Theory of Behavior Chhhange updated.pptx

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1. Theory of Behavior Change

2. Learning Learning is a relatively permanent change in knowledge or behavior resulting from experience. Learning is crucial for adapting to changes and creating effective lives. Learning even describes how a person acquires a psychological disorder such as Post Traumatic Stress Disorder(PTSD) Essential for survival and efficiency, helping us avoid danger and make better decisions

3. Learning and Social Interactions The principles of learning can also be used to explain a wide variety of social interactions, including social dilemmas in which people make important decisions about how to behave.

4. Behavioral Perspective The study of learning is closely associated with the behavioral perspective of psychology. Two early leaders in the behaviorist school are John B. Watson and B. F. Skinner. These psychologists focused their research entirely on behavior, excluding mental processes. For behaviorists, learning is a process of conditioning which means that the response to a specific stimulus can be learned.

5. Theory of Behaviour Change(Types of Learning) There are three main types of learning:  01. C lassical conditioning, 02. O perant conditioning, 03. Observational learning . 

6. Types of Learning Conditioning : Response to a specific stimulus can be learned . A process by which human or animals are trained to behave in a particular way when particular thing happen Other Types : Insight Learning : Learning through sudden understanding. Cognitive Learning : Involves mental processes. Observational Learning : Learning by watching others. Maladaptive Behaviors : Learning can sometimes lead to negative outcomes, such as the development of psychological disorders.

7. Classical conditioning

8. Classical Conditioning What is Classical Conditioning? Classical conditioning is a type of learning where an organism learns to associate one stimulus with another. This was first discovered by the psychologist Ivan Pavlov . Example: Imagine you have a dog. Every time you ring a bell, you give the dog some food. After doing this several times, the dog starts to associate the sound of the bell with food. Eventually, just hearing the bell will make the dog salivate, even if there is no food present. In this example: Bell = Neutral stimulus (initially has no effect on the dog’s salivation) Food = Unconditioned stimulus (naturally causes salivation) Salivation = Unconditioned response (natural reaction to food) Bell after conditioning = Conditioned stimulus (now causes salivation) Salivation in response to the bell = Conditioned response (learned reaction to the bell)

9. 1. Unconditioned Stimulus (US) Definition: A stimulus that naturally and automatically triggers a response without any learning. Example: In Pavlov's experiment, the food is the unconditioned stimulus because it naturally makes the dog salivate. 2. Unconditioned Response (UR) Definition: The natural, automatic reaction to the unconditioned stimulus. Example: The dog salivating when it sees the food is the unconditioned response. It happens naturally without any need for learning.

10. 3. Neutral Stimulus (NS) Definition: A stimulus that initially does not trigger the unconditioned response. Example: The bell before any conditioning is a neutral stimulus because it doesn’t make the dog salivate on its own. 4. Conditioned Stimulus (CS) Definition: A previously neutral stimulus that, after being associated with the unconditioned stimulus, starts to trigger a similar response. Example: After repeatedly ringing the bell while giving food, the bell becomes a conditioned stimulus because it starts to make the dog salivate even without the food

11. 5. Conditioned Response (CR) Definition: The learned response to the conditioned stimulus, which is similar to the unconditioned response but triggered by the conditioned stimulus alone. Example: The dog salivating in response to the bell alone (after conditioning) is the conditioned response.

12. Classical Conditioning and Phobias Understanding Phobias Definition: A phobia is an intense, irrational fear of a specific object, activity, or situation. Examples: Fear of spiders, heights, or open spaces

13. Classical Conditioning and Phobias How It Works: Unconditioned Stimulus (US): Something that naturally causes fear (e.g., a snake bite). Unconditioned Response (UR): The natural fear reaction (e.g., feeling scared after a snake bite). Neutral Stimulus (NS): An object or situation initially not associated with fear (e.g., seeing a spider). Conditioned Stimulus (CS): The neutral stimulus after association (e.g., the spider now causes fear). Conditioned Response (CR): The learned fear reaction to the CS (e.g., feeling scared when seeing a spider).

