effect - law stating that if a response is followed by a pleasurable consequence, it will tend to be repeated, and if followed by an unpleasant consequence, it will tend not to be repeated. LO 5.7 Operant conditioning and Thorndike’s law of effect Menu
- 32. LO 5.7 Operant conditioning and Thorndike’s law of effect Menu
- 33. Skinner’s Contribution Behaviorist; wanted to study only observable, measurable behavior. Gave “operant conditioning” its name. Operant - any behavior that is voluntary. Learning depends on what happens after the response — the consequence. LO 5.8 Skinner’s contribution to operant conditioning Menu
- 34. Burrhus F. Skinner – proponent of operant conditioning
- 35. Menu LO 5.8 Skinner’s contribution to operant conditioning
- 36. Reinforcement Reinforcement - any event or stimulus, that when following a response, increases the probability that the response will occur again. Primary reinforcer - any reinforcer that is naturally reinforcing by meeting a basic biological need, such as hunger, thirst, or touch. Secondary reinforcer - any reinforcer that becomes reinforcing after being paired with a primary reinforcer, such as praise, tokens, or gold stars. LO 5.9 Important concepts in operant conditioning
- 37. Positive and Negative Reinforcement Positive reinforcement - the reinforcement of a response by the addition or experiencing of a pleasurable stimulus. Negative reinforcement - the reinforcement of a response by the removal, escape from, or avoidance of an unpleasant stimulus. LO 5.9 Important concepts in operant conditioning Menu
- 38. Schedules of Reinforcement ✖ Partial reinforcement effect - the tendency for a response that is reinforced after some, but not all, correct responses to be very resistant to extinction. ✖ Continuous reinforcement - the reinforcement of each and every correct response. LO 5.10 Schedules of reinforcement Menu
- 39. Schedules of Reinforcement ✖ Fixed ratio schedule of reinforcement - schedule of reinforcement in which the number of responses required for reinforcement is always the same. ✖ Variable ratio schedule of reinforcement - schedule of reinforcement in which the number of responses required for reinforcement is different for each trial or event. LO 5.10 Schedules of reinforcement Menu
- 40. Schedules of Reinforcement ✖ Fixed interval schedule - of reinforcement schedule of reinforcement in which the interval of time that must pass before reinforcement becomes possible is always the same. ✖ Variable interval schedule of reinforcement - schedule of reinforcement in which the interval of time that must pass before reinforcement becomes possible is different for each trial or event. LO 5.10 Schedules of reinforcement Menu
- 41. Punishment Punishment - any event or object that, when following a response, makes that response less likely to happen again. Punishment by application - the punishment of a response by the addition or experiencing of an unpleasant stimulus. Punishment by removal - the punishment of a response by the removal of a pleasurable stimulus. LO 5.11 How punishment affects behavior Menu
- 42. Menu LO 5.11 How punishment affects behavior
- 43. How to Make Punishment More Effective 1. Punishment should immediately follow the behavior it is meant to punish. 2. Punishment should be consistent. 3. Punishment of the wrong behavior should be paired, whenever possible, with reinforcement of the right behavior. LO 5.11 How punishment affects behavior Menu
- 47. Cognitive Learning Theory Early days of learning – focus was on behavior. 1950s and more intensely in the 1960s, many psychologists were becoming aware that cognition, the mental events that take place inside a person’s mind while behaving, could no longer be ignored. Edward Tolman – early cognitive scientist. LO 5.16 Cognitive learning theory Menu
- 48. Latent Learning Edward Tolman’s best-known experiments in learning involved teaching three groups of rats the same maze, one at a time (Tolman & Honzik, 1930). Group 1 – rewarded each time at end of maze. Learned maze quickly. Group 2 – in maze every day; only rewarded on 10th day. Demonstrated learning of maze almost immediately after receiving reward. Group 3 – never rewarded. Did not learn maze well. Latent learning - learning that remains hidden until its application becomes useful. LO 5.17 Tolman’s classic study on latent learning Menu
- 49. Learned Helplessness Learned helplessness - the tendency to fail to act to escape from a situation because of a history of repeated failures in the past. LO 5.18 Learned helplessness Menu
- 50. Menu LO 5.18 Learned helplessness
- 52. Observational Learning Observational learning - learning new behavior by watching a model perform that behavior. Learning/performance distinction - referring to the observation that learning can take place without actual performance of the learned behavior. LO 5.20 Observational learning Menu
- 53. Menu LO 5.21 Bandura’s classic Bobo doll study
- 54. Four Elements of Observational Learning 1. ATTENTION To learn anything through observation, the learner must first pay attention to the model. 2. MEMORY The learner must also be able to retain the memory of what was done, such as remembering the steps in preparing a dish that was first seen on a cooking show. 3. IMITATION The learner must be capable of reproducing, or imitating, the actions of the model. 4. MOTIVATION Finally, the learner must have the desire to perform the action. (An easy way to remember the four elements of modeling is to remember the letters AMIM, which stands for the first letters of each of the four elements). LO 5.22 Four elements of observational learning Menu
- 56. QUESTIONS? If you have any questions, comment in the chat box and I will try to respond to it