Psy370 Cloninger Ch10 Lecture Handout
10/14/08PersonalityPsychologyPsychology 370Sheila K. Grant, Ph.D.ProfessorCalifornia State University,NorthridgeChapter OverviewRADICAL BEHAVIORISM: SKINNERPart IV: The Learning PerspectiveIllustrative Biography: Tiger WoodsBehavior as the Data for Scientific Study The Evolutionary Context of Operant Behavior The Rate of RespondingLearning Principles Reinforcement: Increasing the Rate of Responding Punishment and Extinction: Decreasing the Rate ofResponding Additional Behavioral TechniquesSchedules of ReinforcementApplications of Behavioral TechniquesCHAPTERTENSKINNER AND STAATS:The Challengeof BehaviorismChapter OverviewPSYCHOLOGICAL BEHAVIORISM: STAATSReinforcementBasic Behavioral Repertoires The Emotional-Motivational Repertoire The Language-Cognitive Repertoire The Sensory-Motor RepertoireSituationsPsychological AdjustmentThe Nature-Nurture Question from thePerspective of Psychological Behaviorism Therapy EducationRadical Behaviorism and Personality Theory: SomeConcernsChapter OverviewPersonality Assessment from aBehavioral PerspectiveThe Act-Frequency Approach to PersonalityMeasurementContributions of Behaviorism to PersonalityTheory and MeasurementPart IV:The Learning PerspectiveIvan Pavlov: Heuristic Accendental Discovery Classical ConditioningJohn B. Watson: Early BehavioristB. F. Skinner: Radical BehaviorismArthur Staats: Psychological Behaviorism1
10/14/08Conditioning—the process of learningassociations Classical Conditioning(aka PavlovianConditioning)Reflexive or respondentbehaviorAutomatic response to astimulusPavlov’s Discovery ofClassical Conditioning 1849-1936 Russian physician/Operant ConditioningResponses are learnedbecause of theirconsequencesBehavior is strengthenedby a reinforcer;diminished by apunishmentBehavior is voluntary Ivan Pavlovneurophysiologist Studied digestivesecretions of dogs Nobel Prize 1904 Discovered classicalconditioningUnconditioned Stimulus(US)- a stimulus thatnaturally (automatically)brings about a responseUnconditioned Response(UR)- a natural response thatrequires no trainingNeutral Stimulus (NS)- astimulus that in the absenceof conditioning does not elicita responseConditioned Stimulus (CS)a once neutral stimulus thatbecomes associated with anunconditioned stimulus toproduce a ConditionedResponseConditioned Response(CR)- the learned responseto a once neutral stimulusJohn Watson—Founder of BehaviorismGive me a dozen healthy infants, well-formed, and myown specified world to bring them up in and I’llguarantee to take any one at random and train himto become any type of specialist I might select—doctor, lawyer, artist, merchant-chief, and, yes,even beggar-man and thief, regardless of histalents, penchants, tendencies, abilities, vocations,and race of his ancestors.-- John Watson (1924)Watson’s Classic “Little Albert”Experiments John Watson andRosalie Rayner Little Albert (click to view)2
10/14/08Illustrative Biography:Tiger WoodsDevelopmentIllustrative Biography:Tiger WoodsIllustrative Biography:Tiger WoodsDescriptionAdaptation &AdjustmentPreview of Skinner’s andStaats’s TheoryCognitive ProcessesSocietyBiological Influences -do-it-p1.phpB. F. Skinner Burrhus Frederic Skinnerborn in 1904 in PennsylvaniaRadical Behaviorism:Skinner Inventor and writer as ayoungster Doctorate in Psychologyfrom Harvard (1931) Professorships at Minnesota,Indiana and Harvard Died in 1990 of Leukemia3
10/14/08Behavior as the Data forScientific StudyThe Evolutionary Context OfOperant Behavior The EvolutionaryContext of OperantBehavior The Rate ofRespondingoperant conditioningbehaviorselected by theenvironmentThe Rate of RespondingSkinner boxDefinition:Examples:Mode of learning in whichthe frequency ofresponding is influenced bythe consequences that arecontingent upon a responsebar-pressing in rats,reinforced by foodsmiling in a child,reinforced by parentalapprovalLearning Principles Reinforcement: Increasing the Rateof Responding Punishment and Extinction:Decreasing the Rate of Responding Additional Behavioral Techniques controls —anything that increases thelikelihood that the behavior will be repeatedPositiveReinforcementrewards or otherpositive consequencesthat follow behaviorsA pat on the back forscoring the winninggoal Negative Reinforcementremoving an aversivestimulus; engaging inbehavior to remove a“negative” stimulus Taking an aspirin to get ridof a headache4
10/14/08Reinforcement: Increasing theRate of RespondingPunishment and Extinction:Decreasing the Rate of Respondingpositive reinforcerbase rateprimary reinforcersecondary reinforcernegative reinforcerpunishment:a stimulus contingentupon a response andthat has the effect ofdecreasing the rateof respondingextinction:reduction in the rateof responding whenreinforcement endsAdditional Behavioral Techniquesshaping: reinforcement of successiveapproximations of behaviorchaining: one response produces oralters some of the variables thatcontrol another responsediscrimination learning: learning torespond differentially, depending onenvironmental stimuligeneralization: responding to stimulithat are similar to, but not identicalto, the stimuli present duringtrainingApplications of BehavioralTechniquesTherapy behavior modification functional analysis token economiesEducation teaching machines (programmedinstruction)Schedules of ReinforcementContinuous ReinforcementPartial Reinforcement fixed ratio schedule (FR) variable ratio schedule (VR) fixed interval schedule (FI) variable interval schedule (VI)Applications of BehavioralTechniquesTherapy behavior modification functional analysis token economiesEducation teaching machines (programmedinstruction)5
