Professional Documents
Culture Documents
By
Prof. B. Y. Oladimeji,
O. A. U.,
Ile-Ife.
INTRODUCTION:
LEARNED AND UNLEARNED BEHAVIOUR
When the newborn infant starts to breathe, he is performing an act that he has
had no chance to learn. The lungs and the muscles and nerves necessary for
respiration have been developed by maturation. In the course of time, the child learns
to breathe in special ways like holding his breath at will or in blowing out a candle.
These modifications of breathing are based on the original unlearned act. Any act, even
though provided in its primitive form by maturation, is almost sure to be modified in
some ways by exercise. In virtually every activity we take part in, learning has a role to
play. Learning is not limited to any sort of activity or place.
ASSOCIATION:
All learning involves association, learning the connection between one thing and
another. For example, if a hot stove (S1) burns our hand (2) when we touch it, an
association forms in the brain so that the thought or idea of a hot stove (1) also brings
up the thought or idea that it can burn us (S2). Alternatively, when we see someone
whose hand is burned (S2) it brings up the idea of a hot stove (S1) even if we do not
see a hot stove (S1).
There are three main forms of association involved in learning, namely Stimulus-
Response; Contiguity; and Interference.
1. Stimulus-Response: Suppose a child hears a bell (S1) and sees food (S2) both
presented almost at the same time. The child will naturally salivate (R2) to the sight
of food (S2). But if the bell and food are presented many times together the child will
come to salivate (2) upon hearing the bell alone (S1) This association between S1
and R2 is known as conditioning, to be discussed later.
2. Contiguity: Learning involves contiguity. The stimulus and response must be close
together in time and space in order that an association can occur in our minds. Thus
contiguity also involves association.
3. Interference: Interference refers to the fact that a past association prevents us from
learning a new one. The clearest example of this is to learn the exact opposite of
what we have already learned. Interference is common in daily life - using the old
name for a street whose name was changed; continuing to write the old year during
the new years; learning more than one language at a time; and so on. In these
cases, we have two associations for the same thing (the old and new years; the old
and new street name). These are R1 and R2. However, since we cannot make both
associations to the same stimulus the stronger association wins out by interfering
with the weaker one. Interference is strongest when we first learn something and
decreases with practice.
These two questions dominate investigations into the basic factors involved in
learning and the various theories that attempt to explain learning. Learning can take
place in several forms and situations, mainly through conditioning; latent, observational
and modelling.
A. CLASSICAL CONDITIONING
The Russian physiologist, Pavlov (1849 - 1936) noticed that a dog salivates not only
food is in its mouth, but also to the sight of food and even to the sound of a dinner bell.
Pavlov inserted a tube in the dogs salivary gland; so that he could measure there is
response of saliva to a stimulus (food, bell, etc.) At first, the bell produced no saliva.
This was presented for several trials, each time being followed by food. Then gradually,
conditioning occurred the dog started salivating to the bell even when no food was
presented. The amount of saliva gradually kept increasing on each trial (on each
presentation of the bell alone). Pavlov also conditioned dogs to respond to light, sound,
and to different odours.
Pavlov called FOOD the UNCONDITIONED STIMULUS for salivation (i.e. FOOD
is NATURAL cause of salivation) An unconditioned stimulus that causes a response at
the start of an experiment.
An UNCONDITIONED RESPONSE (REFLEX) is the unlearned response to the
conditioned stimulus. For example, salivation was the unconditioned response to food.
The DINNER BELL is called the CONDITIONED STIMULUS. A conditioned
stimulus is a stimulus which does not cause any response at the start of an experiment;
but after being ASSOCIATED with the unconditioned stimulus it come to cause
salivation itself. When the dog learns to salivate to the conditioned stimulus (the
sound of the bell) alone, this salivation is called the CONDITIONED RESPONSE or
CONDITIONED REFLEX.
