You have 245 Days to Change Your Life
-Become more productive- HAVE TIME FOR YOURSELF
-Become more organized- HAVE YOUR SHIT TOGETHER
-Take advantage of the unique opportunity you have!
6 Month Dreamline:
-Fly to LA to visit sisI'll ter and friends
-Buy a digital video camera
-Go skydiving
-Learn Microexpressions
Are you inventing tasks to avoid the important?
ACT NOW.
#1 Task: Finish My Magic Show
If I Do It | If I don't do it |
|
|
You have 246 Days to Change Your Life
-Become more productive- HAVE TIME FOR YOURSELF
-Become more organized- HAVE YOUR SHIT TOGETHER
-Take advantage of the unique opportunity you have!
6 Month Dreamline:
-Fly to LA to visit sisI'll ter and friends
-Buy a digital video camera
-Go skydiving
-Learn Microexpressions
Are you inventing tasks to avoid the important?
ACT NOW.
#1 Task: FINISH OUTLINING MY MUSE
If I Do It | If I don't do it |
|
|
Learning and Behavior
The Learning Triangle
S->S*-R (Pavlovian Learning, occasion setting, operant conditiong, habit learning
Learning and Adaptation
The main way animals can adapt through experience
Fixed action patterns
Behaviors that are triggered by stimuli known as releasers or “sign stimuli”
Do not depend on feedback once triggered
Smiling is a fixed action pattern?
Innate Behaviors
Very hard to prove... subtle learning can be going on with 'innate behaviors' that make them not so innate after all
artificial selection
Select for animals that show specific patterns... does it change them?
Innate behaviors can be modified by learning, or triggered by things which by themselves are not releasers
Habituation- strength of a response declines due to repeated exposure.
Learning has clear benefit in long term adaptation, but innate learning is important for stimuli in which the first time could be deadly
The Law of Effect
|
| Good S* | Bad S* |
| Produces S* | Reward (Behavior up) | Punishment (behavior Down) |
| Prevents S* | Omission (behavior up) | Avoidance(bad s* doesn't happen) Escape(get away from already happening bad s*) (behavior up) |
Reinforcement
those behaviors which make the likeliness of a behavior increase.
Shaping
Reinforce increasingly close approximations of behavior
Can occur haphazardly in environment
Adaptation in classical Conditioning
Signals for food
Pavlovs dog
Prepares animal for digestions
Taste aversion learning
learn things that signal bad foods
Conditioned with signals for danger
Freezing
Adaptive response, that conditions from innate stimuli to others
Analgesia... don't notice being hurt
Drugs as S*
associating the S* drug with the S cues from the environment
Conditioned compensatory response... resilience against the drug
May be the cause for drug tolerannce
Impressive amount of evidence for role of conditioning (Siegel, 1975), (Crowell, Hinson, & Siegel 1981), (Mansfield and Cunningham, 1980)
(Paulos, Wilkinson, and Cappell, 1981)
(King, Boutoun, & Musty, 1987)
Sign tracking
|
| Good S* | Bad S* |
| S predicts S* | Approach S | Withdraw from S |
| S predicts no S* | Withdraw from S | Approach S |
Other parallels between signal and repsonse learning
Believed that both follow general patterns or rules
Extinction occurs in both instrumental and classical conditioning
Crucial in shaping and creating behaviors
acquisition... opposite of extinction, describes both instrumental and classical
Exposure therapy
expose the client to a fear stimulus without an aversive consequence
Spontaneous recovery
extincion does not get rid of learning, merely makes it less likely response
What an animal does does not show what it knows
The timing of S*
Occurs after only a short delay from either R or S
Learning is designed to uncover “causes” of S*
Size of S*
Large positive S*s lead to stronger overall behavior
The stronger an aversive S* is, the stronger the punishment
Preparedness
the same combination of events are learend more readily than others
Animals behave as if evolution has “prepared them to associate certain events or stimuli(Rozin and kalat, 1971), (Breland and Brleand, 1961)
The nuts and bolts of conditioning
Basic Pavlovian Learning
CS ->CR
US->UR
UR=CR
Higher order conditoing- same procedure, but old US is used as new CS
sensory preconditioning
two US are paried, then one is associated with S*
Methods for studying classical conditiong
Eyeblink conditioning in rabits (gormezano, kehoe, and marshall, 1983)
easy to measure, typically considered innate
Fear conditioning in rats
condtioned suprresion/conditioned emotional response(CER)
Suppresion ratio... how much an animal stops responding due to fear
Autoshaping in pigeons
pigeons peck keylights which signal food
Taste aversion learning in rats
Things that affect the strength of conditioning
Time
Delay conditiong.
