Law of Effect and Operant Conditioning

Edward Thorndike:

1. Explain Thorndike's puzzle-box experiment.

The experiment was that he put a cat in a puzzle box with a and food outside of the box. After first trying to reach through and try to get out and get the food, the cats only way out was by pressing the lever. Every time the cat came out he placed him back in and them timed him, and every time it was less and less time to get out of the box to get the food.

2. Explain Thorndike's "Law of Effect".

Law of effect: Actions bring a consequence and that determines future behavior

3. Explain Thorndike's "Law of Exercise".

Law of Exercise:  the behavioral responses that were followed by a pleasing result are most likely to occur again in response to the same stimulus.  

B.F. Skinner:

1. Explain Skinner's concept of Operant Conditioning

Skinners concept of Operating Conditioning is that reinforcement and punishment change our behavioral tendencies

2. What does  reinforcement always do?

In reinforcement the behavior increases.

3. What does a punishment alsways do?

In punishment the behavior decreases.

4. Explain the difference between "postive" and "negative" as they are used in opernat conditioning.

That in positive you give something wether good or bad, and in negative it is the opposite you take away something.

Work Cited:

http://www.kidsdevelopment.co.uk/BFSkinnersBehaviouralTheory.html

http://tip.psychology.org/skinner.html

http://psychology.about.com/od/lindex/g/lawofeffect.htm

http://www.nvc.vt.edu/alhrd/Theorists/Thorndike.htm

CLASSICAL CONDITIONING

Ivan Pavlov:

1. What was Pavlov actually studying when he developed his theory of classical conditioning?

Pavlov was originally studying and researching about the physiology of digestion. In his expirement he studied the silavery in dogs digestion.

2. Explain (in detail) how Pavlov's experiment was conducted.

Pavlov idea was actually to make the dog salivate without having the food right in front of him. So what he did was that he got the dog and gave him some food and he was salivating, after that he gave him food and rang a bell. As a result every time the bell was rang the dog started to salivate even though the food was not there because he knew that after the bell the food came.

3. Identify the conditioned stimulus, the unconditioned stimulus and the conditioned response from Pavlov's experiment.

the conditioned stimulus was the bell

the unconditioned stimulus was the food

the conditioned response was the salivation of the dog.

4. Explain what extinction means in relation to classical conditioning.

Extinction is a gradual weakening and eventual disappearance of the conditional response tendency.

5. Explain what stimulus generalization means in relation to classical conditioning.

Stimulus generalization is the tendency for the conditioned stimulus to produce similar responses after the response has been conditioned

6. Explain what stimulus discrimination means in relation to classical conditioning.

stimulus discrimination is the ability to distinguish between a conditioned stimulus and other stimuli that have not been paired with an unconditioned stimulus.

7. Explain at least two limitations of this experiment.

The limitations is that it was used in dogs and for humans it would of be a different procedure, and that Pavlov had to work on the dogs glands for the salivery.

8. Explain what Pavlov theorized about how we learn.

The theorized we could conclude that the way we learn is by association

John B. Watson:

1. Explain (in detail) how Watson's "Little Albert" study was conducted. Watson was using the study of how behaviorsim works. So he used Litlle Albert to test. He places many animals to little albert and nothing seemed to really scared him or make him cause and bog noise, after some months later they presented little albert some animals again and one of them was a furry white rat, while albert had this animal infront of him Watson and the expirimental made a sound so it scared Litlle Albert, after this happended every then any furry object was near Litlle albert he screamed and cried a lot because he was scared.

2. Identify the conditioned stimulus, the unconditioned stimulus and the conditioned response from Watson's study

   Condtioned Stimulus: The rat.

    Unconditioned Stimulus: The noise.

    Conditioned response: Baby crying.           

3. Explain at least two limitations of this study.

The limitations were Unethical means and it cannot be replicated

4. Explain Watson's law of frequency

The law of frequency states that the most often events are linked, the more powerful will be the association.