14. Evolutionary Perspective Historical Context: In the past, dangers like snake bites or falling from heights were life-threatening. Modern Context: These dangers are less common now, but our brains are still more sensitive to them due to evolutionary survival mechanisms. 5. Example Scenario Situation: A person once had a frightening experience with a spider (US = frightening experience). Conditioning: Over time, seeing a spider (NS) becomes associated with that fear (CS). Result: The person now has a strong fear of spiders (CR). Conclusion: Classical conditioning helps explain why certain phobias are more common and persistent, as our brains are biologically prepared to learn fear associations with objects and situations that were critical for survival in our evolutionary past.

15. Classical Conditioning and PTSD 1. What is PTSD? Definition: PTSD (Post-Traumatic Stress Disorder) is a severe anxiety disorder that can develop after experiencing or witnessing a traumatic event, such as a threat to life. 2. How Classical Conditioning Explains PTSD Concept: PTSD can develop when a person learns to associate certain neutral stimuli with a traumatic event.

16. 3. Components of Classical Conditioning in PTSD Unconditioned Stimulus (US): This is the traumatic event that naturally causes a strong fear response. Example: A soldier experiencing a dangerous battle is the unconditioned stimulus. Unconditioned Response (UR): This is the natural fear or anxiety reaction to the traumatic event. Example: The intense fear and anxiety felt during the battle is the unconditioned response. Neutral Stimuli (NS): These are the things present during the traumatic event that initially have no special meaning. Example: Military uniforms, specific sounds (like gunfire), or certain smells (like smoke) are neutral stimuli during the battle. Conditioned Stimulus (CS): After the traumatic event, these neutral stimuli become associated with the fear response. Example: Seeing military uniforms or hearing gunfire after the battle can trigger the same fear response. Conditioned Response (CR): This is the learned fear or anxiety response triggered by the conditioned stimulus. Example: After the trauma, seeing a military uniform or hearing gunfire sounds might cause severe anxiety or panic, even if there’s no actual danger.

17. Exercises and Critical Thinking Recall a time in your life, perhaps when you were a child, when your behaviors were influenced by classical conditioning. Describe in detail the nature of the unconditioned and conditioned stimuli and the response, using the appropriate psychological terms. . If posttraumatic stress disorder (PTSD) is a type of classical conditioning, how might psychologists use the principles of classical conditioning to treat the disorder

18. Operant Conditioning Learning Objectives 1 . Describe the work of Edward Thorndike and B.F. Skinner . 2. Explain the process of operant conditioning. 3 . Define reinforcement, reinforcer , punishment, punisher, shaping, successive approximations, extinction, generalization, discriminative stimulus, primary reinforcer , secondary reinforcer . 4 . Explain the difference between positive and negative reinforcement . 5 . Explain the difference between positive and negative punishment . 6. Describe the effective use of punishment. 7 . Describe the use of behavior modification and a token economy. 8. Differentiate amongh the four partial reinforcement schedules.

19. Operant Conditioning Operant Conditioning In operant conditioning, learning occurs based on the consequences of behavior. This type of conditioning involves modifying behavior through rewards or punishments, and it can lead to the acquisition of new behaviors or the modification of existing ones. B. F. Skinner, a prominent behaviorist, is most associated with this concept. Reinforcement : Increases the likelihood of a behavior being repeated.

20. Example : Consider a student who receives praise (positive reinforcement) from a teacher for completing homework on time. This praise increases the likelihood that the student will continue to complete their homework on time in the future. Conversely, if the student is given extra chores (punishment) for not completing their homework, this may decrease the likelihood of the student neglecting their homework in the future.