A conditioned response is a simple form of HABIT, because it is a response to a
learned stimulus, not to a natural one.
The traditional diagram of classical conditioning is as follows:
Original Situation
S1 R1
(Food) (Salivation)
After the bell is associated with the food long enough, the animal learns to salivate to
the bell alone. Thus, the animal learns to form an association between a response
(salivation) and a stimulus, which originally caused no response (a dinner bell)
B. INSTRUMENTAL (OPERANT) CONDITIONING
PRINCIPLES OF REINFORCEMENT
In classical conditioning, the term reinforcement refers to the paired presentation
of the unconditioned stimulus and the conditioned stimulus. In operant conditioning,
reinforcement refers to the occurrence of an event, such as giving food or water,
following the desired response. In other words, in classical conditioning, reinforcement
elicits the response, but in operant conditioning, reinforcement follows the response.
The result in both cases is an increase in the likelihood of the desired response. We
can therefore define reinforcement as any event that has an effect on the
probability of a response.
Primary Reinforcement refers to rewards that satisfy our biological needs (food, water,
avoiding pain, and so on).
Secondary Reinforcement refers to learned rewards. They do not satisfy our needs
directly. They are the conditioned stimuli, which came to replace the unconditioned
stimulus as a reward for making a response. A secondary reinforcer enables us to learn
something because of its association with the primary reinforcer. For example, the light
or sound that accompanies food finally arouses a response (salivation) instead of food.
This light or sound is called secondary reinforcement it acts as reward instead of food.
It is a learned reward, it is not based on biological need.
Secondary reinforcement is important because it enables us to learn more than is
possible with primary rewards alone. Human behaviour can be influenced (reinforced)
by such secondary reinforcers as money, promises of food, praise, blame, school
grades, and gestures. We would not develop the habits we need if we had to be
rewarded with food each time we made the right response.
Secondary reinforcement is sometimes an even better reinforcer than food. A
word, smile, or even the click that comes instead of food rewards us as soon as we
make the right response, that is, food takes time to be eaten before it rewards us.
Intermittent Reinforcement: In everyday life, we find that our responses are only
reinforced periodically and not every time they are made. Nevertheless, extinction does
not occur. We continue our behaviour and habits without forgetting them. This is called
intermittent or partial reinforcement. Types of periodic reinforcement include:
1) Fixed ratio: reinforcement at 3rd. Or 5th, or 10th response etc.
2) Fixed interval: reinforcement every 5 or 15 minutes, etc.
3) Variable ratio: reinforcement on the 3rd response, sometimes on the 5th, etc.
4) Variable interval: reinforcement after 4 minutes, sometimes after 10 minutes, etc.
B. F. Skinner says that variable ratio gives the highest number of responses. He
says the animal does not know when it will be paid and there keeps on responding
because it knows it will come sometime. It is the basis of gambling casinos their slot
machines work on a variable ratio in order to reinforce responses.
Intermittent reinforcement, especially the variable ratios, causes behaviour to
persist much longer than continuous reinforcement. Here, extinction is much slower. It
is the basis of gambling and our bad habits. Most of the things we do and learn in our
daily lives occur under intermittent reinforcement, not continuous reinforcement. We
may be scolded a hundred ties for raiding the refrigerator, or for staying out late.
However, if we can get away with it just once or twice it is sufficient reinforcement for us
to keep on trying to do it.
Generalization: An animal conditioned to one bell will also respond to a different bell,
or to any similar sound (the sound of a rattle or metronome, etc.) Similarly, when Little
Albert became conditioned to fear white rats he also became afraid of white beards and
anything resembling furry objects. This is called generalization, and it explains how we
acquire our irrational fears of things (our phobias). Generalization always exists in
conditioning, but it gives weaker responses than the original conditioned stimulus.