cs comes then ends with presentation of of US
Trace conditionining
CS and US seperated by a gap
Simultaneous conditioning
Presented at the same time... hard to measure hwo much subject learns
Backwards conditioning
CS follows, rather than preceds, the S
Can act as a conditioned inhibitor
Spaced trials are better than massed trial
Time in CS and time between trials equal
Novelty of CS and US
The more novel, the more learning that occurs
Preexposure effect
Latent inhibition
Intensity of CS and US
The more salient the more effect
if they are too strong, they can elicit their own responses
Pseudoconditiong
sensitization
Conditioned inhibition
CS associated with Absence of US = inhibitor
How to test
Summation
amount of responding is decreased or increased
Retardation-of-Aqcuisition
inhibitor cannot be converted into an excitor easily
How to produce
Discriminative inhibtion
One CS is paired with US, one paired with no US, second one is inhibitor
conditioned inhibition
A is paired with B, AX is paired with no B... x signals no B
Information value in conditioning
CS-US contingencies in classical conditioning
Pairing alone is not enough to induce conditioning
CS has to predict an increase in the probability of the US (positive contigency)
If it predicts a decrease, it becomes an inhibitor(negative contingency)
Blocking and Unblocking
learning only occurs when CS provides new information about US... redundant information is not learned
Relative Vailidity
Subjects learn about the best predictiors of the US
Theories of Conditiong
The Rescorla-Wagner Model
Suprisingness... learning occurs on a conditioning trail only if the US is suprising
Overexpectation effect
The role of attention in conditioning
the amount of attention a subject will pay to a cs depends on how well CS predicts US
Mackintosh model
More attention given to better predictors
Pearce hall model
More attention given to CS who's meanings are not understood
Short term memory
Priming of a stimuli reduces surprise
Habituation
Caused by background context (long term memory)
Caused by self generated priming (short term memory)
SOP model
A1 A2, inactive
AESOP model
Sensory vs. emtoional US nodes
Emotional nodes move slower between A1-A2-inactive
Elemental vs. configural CS nodes
Configural elemnts replace old elemnts
Whatever happened to behavior Anyway
Memory and learning
How well is conditioning remembered?
Conditioning can be retained supringly well over time
Some forms of conditiong are forgotten more quickly than others
Memory reactivition... reexposure to original situation
Causes of Forgetting
Trace decay
interference
retrieval failure
Remembering, forgetting, and extinction
interference and retrieval may play an important role
renewal ffect
shows extintion does not necessarily mean old memory is gone
The modulation of behavior
occasion setting
a cue that provides information about whether another cs will be paired with a US
Three properties of occasion setters
They modulate the behavior that is otherwise evoked by the target
they are not affected much by changing their direct associations with the US
they do not always affect responding to ew stimuli
Behavior systems
sets of behaviors that are organized around biological functions and goals
Hierarchically organized
different “modes” of responding
affecting panic attacks
Preparatory vs. panic (pre-encounter vs. circa strike)
Taste aversion learning
The “hedonic shift”
good foods elicit different behaviors than bad foods
Verbal instructions can have a powerful effect on learning
Schedules of reinforcement... to maximize different things
The matching law
The quantitative law of effect
The more positive choices you have, the less likely you'll make a negative choice
Impulsiveness and self control
Pre-commitement strategies
Distraction
behavioral economics
substitutes-increase to decrease other behavior
independents
complements-decrerase to decrease other behavior
Theories of reinforcement
The premack principle
If a consequent behavior is more preffered than it's antecedent, it will be a reinforcer
Behavioral regulation
If a behavior is below it's preferred level, it will be a reinforcer.
State dependant learning
only take food if you know that food fills hungry void
learning to calibrate based on need
Learning to like certain things
learning to dislike certain things?
Anticpating reward and punnishment
negative and positive conrast effect
Initial explaratory effect
Frustration reaction
Overjustification effect
happens if:
Tangible
announced ahead of time
not dependant on performance (expectations and interpersonal context)... self determination theory
Partial reinforcement extinction effect
robert eisenberger-learned industriousness
sequential theory
transfer of control (inhibtory CS's to the state change the actual response, as to excitatory)
Using Anchors... how to create inhibitory responses?