21. Key Concepts in Operant Conditioning Reinforcement : Increases the likelihood of a behavior being repeated. Positive Reinforcement : Adding something pleasant after a behavior. For example, a teacher giving a student a sticker for turning in homework on time . giving a child praise for completing his homework is positive reinforcement Negative Reinforcement : Removing something unpleasant after a behavior. For example, a student is allowed to leave class early after completing all assignments, thus increasing the likelihood of timely completion in the future. Punishment : Decreases the likelihood of a behavior being repeated. Positive Punishment : This means adding something unpleasant after a behavior. Think of it like a "negative addition." For example, if a student doesn't do their homework on time, they might get extra homework as a consequence. The extra homework is the "addition" of something unpleasant. . Negative Punishment : Removing something pleasant after a behavior. For example, a student loses recess time for breaking classroom rules.

22. Observational Learning Observational learning, also known as modeling, is the process of learning behaviors by watching others. This concept is integral to understanding how individuals, including children, acquire new behaviors and attitudes through observation.

23. Types of Observational Learning Types of Observational Learning Imitation : This is the direct copying of observed behaviors. For example, a child who sees an adult using polite language may start using similar language when interacting with others. Vicarious Learning : This involves learning from the consequences of others’ actions. For example, if a student observes a peer receiving praise for participating in class discussions, they might be motivated to participate more themselves to gain similar praise. Modeling : This is when an individual learns new behaviors or attitudes by observing someone else’s behavior and its consequences. For instance, an employee who sees a coworker effectively handling a difficult customer may adopt similar strategies when faced with similar situations. Emulation : This involves observing and understanding a model’s goals or intentions and then replicating those goals in a different way. For instance, a student might observe a teacher’s method of solving a problem and then develop their own approach to solve similar problems.

24. Examples of Observational Learning Children Learning Social Behaviors : Young children often learn social norms and behaviors by watching their parents and peers. For example, a child might learn to say "please" and "thank you" by observing their parents using these polite expressions . Violent Modeling : A child growing up in a household where parents frequently argue and use physical aggression might learn to handle conflicts through aggression. As an adult, this child might be more likely to engage in violent behavior in their own relationships or to be a victim of violence, continuing the cycle. Positive Modeling : Conversely, a child who witnesses their parents volunteering and helping others might learn to value altruism. As an adult, this child could be more inclined to engage in charitable acts and kindness, breaking the cycle of negative behavior. Media Influence : A child who watches violent TV shows might not necessarily become violent themselves. Similarly, a child exposed to shows featuring acts of kindness may not always imitate these behaviors. The impact of media on behavior is influenced by factors such as the child’s similarity to the characters, frequency of exposure, and reinforcement.

25. Directly copying what you see_____- Learning from others’ experiences______ Observing and mimicking successful behavior___ Achieving the same goal in your own way ._____

26. 1. Remembering (Knowledge) Question: What is the primary principle behind classical conditioning? A. Behavior is shaped by rewards and punishments. B. Learning occurs through association between stimuli. C. Learning happens through observation and imitation. D. Learning involves setting goals and achieving them.

27. 2. Understanding (Comprehension) Question: In classical conditioning, what does the term "unconditioned response" refer to? A. A response that occurs naturally without any conditioning. B. A response that is learned through association. C. A stimulus that triggers a learned response. D. A neutral stimulus that becomes associated with an unconditioned stimulus.

28. 3. Applying (Application) Question: If a dog salivates when it hears a bell because it has learned to associate the bell with being fed, what is the bell in this classical conditioning scenario? A. Unconditioned response B. Conditioned response C. Unconditioned stimulus D. Conditioned stimulus

29. 4. Analyzing (Analysis) Question: Why might a person who was conditioned to feel anxious at the sound of a bell react anxiously when they hear a similar but slightly different sound? A. They have learned that all sounds will cause anxiety. B. The similar sound has become a conditioned stimulus through generalization. C. The new sound is an unconditioned stimulus. D. The person is exhibiting extinction.