Pavlov could not get higher than third-order conditioning in dogs, because during
higher-order conditioning the original conditioned response (salivation) is being
extinguished. This is because no food is being presented to reinforce the response
(salivation) to the metronome. Therefore, while the metronome is being associated with
the black card, the response to the metronome is being extinguished. However, human
beings are capable of much higher levels of conditioning. In humans, it is limitless.
Discrimination: When a dog is conditioned to salivate to one sound, but also salivates
to any similar sound, we call it stimulus generalization. But suppose we only want the
dog to respond to the original sound alone? To do this, we use differential conditioning
(or conditioning discrimination). We reinforce the original response by giving food
each time the original conditioned stimulus is sounded, but we do not reinforce the
generalized response. We do not give food when other sounds are made. The animal
slowly learns to discriminate between the reinforced and non-reinforced sound, and
finally stops responding to the latter.
Conditioned discrimination explains how children learn to discriminate between
various stimuli and thus learn more about their environment. It is in this way that the
child learns that, there are other females besides his/her mother, but only mother
satisfies its needs. Since only mother satisfies its needs, the childs responses to
mother are reinforced, and its responses to other women are extinguished, thus
resulting in a conditioned discrimination between mother and non-mother.
knitting, baking and so on. For examples, most young girls are not taught to use make-
up but learning through observation or imitation of older sisters or peers. Certain
characteristics of the model determine the rate of learning like the perceived
consequences of actions, actual consequences and the social status of model.
We tend to learn many simple things in our daily live although there is no reward
for it and no apparent motive. It is called latent learning or incidental learning. For
example, if we ride through a strange neighbourhood by bus, and we later drive through
it ourselves. It will tend to be more familiar to us.
Latent learning therefore seems to involve no motivation, no reward, and no
intention to learn. However, studies show that all these things are involved. Although
no physiological drive exists, other drives, such as the curiosity or exploratory drives
motivate learning, or the manipulation drives. Satisfaction of these drives reinforces the
correct responses, and thus enables learning to occur. Without motivation and
reinforcement no learning would occur.
CONCLUSION
No single theory of learning would command universal assent. Each approaches
different aspects of the learning process and types. We can summarize by saying that
our habitual patterns of behaviour are probably developed from a combination of these
different learning schemes classical conditioning, operant conditioning, insight and
observational learning.
Withdrawal: One natural reaction is to pull the hand away when it receives a
strong electric shock. Bind the stimulator to the hand so that the shock cannot be
avoided, and give a flash of light as a warning signal just half a second before the
shock, repeat the combination every half minute or so for an hour and
conditioned responses are obtained, which consists of an involuntary shrinking
movement preceding the shock.
The Knee Jerk: is a quick throw of the lower leg, produced by a sudden brief
contraction of the large muscle in the front of the thigh, and elicited by a tap on
the patella tendon just below the knee. If this tap is regularly preceded by the
stroke of a bell, most adults sooner or later show some conditioned responses
consisting of a relatively slow anticipatory contraction of the thigh muscle.
In an experiment, a healthy boy (Little Albert), slightly under 1 year in age, who
was accustomed to playing with dogs, rabbits and white rats was conditioned against
the white rat. Somebody would hold out the white rat to the boy who will reach out for it.
At that instant a long steel bar was struck with a hammer, making a loud rasping noise
behind the child, thereby producing a momentary fright. When this procedure had been
repeated a few times, the child not only would no longer play with the rat but actually
shrank back at the sight of it. He was then tested with a dog and a rabbit and showed
fear of them too. The conditioned fear was transferred from the rat to similar objects,
evidence of generalization of conditioning discussed in the previous chapter.
Many such fears are acquired by some form of conditioning in real-life situations,
though not easily detected. Many habits have this origin in the association of a
previously neutral stimulus with an unconditioned stimulus. More complex forms of
learning appear to exhibit the patterns, which are clearly apparent for conditioning.