10/14/08Radical Behaviorism andPersonality Theory:Some ConcernsWalden Two(Utopiancommunity)unique humancapacities(includinglanguage)freedom anddignityReinforcementTime-out:a procedure or environmentin which no reinforcementsare given in an effort toextinguish unwantedbehaviorExample:removal of a disruptivechild from a school class,to improve behaviorBasic Behavioral RepertoiresPsychologicalBehaviorism: StaatsReinforcementbased onemotioncontrast withSkinner'sradicalempiricismBasic Behavioral Repertoires The Emotional-MotivationalRepertoire The Emotional-MotivationalRepertoire The Language-CognitiveRepertoire The Language-CognitiveRepertoire The Sensory-Motor Repertoire The Sensory-Motor Repertoire6
10/14/08Basic Behavioral RepertoiresPersonality as aBasic Behavioral Repertoire The Emotional-MotivationalRepertoire The Language-CognitiveRepertoire The Sensory-Motor RepertoireBasic Behavioral RepertoireThe Emotional-MotivationalRepertoireThe Emotional-MotivationalRepertoireSituationsA-R-D theory A: affects and attitudes R: reinforcements D: direct behavior7
10/14/08Psychological Adjustmentdepends on learning (basicbehavioral repertoire)for example: emotions (phobias, depression,anxiety) social skills positive self-concept standards for behavior(perfectionism)The Nature-Nurture Questionfrom the Perspective ofPsychological Behaviorismintensive learninglearning builds on naturebiology can influence a person before learning during learning after learningThe Nature-Nurture Questionfrom the Perspective ofPsychological BehaviorismPersonality Assessment froma Behavioral PerspectiveThe Act-Frequency Approach toPersonality MeasurementDefinition:measuring personalitytraits by assessing thefrequency of prototypicalbehaviorsExamples:affiliation needs assessedby frequency of choosing towork with friendsdominance assessed byfrequency of interruptingothersContributions of Behaviorism toPersonality Theory andMeasurement8
10/14/08Chapter Review9
Context of Operant Behavior The Rate of Responding The Evolutionary Context Of Operant Behavior behavior selected by the environment operant conditioning Mode of learning in which the frequency of responding is influenced by the consequences that are contingent upon a re
Introduction of Chemical Reaction Engineering Introduction about Chemical Engineering 0:31:15 0:31:09. Lecture 14 Lecture 15 Lecture 16 Lecture 17 Lecture 18 Lecture 19 Lecture 20 Lecture 21 Lecture 22 Lecture 23 Lecture 24 Lecture 25 Lecture 26 Lecture 27 Lecture 28 Lecture
1/25/10 2 Sigmund Freud Sigmund Freud The “father of psychoanalysis” Born (1856) in Freiberg, Moravia into a Jewish family Moved at the age of 4 to Vienna Medical school, University of Vienna Publis
Faculty use anecdotal notes to remember observations . Handout 2 – Sample Adequate Nursing Care Plan, pages 14-15 Handout 3 – Faculty Evaluation of Sample Nursing Care Plan, page 16 Handout 4 – Poor Concept Map, page 17 Handout 5 – Faculty Evaluation of Poor Concept Map, page 18 Handout 6 – Concept Care Map, page 19 Handout 7 – Faculty Evaluation of Good Concept Map, page 20 For .
Day 2 1. PB&J Algorithm handout 2. Algorithmic Bias handout 3. Reflection handout 4. Cats and Dogs Dataset cards 5. Playing Cards 6. Instructor Laptop and Projector 7. Student Laptops 8. Robots 9. USB Webcams Day 3 1. Ethical Matrix handouts 2. Final Project Brainstorm handout 3. Final Project Research handout 4. Reflection handout 5.
SUMMARIZING, PARAPHRASING, AND QUOTING WORKSHOP CONTENTS Lesson Plan Handout 1: "The Shanghai Secret" Handout 2: Model Citations Handout 3: A Response to "The Shanghai Secret" Handout 4: When to Use/Effective Features of Each Type of Citation Handout 5: Citations for Improvement Handout 6: "Gilmore Girls: A Girl-Power Gimmick" Reference Sheet: A Response to "The Shanghai Secret"
Lecture 1: A Beginner's Guide Lecture 2: Introduction to Programming Lecture 3: Introduction to C, structure of C programming Lecture 4: Elements of C Lecture 5: Variables, Statements, Expressions Lecture 6: Input-Output in C Lecture 7: Formatted Input-Output Lecture 8: Operators Lecture 9: Operators continued
Lecture 1: Introduction and Orientation. Lecture 2: Overview of Electronic Materials . Lecture 3: Free electron Fermi gas . Lecture 4: Energy bands . Lecture 5: Carrier Concentration in Semiconductors . Lecture 6: Shallow dopants and Deep -level traps . Lecture 7: Silicon Materials . Lecture 8: Oxidation. Lecture
n Julian Le Grand supports the introduction of stronger market incentives to prompt improved performance among secondary care providers. He: – notes the positive effect market incentives have had in primary schools – argues that new structures (such as new systems of regulation and performance measurement) will help minimise undesirable consequences – suggests that, in 1991, the NHS .
