普通心理学_关于学习课件
合集下载
相关主题
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
– C.Hull(1943): Drive-reduction theory
Primary and Secondary Reinforcers
– Conditioned reinforcers – D. Premack(1965):Premack Principle
preferred activity as Reinforcement
– 学习是一种反应概率上的变化,而强化是增 强反应概率的手段。
2021/2/6
t
19
3.1 Operants and Consequence
Operants:
– Emitted/Elicited – Instrumental conditioning(Thorndike)
Consequence
– Reinforcement – Punishment
– Blocking effect (Kamin, 1969)
Preparedness to Learn(进化的角度)
– 电击==>避光、声,不避味道 – X光==>不避光、声,避味道 (Garcia & Koelling, 1966)
2021/2/6
t
18
3 Operant Conditioning
2021/2/6
t
36
Latent Learning
Tolman & Honzik(1930) 结论:学习不一定需要强化
2021/2/6
t
37
Expectation and Locus of Control
Julian Rotter(1954,1990) 内控(Internal locus of control) 外控(External locus of control)
2021/2/6
t
2
什么改变了狼的天性?
本能行为
– 通过遗传获得,不学就会的行为。 本能行为
– 母鸡孵蛋、蜜蜂酿蜜、婴儿吸奶
药物
操作(手脚)
学习!----习得行为
习得行为
人----习得行为和本能行为的混合体
2021/2/6
t
3
Outlines
What is learning? Classical Conditioning Operant Conditioning Cognitive-Social Theory
2021/2/6
t
16
2.5 Extinction
CS不再与UCS一起出现,条件反应会减 弱,这就是消退。 即刻恢复(spontaneous recovery) 泛化、分化和消退的进化适应意义
2021/2/6
t
17
2.6 Factors that Affect Classical Conditioning
2021/2/6
t
13
Watson & Rayner(1920)
Little Albert
狗、兔子、白鼠、面具(圣诞老人) NS
身后敲击金属棒
UCS
跳起来、趴下、呜咽
UCR
两月之后,小孩怕狗等(泛化)
结论:情绪也是习得的
2021/2/6
t
14
2.3 Conditioned Social Behavior
2021/2/6
t
34
Insight
Gestalt:完形学习理论 柯勒:
– 黑猩猩够香蕉 – 顿悟而非盲目尝试错误的紊乱动作 – 内心构造完形
整体大于各个部分之和
2021/2/6
t
35
Cognitive Map
Edward C. Tolman(1948)
刺激------反应
刺激----主体(意识)----反应
2021/2/6
t
26
3.7 The Reciprocity of Social Interactions
因果链 相互操作
2021/2/6
t
27
3.8 The Relation between Classical
and Operant Conditioning
应答行为 诱发反应 刺激在先 特定的刺激 自主NS
– Ratio schedules
Fixed Ratio Variable Ratio
– Interval schedules
Fixed Interval Variable Interval
2021/2/6
t
24
3.5 Factors Affecting Operant Conditioning
操作与奖惩之间的联系的偶然性
因为经验而使有机体的反应方式产生持久 的改变
疲劳、药物、疾病和损伤不属于学习范畴
2021/2/6
t
6
Key Elements of Learning
A change in behavior or behavioral potential A relatively permanent change Based on experience
2021/2/6
t
7
1.2 Why is learning important?
The environment does not stand still
– 分辨食物与生存环境 – 天性有限(小孩喜欢甜味)
The environment varies(Age, place, culture)
– 袒胸露臂与迷你裙 – 老实厚道与无能
2021/2/6
t
11
Classical conditioning
UCS 食物
NS
铃声
(CS)
唾液分泌 UCR
(CR)
定向探寻
2021/2/6
t
12
2.2 Conditioned Emotional
Responses
触景生情
– 一朝被蛇咬,十年怕井绳 – 秋天的悲沧和凄凉
歌曲
– 月亮代表我的心 – 爱在深秋 – 把悲伤留给自己 – 心太软
– Skinner(1948)