A very important notion for learning theory is reinforcement, which refers to the
fact that certain stimuli increase the strength and persistence of a response when
presented in close temporal conjunction with the response. This means that for the
new response to persist it must be followed immediately by the unconditioned stimulus
or else it tends to weaken towards extinction. In practical terms, this means that
association can be extinguished by reversing the procedure. If the bell in Pavlovs
experiment is sounded frequently and the food is never presented, the salivation
response will gradually diminish and eventually stop. However, the organism generally
takes longer to unlearn the response than it did to learn it.
The contributions of learning researchers have included practical applications to
many aspects of life. These include innovations such as programmed learning,
improved techniques of job and skill training, memorizing and studying. Recently, these
learning principles have been used in a major effort to develop practical techniques for
dealing with deviant behaviour, and personal problems including mental illness,
aggressiveness, criminal behaviour, fears, compulsions, obesity and smoking. The
results of these efforts are known as behaviour modification or behaviour therapy
techniques, attempts to apply learning and other experimentally derived psychological
principles to modify or change problem behaviour.
Systematic Desensitization:
Systematic desensitization is based on a persons inability to be both relaxed
and anxious at the same time. The autonomic effects which accompany deep relaxation
decreased pulse rate, blood pressure, and skin conductivity, slower and more regular
respiration are opposite to the autonomic effects which characterize anxiety.
According to Wolpe who developed the systematic desensitization treatment,
After the relaxation has been mastered and the anxiety hierarchy constructed,
the actual desensitization begins. The patient is instructed to imagine himself/herself in
the stimulus situation, staring with stimuli which are low on the hierarchy. Relaxation
responses are used to counteract and decondition the tension responses. Once the
weakest stimulus has ceased to arouse any tension or anxiety, it will be possible to
present the next higher stimulus from the hierarchy, for it will now evoke less anxiety
than it would have done before. With successive presentations to the relaxed client, the
amount of anxiety aroused by each imagined stimulus will be brought to zero, with
further generalization to related stimulus items.
The patient is instructed to imagine himself in the situation for about 10 to 15
seconds, and then given several minutes to relax before the next presentation. In case
of excessive tension, the patient signifies by raising his/her forefinger. After several
sessions, stimuli at the highest levels of the hierarchy may be imagined without
arousing any anxiety. For the treatment to be regarded as successful, however, the
patient must be comfortable in the real phobic situation. Systematic desensitization has
proved applicable to a wide variety of other clinical problems obsessions, insomnia,
frigidity, premature ejaculation and impotence.
Manifestations of Phobic Reactions.
Certain methods of treatment have been designed to help a person overcome
fear reactions to specific objects or situations. Such stimulus-specific fears are often
called phobias to distinguish them from generalized or pervasive anxiety, which does
not appear to be related to any special circumstances. Phobias are often irrational in
that the fears are unrealistic or out of proportion to actual circumstances. There are
many different phobias as there are discrete stimuli or situation.
The only other communication occurred between the patient and therapist, and this was
limited to the patient providing her subjective units of distress rating. The session lasted
90 minutes. Note: this situation may seem quite traumatizing. Because the exposure
session is long and continues until ratings decline, the patient becomes desensitized
PUNISHMENT:
One form of aversion therapy focuses upon the suppression of undesired
instrumental responses through punishment. Three basic punishment methods can
provide aversive consequences:
1. A noxious stimulus can be administered directly. An example is painful spanking
when the child threw a stone at somebody.
2. Positive reinforcement can be removed response cost. A childs favourite toy
can be taken away if he uses it to beat people or he may not be allowed to go to
a film show if he does not do the homework. The person pays a price for the
behaviour. Fines, penalties and the revocation of privileges are all instances of
response cost. The frequency of thumbsucking could be decreased, for example,
while a child watched cartoons by having the picture go off every time the child
started thumbsucking. The price of thumbsucking was that there was no more
picture. As long as the child kept his thumb out of his mouth he could watch the
cartoons uninterrupted.
3. The subject can be removed calmly from all sources of reinforcement by placing
him/her in an isolated setting for a while time out.