Consumatory vs. prepatory responsee (go vs. know, motivational)
Occasion setting
Opponent process theory
emotions happen, then afterwords have the opposite reaction
Is it learned?
Self generated vs. retrieval generated priming
Massed trials create temporary wanting, spaced trials create long term wanting
Drug users may be wannting something before they need it
There is a difference between wanting and liking
You have 249 Days to Change Your Life
-Become more productive- HAVE TIME FOR YOURSELF
-Become more organized- HAVE YOUR SHIT TOGETHER
-Take advantage of the unique opportunity you have!
6 Month Dreamline:
-Fly to LA to visit sisI'll ter and friends
-Buy a digital video camera
-Go skydiving
-Learn Microexpressions
Are you inventing tasks to avoid the important?
ACT NOW.
#1 Task: Research My Muse
| If I Do It | If I don't do it |
|
|
Summary:
Learning and Behavior
The Learning Triangle
S->S*-R (Pavlovian Learning, occasion setting, operant conditiong, habit learning
Learning and Adaptation
The main way animals can adapt through experience
Fixed action patterns
Behaviors that are triggered by stimuli known as releasers or “sign stimuli”
Do not depend on feedback once triggered
Smiling is a fixed action pattern?
Innate Behaviors
Very hard to prove... subtle learning can be going on with 'innate behaviors' that make them not so innate after all
artificial selection
Select for animals that show specific patterns... does it change them?
Innate behaviors can be modified by learning, or triggered by things which by themselves are not releasers
Habituation- strength of a response declines due to repeated exposure.
Learning has clear benefit in long term adaptation, but innate learning is important for stimuli in which the first time could be deadly
The Law of Effect
Good S* | Bad S* | |
Produces S* | Reward (Behavior up) | Punishment (behavior Down) |
Prevents S* | Omission (behavior up) | Avoidance(bad s* doesn't happen) Escape(get away from already happening bad s*) (behavior up) |
Reinforcement
those behaviors which make the likeliness of a behavior increase.
Shaping
Reinforce increasingly close approximations of behavior
Can occur haphazardly in environment
Adaptation in classical Conditioning
Signals for food
Pavlovs dog
Prepares animal for digestions
Taste aversion learning
learn things that signal bad foods
Conditioned with signals for danger
Freezing
Adaptive response, that conditions from innate stimuli to others
Analgesia... don't notice being hurt
Drugs as S*
associating the S* drug with the S cues from the environment
Conditioned compensatory response... resilience against the drug
May be the cause for drug tolerannce
Impressive amount of evidence for role of conditioning (Siegel, 1975), (Crowell, Hinson, & Siegel 1981), (Mansfield and Cunningham, 1980)
(Paulos, Wilkinson, and Cappell, 1981)
(King, Boutoun, & Musty, 1987)
Sign tracking
Good S* | Bad S* | |
S predicts S* | Approach S | Withdraw from S |
S predicts no S* | Withdraw from S | Approach S |
Other parallels between signal and repsonse learning
Believed that both follow general patterns or rules
Extinction occurs in both instrumental and classical conditioning
Crucial in shaping and creating behaviors
acquisition... opposite of extinction, describes both instrumental and classical
Exposure therapy
expose the client to a fear stimulus without an aversive consequence
Spontaneous recovery
extincion does not get rid of learning, merely makes it less likely response
What an animal does does not show what it knows
The timing of S*
Occurs after only a short delay from either R or S
Learning is designed to uncover “causes” of S*
Size of S*
Large positive S*s lead to stronger overall behavior
The stronger an aversive S* is, the stronger the punishment
Preparedness
the same combination of events are learend more readily than others
Animals behave as if evolution has “prepared them to associate certain events or stimuli(Rozin and kalat, 1971), (Breland and Brleand, 1961)
The nuts and bolts of conditioning
Basic Pavlovian Learning
CS ->CR
US->UR
UR=CR
Higher order conditoing- same procedure, but old US is used as new CS
sensory preconditioning
two US are paried, then one is associated with S*
Methods for studying classical conditiong
Eyeblink conditioning in rabits (gormezano, kehoe, and marshall, 1983)
easy to measure, typically considered innate
Fear conditioning in rats
condtioned suprresion/conditioned emotional response(CER)
Suppresion ratio... how much an animal stops responding due to fear
Autoshaping in pigeons
pigeons peck keylights which signal food
Taste aversion learning in rats
Things that affect the strength of conditioning
Time
Delay conditiong.