鸽子的迷信行为
操作与后果之间的间隔 特异刺激的呈现: stimulus control 学习某种行为的准备性 学习者的特点: antisocial personality
2021/2/6
t
25
3.6 Why is reinforcer reinforcing?
Reinforcers as Drive Reducers
Edward L. Thorndike: Law of Effect
– S-R connection – 尝试-错误机制(blind trial-error) – 行为倾向取决于该行为产生的环境效果 – Law of effect=>Instrumental conditioning
B.F. Skinner: Operant ຫໍສະໝຸດ Baiduonditioning
The Role of Feelings
– Emotion/sensory experiences – The behavioral approach system(pleasure) – The behavioral inhibition system(anxiety) 注意:强化物的针对性和有效性。
t
22
惩罚效果差的原因
惩罚与操作难以对号 对惩罚人而非受罚行为害怕 存在其他奖励 惩罚受(领导)长辈的情绪所左右 (一致性差) 攻击性惩罚导致更多的攻击行为 建议:惩罚+说理(或强化)
2021/2/6
t
23
3.4 Schedules of Reinforcement
Continuous reinforcement schedule Partial or Intermittent schedules
工具性行为 自发反应 反应在先 无特定刺激 躯体NS
2021/2/6
t
28
3.9 The application of Operant Conditioning
N. Miller(1978): Biofeedback training Behavior shaping and Chaining Programmed Instruction
2021/2/6
t
21
3.3 Punishment
Decreases the probability that a response will recur Positive & Negative Punishment Common Problem in Using Punishment
2021/2/6
Human being--Social animal
– 认知、情感、态度、人格、价值信仰等
2021/2/6
t
8
1.3 Sharing assumptions
Experience shapes behavior 经验塑造行为
Learning is adaptive 学习是适应
Experimental research on the laws of learning 学习可以用实验法进行研究
2021/2/6
t
4
1 What is learning?
2021/2/6
t
5
1.1 Definition
Learning refers to any enduring change in the way an organism responds based on its experience.
2021/2/6
t
9
2 Classical Conditioning
巴甫洛夫(Ivan Pavlov)(1849-1936) 研究狗的消化系统(Nobel winner)
– 唾液分泌(Salivation) – 反射(reflex)
华生(Watson)
– 动物和人类适用同样的学习法则
2021/2/6
t
31
其他应用形式
奖励(劳模、三好生) 代币制(红花、卡片) 惩罚(交通处罚累积分制)
2021/2/6
t
32
4 Cognitive-Social Theory
复杂的学习怎么解释? 强化如何让人学习复杂的行为? 强化是学习的必要元素吗? 主体的作用
2021/2/6
t
33
4.1 The Role of Cognition
解释普遍存在的现象
– 望梅止渴 – 大鼠(胰岛素、葡萄糖)休克 – 癌症化疗病人(食物、护士、医院) – 免疫能力(糖精水) – 家庭、单位 – 广告 – 环境
2021/2/6
t
15
2.4 Stimulus Generalization and Discrimination
新刺激越接近原刺激,越可能唤起反应 这种对类似刺激的反应就是泛化。 分化(discrimination),是对刺激差异的反 应。
2021/2/6
t
29
The Procedure for Behavior shaping and Chaining
Reinforcing closer and closer approximations to the desired response.
A sequence of already-established behaviors is reinforced step by step.
Time schedule for CS & UCS
– Forward conditioning – Simultaneous conditioning
Contingency
– Backward conditioning
The Individual Learning History
– Higher-order conditioning
t
10
2.1 Pavlov Model
Conditioning & Unconditioned reflex 学习是一种联系的建立(获得)
The organism learns to associate CS with UCS UCS, UCR CR, CR NS,中性刺激,与UCS多次重复出现...