OPERANT TECHNIQUES
Operant techniques essentially involve the use or non-use of reinforcement in the
modification of maladaptive behaviour. Instrumental behaviour is modified by controlling
its consequences. Responses are likely to increase in occurrence if they are followed by
rewards and to decrease if they are consistently unrewarded or punished. Operant
conditioning may also be used to develop new behaviours. Krasner (1971) gave a
comprehensive review of developments in the application and evaluation of operant
procedures examples of which include the token economy systems and stimulus
control.
Token Economy:
Ayllon & Azrin (1968) discussed the use of token economy systems in such
settings as residential psychiatric wards and institutions for mentally retarded children.
Tokens, such as wooden discs, are used as reinforcers. They are exchangeable for a
variety of material goods and privileges like watching the television, going for a ride etc.
the individual earns tokens for desirable behaviour like washing self, putting clothes
away, making the bed etc. token economy can be used on a wide number of people and
to modify a variety of behaviours.
The negative symptoms in patients with schizophrenia constitute behavioral deficits that go
beyond difficulties with assertiveness. These patients have inadequate expressive behaviors and
inappropriate stimulus control of their social behaviors (i.e., they do not pick up social cues).
Similarly, patients with depression often experience a lack of social reinforcement because of a
lack of social skills, and social skills training has been found to be efficacious for depression.
Patients with social phobia similarly often have not acquired adolescents' social skills. In fact,
their social defensive behaviors (e.g., avoiding eye contact, making brief statements, and
minimizing self-disclosure) increase the probability of the rejection that they fear.
Social skills training programs for patients with schizophrenia cover skills in the
following areas: conversation, conflict management, assertiveness, community living, friendship
and dating, work and vocation, and medication management. Each of these skills has several
components. For example, assertiveness skills include making requests, refusing requests,
making complaints, responding to complaints, expressing unpleasant feelings, asking for
information, making apologies, expressing fear, and refusing alcohol and street drugs. Each
component involves specific steps. For example, conflict management includes skills in
negotiating, compromising, tactful disagreeing, responding to untrue accusations, and leaving
overly stressful situations. A situation in which conflict management skills might be used is
when the patient and a friend decide to go to a movie and their choice of movie differs.
Participant Modeling
[The therapist] started touching everything very slowly. I was told to follow behind and
touch everything she touched. It was like we were spreading the contamination. She
touched doorknobs, light switches, walls, pictures, and woodwork. She opened drawers
in each bedroom and touched the contents. She opened closets and touched clothes
hanging on the rods. She touched the towels and sheets in the linen closet. She went
through the children's rooms, touching dolls, stuffed animals, models, Star Wars figures,
Transformers, and books.
[The therapist] kept talking to me quietly and calmly all the time we went along. I had
been anxious when we started, but as we continued, my anxiety level decreased. At
one point, when I had begun to think the worst was over, she pointed to the attic door
and said we were going inside. I said, No, that's where the mice were She told me I
didn't want to have a place in my home that was off limits. I agreed but became very
anxious. It was very hard for me to go inside. I began touching the boxes too, but I was
very upset. Then, she put her hands down on the floor and wanted me to do the same. I
said, I can't. I just can't Julie said, Yes you can
[The therapist] spent several hours with me that day. Before she left, she made a list of
things for me to do by myself. Twice a day I was to go through the house touching
everything the way she had done with me. I was to invite a friend of mine who had a pet
to come and visit and also friends of my children who had pets.
Morakinyo (1983), Awaritefe (1989) and Oladimeji (1989) reviewed examples of
the use of behaviour therapy in tackling various clinical and societal problems in Nigeria.
These authors demonstrated the usefulness of the behaviour therapy techniques in
tackling a variety of clinical problems such drug abuse, nocturnal enuresis, social skills
deficiencies, depression and anxiety.
LECTURE SUMMARY: