Outline    Dollard & Miller Psychoanalytic learning theory Combined Clark Hull & Sigmund Freud Met at Yale, Institute of Human Relations Interdisciplinary between psych, psychiatry, soc and anthro Experimental Analysis of Behavior Knowledge comes from experience; continually check current needs against past experience Clark Hull drive reduction Habits = learned associations between S and R makes them occur together frequently temporary structures (habits can appear and disappear) Drives = strong internal stimulus, produces discomfort 2 types Primary (physiological processes) Secondary (learned); elaborations of primary drives Reinforcer = anything that increases likelihood of particular response Primary reinforcers (reduce primary drives) Secondary reinforces (originally neutral but acquire reward value) Hierarchy of response = some responses used more than others 4 units of learning process 1. Drive = preexisting need 2. Cue = stimulus that tell person when, where and how to respond 3. Response = behavior 4. Reinforcement = drive reduction if not reinforced extinction of that response try different responses until one satisfies need Terms Thoughts = cue-producing responses in the brain. Reasoning = internal chains of drive, cue, response and reinforcement Frustration = occurs when one is unable to reduce a drive; blocked Conflict = incompatible responses are occurring at the same time Types: approach-approach approach-avoidance avoidance-avoidance double approach-avoidance 2 main determinants of unconscious behavior 1. unaware of certain drives or cues; unlabeled 2. cues or responses once conscious; repressed because ineffective repression is learned like all other behavior Defense mechanisms are learned responses identification = imitating behavior displacement = stimulus generalization 4 critical training states feeding cleanliness sex training control of anger-aggression Differences from Freud Freud thought anxiety, conflict & repression were inevitable D&M say they are learned Neurosis = stupidity-misery syndrome strong, unconscious, unlabeled emotional conflict can’t discriminate effectively Therapy pragmatic action oriented composed of unlearning old, ineffective habits substituting new, more adaptive and productive responses aims to reduce such fears so reasoning and planning can occur 2 phases Talking Phase (problem analysis) habits are identified so patient can unlearn them providing labels - Rumpelstiltskin (lose power when confronted with his name) Performance Phase (acquire new responses) Training in suppression (conscious, deliberate stopping of a thought or action) Deliberately exposed to new cues that will evoke different responses   Bandura, Albert Observational learning theory also called modeling or discovery learning most learning is by watching others Behaviorism agree with behaviorism use of experimental methods environment causes behavior disagree with behaviorism too simplistic to explain complicated issues (e.g. aggression) Reciprocal Determinism interaction between environment behavior person Principles observational learning is more than observing encoding model (words, labels or images) improves retention more likely to do modeled behavior if behavior has functional value model is similar to observer value outcome goal model is admired Bobo The Clown Inflatable, egg-shaped punching bag Film of person punching the clown, shouting “sockeroo!” Film shown to kindergartners In play time, children show increased aggression even without reinforcement more aggressive if reinforced more aggressive if model same gender as child Boys were generally more violent and aggressive than girls. Concluded reinforcement necessary for learning to occur Major components of modeling 1. Attention Colorful and dramatic Attractive, or prestigious, or competent Seems like yourself 2. Retention Convert observation to mental image Inductive process Remember 3. Reproduction Convert mental image to behavior Deductive process Must have behavior in repertoire Better able to do behavior, better able to imitate Thinking about doing may help doing 4. Motivation A reason for doing it Past reinforcement (rewarded) Promised reinforcement (incentive) Vicarious reinforcement (seeing others rewarded; expectation) Motives don’t “cause” learning; cause us to demonstrate what we have learned Self-efficacy self-knowledge of personal ability (competence) Self-regulation  Self-regulation is self-concept or self-esteem Steps 1. Self-observation = look at self, track own behavior, charting 2. Judgment = compare with a standard (external or internal rules) 3. Self-response = reward self for compliance; punish self? 3 Consequences of Excessive Punishment a. compensation = superiority complex or delusions of grandeur b. inactivity = apathy, boredom, depression c. escape = drugs, alcohol, television, fantasies, suicide Self-control Therapy 1. Behavioral charts to track behavior 2. Environmental planning = alter environment, remove or avoid cues 3. Self-contracts = specify contingencies; written, witnessed. Modeling therapy  Improve by watching others Observe someone productively dealing with the same issues Fear of snakes Client watches through a window Actor successfully approaches snake; models self-soothing behaviors Client invited to try it; some do it on first viewing Film of productive behaviors works nearly as well as live viewing   Julian  Rotter  Social learning theory later called social cognitive theory Probability of a given behavior is a function of 1. expectation (E) = likelihood behavior will elicit reward 2. reinforcement value (RV) = how rewarding is for individual Personality is changeable collection of thoughts, environment and behavior interactions Characteristics of Rotter’s approach Optimistic People are goal seekers People try to maximize their reinforcement Locus of Control Univariant dimension that varies from internal to external Generalized expectation of power of behavior to get reward View of contingent relationship between action and outcome Cross-situational beliefs Characteristics extent individuals believe can control events that affect them high internal locus of control believe rewards come primarily from action high external locus of control believes reward come by chance different beliefs about reward contingency results in different behaviors; internal try to change world, externals go with the flow