第5章 学习 LEARNING
Introduction to Psychology Depart. Psycho. Peking University
2021/2/6
t
1
Garcia et al(1985) 狼和羊的故事
含氯化锂的羊肉汉堡包==恶心 羊进入狼的地盘 约一小时之内,狼尝试多次,但无攻击
2021/2/6
t
20
3.2 Reinforcement
Making the response more likely to recur
Two kinds of Reinforcement
– Positive Reinforcement
提供奖赏
– Negative Reinforcement
终止一个负面刺激(负面强化物)
行为塑造的要领
– 确定最终目标 – 对目标加以分解 – 逐步强化分解后的目标
动物驯养的常用技术
2021/2/6
t
30
Programmed Instruction
机器教学(计算机辅助教学CAI)
总目标 分解为多个学习单元 进一步分解为多个步骤 及时反馈和强化学习效果 可以自定学习路径和节奏
2021/2/6
Primary and Secondary Reinforcers
– Conditioned reinforcers – D. Premack(1965):Premack Principle
preferred activity as Reinforcement
– 学习是一种反应概率上的变化,而强化是增 强反应概率的手段。
2021/2/6
t
19
3.1 Operants and Consequence
Operants:
– Emitted/Elicited – Instrumental conditioning(Thorndike)
Consequence
– Reinforcement – Punishment
– Blocking effect (Kamin, 1969)
Preparedness to Learn(进化的角度)
– 电击==>避光、声,不避味道 – X光==>不避光、声,避味道 (Garcia & Koelling, 1966)
2021/2/6
t
18
3 Operant Conditioning
2021/2/6
t
36
Latent Learning
Tolman & Honzik(1930) 结论:学习不一定需要强化
2021/2/6
t
37
Expectation and Locus of Control
Julian Rotter(1954,1990) 内控(Internal locus of control) 外控(External locus of control)
2021/2/6
t
2
什么改变了狼的天性?
本能行为
– 通过遗传获得,不学就会的行为。 本能行为
– 母鸡孵蛋、蜜蜂酿蜜、婴儿吸奶
药物
操作(手脚)
学习!----习得行为
习得行为
人----习得行为和本能行为的混合体
2021/2/6
t
3
Outlines
What is learning? Classical Conditioning Operant Conditioning Cognitive-Social Theory
2021/2/6
t
16
2.5 Extinction
CS不再与UCS一起出现,条件反应会减 弱,这就是消退。 即刻恢复(spontaneous recovery) 泛化、分化和消退的进化适应意义
2021/2/6
t
17
2.6 Factors that Affect Classical Conditioning
2021/2/6
t
13
Watson & Rayner(1920)
Little Albert
狗、兔子、白鼠、面具(圣诞老人) NS
身后敲击金属棒
UCS
跳起来、趴下、呜咽
UCR
两月之后,小孩怕狗等(泛化)
结论:情绪也是习得的
2021/2/6
t
14
2.3 Conditioned Social Behavior
2021/2/6
t
34
Insight
Gestalt:完形学习理论 柯勒:
– 黑猩猩够香蕉 – 顿悟而非盲目尝试错误的紊乱动作 – 内心构造完形
整体大于各个部分之和
2021/2/6
t
35
Cognitive Map
Edward C. Tolman(1948)
刺激------反应
刺激----主体(意识)----反应
2021/2/6
t
26
3.7 The Reciprocity of Social Interactions
因果链 相互操作
2021/2/6
t
27
3.8 The Relation between Classical
and Operant Conditioning
应答行为 诱发反应 刺激在先 特定的刺激 自主NS
– Ratio schedules
Fixed Ratio Variable Ratio
– Interval schedules
Fixed Interval Variable Interval
2021/2/6
t
24
3.5 Factors Affecting Operant Conditioning
操作与奖惩之间的联系的偶然性
因为经验而使有机体的反应方式产生持久 的改变
疲劳、药物、疾病和损伤不属于学习范畴
2021/2/6
t
6
Key Elements of Learning
A change in behavior or behavioral potential A relatively permanent change Based on experience
2021/2/6
t
7
1.2 Why is learning important?
The environment does not stand still
– 分辨食物与生存环境 – 天性有限(小孩喜欢甜味)
The environment varies(Age, place, culture)
– 袒胸露臂与迷你裙 – 老实厚道与无能
2021/2/6
t
11
Classical conditioning
UCS 食物
NS
铃声
(CS)
唾液分泌 UCR
(CR)
定向探寻
2021/2/6
t
12
2.2 Conditioned Emotional
Responses
触景生情
– 一朝被蛇咬,十年怕井绳 – 秋天的悲沧和凄凉
歌曲
– 月亮代表我的心 – 爱在深秋 – 把悲伤留给自己 – 心太软
– Skinner(1948)