5. Explain Watson's law of recency.

the law of recency states that the response that has most recently occurred after a particular stimulus is the response most likely to be associated with that stimulus.

6. Explain the basic assumptions of behaviorism according to Watson.

Behaviorism: all behavior is determined by our environment. Should not study any mental process because it cannot be observed – only behavior can be observed so it is the only reliable subject for study. How we act in.

·      Work cited:

·      http://teachnet.edb.utexas.edu/~Lynda_abbot/Behaviorism.html           

·      http://www.vivo.colostate.edu/hbooks/pathphys/misc_topics/pavlov.html

·      http://nobelprize.org/educational/medicine/pavlov/readmore.html

·      http://www.mysdcc.sdccd.edu/Staff/Instructor_Development/Content/HTML/Laws_of_Learning.htm

ARTICLES

ARTICLE #1

Why Does Lack of Sleep Affect Us Differently? Study Hints It May Be in Our Genes

The American Academy of Neurology, was the whom made the experiment, or research about how every one was the different kind lacking sleep effects. They made the study of poeple who the the varient that there is a sleeping desseas which is called narcolepsy, that it is excessive daytime sleeping. This found out and exmpirimented with the gene variant called DQB1*0602, having these doe snot mean it you will have the diserdor, but as they made there expiriment they got that 38 percent of poeple who have this varient do not have the diserdor and are concidered that they have a healthy sleep. Students were used through the expiriemnt they gathered 92 healthy students withour the varient and 37 with the varient, but without the sleeping disorder, which later they made their expiriment of tessting hours and sleeping till 10 hours and then oly through 4 hours. at the end researches could conclude that the ones with the gene varient were more sleepier than the other ones. At the end there were many things that varied with the two diffrent kinds of poeple. in my opinion i think its a good article cause it taught me things i did not knew before, and it was intresting to know about the diffrent types and how it varies. 

http://www.sciencedaily.com/releases/2010/10/101025161023.htm
http://www.topnews.in/files/Lack-Sleep-5783.jpg








ARTICLE #2

Starting High School One Hour Later May Reduce Teen Traffic Accidents

Senior author Barbara Phillips, MD, director of the UK Healthcare Good Samaritan Sleep Center in Lexington, Ky.

"It is surprising that high schools continue to set their start times early, which impairs learning, attendance and driving safety of the students,". In this research it was tested that if the school es delayed one hour all many things as car craches will decrease, they will get better grades, functions better, etc. In the first year Highschool strated school at 7:30 had the ones form middleschoool at 8, they thought it was too early and they had to delay the time of strat. For the next year the highschool entered at 8:30 and the middleschoolers at 9:00. Through their researsh expirminets and testing, reseaerchers could conclud that yes with a delayed time start that is a good sleeping studnets function better, and yes it does decreas the teen traffic accidents. In my personal opinion I support this researcha lot because i think we as studnets really need to have a good time sleeping so we can really functions, and at genereal all should have a good sleep to prevent traffic accidents. 

http://www.sciencedaily.com/releases/2008/12/081215074351.htm

http://www.driversedguru.com/wp-content/gallery/beth-images/major-car-accident-with-assistance.jpg

 

ARTICLE #3

Delayed School Start Time Associated With Improvements in Adolescent Behaviors

The delay of 30 minutes improves the behavior of the students. Judith A. Owens, M.D., M.P.H., of the Hasbro Children's Hospital, Providence, and colleagues, studied 201 students in grades 9 through 12 attending an independent high school in Rhode Island. After the 3o minutes delayed studnets had to fill up a survey given, that before students had a diffeent mood like for exmaple unhappy. Afterwars their mood changed and it had a better challange for them, and they had even more energys and had a real postiive open mind towards the activities.  I think that delaying the time for studnets its kind a good idea because you get to school with a postive mind and a hapy attidude and things will work out excellent, and in the other had if you come to school angry and negative things will fail. 

http://www.sciencedaily.com/releases/2010/07/100705190532.htm

http://www.teradyne.com/hr/images/common/students.jpg