鸽子的迷信行为
操作与后果之间的间隔 特异刺激的呈现: stimulus control 学习某种行为的准备性 学习者的特点: antisocial personality
2021/2/6
t
25
3.6 Why is reinforcer reinforcing?
Reinforcers as Drive Reducers
Edward L. Thorndike: Law of Effect
– S-R connection – 尝试-错误机制(blind trial-error) – 行为倾向取决于该行为产生的环境效果 – Law of effect=>Instrumental conditioning
B.F. Skinner: Operant ຫໍສະໝຸດ Baiduonditioning
The Role of Feelings
– Emotion/sensory experiences – The behavioral approach system(pleasure) – The behavioral inhibition system(anxiety) 注意:强化物的针对性和有效性。
t
22
惩罚效果差的原因
惩罚与操作难以对号 对惩罚人而非受罚行为害怕 存在其他奖励 惩罚受(领导)长辈的情绪所左右 (一致性差) 攻击性惩罚导致更多的攻击行为 建议:惩罚+说理(或强化)
2021/2/6
t
23
3.4 Schedules of Reinforcement
Continuous reinforcement schedule Partial or Intermittent schedules
工具性行为 自发反应 反应在先 无特定刺激 躯体NS
2021/2/6
t
28
3.9 The application of Operant Conditioning
N. Miller(1978): Biofeedback training Behavior shaping and Chaining Programmed Instruction
2021/2/6
t
21
3.3 Punishment
Decreases the probability that a response will recur Positive & Negative Punishment Common Problem in Using Punishment
2021/2/6
Human being--Social animal
– 认知、情感、态度、人格、价值信仰等
2021/2/6
t
8
1.3 Sharing assumptions
Experience shapes behavior 经验塑造行为
Learning is adaptive 学习是适应
Experimental research on the laws of learning 学习可以用实验法进行研究
2021/2/6
t
4
1 What is learning?
2021/2/6
t
5
1.1 Definition
Learning refers to any enduring change in the way an organism responds based on its experience.
2021/2/6
t
9
2 Classical Conditioning
巴甫洛夫(Ivan Pavlov)(1849-1936) 研究狗的消化系统(Nobel winner)
– 唾液分泌(Salivation) – 反射(reflex)
华生(Watson)
– 动物和人类适用同样的学习法则
2021/2/6
t
31
其他应用形式
奖励(劳模、三好生) 代币制(红花、卡片) 惩罚(交通处罚累积分制)
2021/2/6
t
32
4 Cognitive-Social Theory
复杂的学习怎么解释? 强化如何让人学习复杂的行为? 强化是学习的必要元素吗? 主体的作用
2021/2/6
t
33
4.1 The Role of Cognition
解释普遍存在的现象
– 望梅止渴 – 大鼠(胰岛素、葡萄糖)休克 – 癌症化疗病人(食物、护士、医院) – 免疫能力(糖精水) – 家庭、单位 – 广告 – 环境
2021/2/6
t
15
2.4 Stimulus Generalization and Discrimination
新刺激越接近原刺激,越可能唤起反应 这种对类似刺激的反应就是泛化。 分化(discrimination),是对刺激差异的反 应。
2021/2/6
t
29
The Procedure for Behavior shaping and Chaining
Reinforcing closer and closer approximations to the desired response.
A sequence of already-established behaviors is reinforced step by step.
Time schedule for CS & UCS
– Forward conditioning – Simultaneous conditioning
Contingency
– Backward conditioning
The Individual Learning History
– Higher-order conditioning
t
10
2.1 Pavlov Model
Conditioning & Unconditioned reflex 学习是一种联系的建立(获得)
The organism learns to associate CS with UCS UCS, UCR CR, CR NS,中性刺激,与UCS多次重复出现...
第5章 学习 LEARNING
Introduction to Psychology Depart. Psycho. Peking University
2021/2/6
t
1
Garcia et al(1985) 狼和羊的故事
含氯化锂的羊肉汉堡包==恶心 羊进入狼的地盘 约一小时之内,狼尝试多次,但无攻击
2021/2/6
t
20
3.2 Reinforcement
Making the response more likely to recur
Two kinds of Reinforcement
– Positive Reinforcement
提供奖赏
– Negative Reinforcement
终止一个负面刺激(负面强化物)
行为塑造的要领
– 确定最终目标 – 对目标加以分解 – 逐步强化分解后的目标
动物驯养的常用技术
2021/2/6
t
30
Programmed Instruction
机器教学(计算机辅助教学CAI)
总目标 分解为多个学习单元 进一步分解为多个步骤 及时反馈和强化学习效果 可以自定学习路径和节奏
2021/2/6