cs comes then ends with presentation of of US
Trace conditionining
CS and US seperated by a gap
Simultaneous conditioning
Presented at the same time... hard to measure hwo much subject learns
Backwards conditioning
CS follows, rather than preceds, the S
Can act as a conditioned inhibitor
Spaced trials are better than massed trial
Time in CS and time between trials equal
Novelty of CS and US
The more novel, the more learning that occurs
Preexposure effect
Latent inhibition
Intensity of CS and US
The more salient the more effect
if they are too strong, they can elicit their own responses
Pseudoconditiong
sensitization
Conditioned inhibition
CS associated with Absence of US = inhibitor
How to test
Summation
amount of responding is decreased or increased
Retardation-of-Aqcuisition
inhibitor cannot be converted into an excitor easily
How to produce
Discriminative inhibtion
One CS is paired with US, one paired with no US, second one is inhibitor
conditioned inhibition
A is paired with B, AX is paired with no B... x signals no B
Information value in conditioning
CS-US contingencies in classical conditioning
Pairing alone is not enough to induce conditioning
CS has to predict an increase in the probability of the US (positive contigency)
If it predicts a decrease, it becomes an inhibitor(negative contingency)
Blocking and Unblocking
learning only occurs when CS provides new information about US... redundant information is not learned
Relative Vailidity
Subjects learn about the best predictiors of the US
Theories of Conditiong
The Rescorla-Wagner Model
Suprisingness... learning occurs on a conditioning trail only if the US is suprising
Overexpectation effect
The role of attention in conditioning
the amount of attention a subject will pay to a cs depends on how well CS predicts US
Mackintosh model
More attention given to better predictors
Pearce hall model
More attention given to CS who's meanings are not understood
Short term memory
Priming of a stimuli reduces surprise
Habituation
Caused by background context (long term memory)
Caused by self generated priming (short term memory)
SOP model
A1 A2, inactive
AESOP model
Sensory vs. emtoional US nodes
Emotional nodes move slower between A1-A2-inactive
Elemental vs. configural CS nodes
Configural elemnts replace old elemnts
Whatever happened to behavior Anyway
Memory and learning
How well is conditioning remembered?
Conditioning can be retained supringly well over time
Some forms of conditiong are forgotten more quickly than others
Memory reactivition... reexposure to original situation
Causes of Forgetting
Trace decay
interference
retrieval failure
Remembering, forgetting, and extinction
interference and retrieval may play an important role
renewal ffect
shows extintion does not necessarily mean old memory is gone
The modulation of behavior
occasion setting
a cue that provides information about whether another cs will be paired with a US
Three properties of occasion setters
They modulate the behavior that is otherwise evoked by the target
they are not affected much by changing their direct associations with the US
they do not always affect responding to ew stimuli
Behavior systems
sets of behaviors that are organized around biological functions and goals
Hierarchically organized
different “modes” of responding
affecting panic attacks
Preparatory vs. panic (pre-encounter vs. circa strike)
Taste aversion learning
The “hedonic shift”
good foods elicit different behaviors than bad foods
Verbal instructions can have a powerful effect on learning
Schedules of reinforcement... to maximize different things
The matching law
The quantitative law of effect
The more positive choices you have, the less likely you'll make a negative choice
Impulsiveness and self control
Pre-commitement strategies
Distraction
behavioral economics
substitutes-increase to decrease other behavior
independents
complements-decrerase to decrease other behavior
Theories of reinforcement
The premack principle
If a consequent behavior is more preffered than it's antecedent, it will be a reinforcer
Behavioral regulation
If a behavior is below it's preferred level, it will be a reinforcer.
State dependant learning
only take food if you know that food fills hungry void
learning to calibrate based on need
Learning to like certain things
learning to dislike certain things?
Anticpating reward and punnishment
negative and positive conrast effect
Initial explaratory effect
Frustration reaction
Overjustification effect
happens if:
Tangible
announced ahead of time
not dependant on performance (expectations and interpersonal context)... self determination theory
Partial reinforcement extinction effect
robert eisenberger-learned industriousness
sequential theory
transfer of control (inhibtory CS's to the state change the actual response, as to excitatory)
Using Anchors... how to create inhibitory responses?
Consumatory vs. prepatory responsee (go vs. know, motivational)
Occasion setting
Opponent process theory
emotions happen, then afterwords have the opposite reaction
Is it learned?
Self generated vs. retrieval generated priming
Massed trials create temporary wanting, spaced trials create long term wanting
Drug users may be wannting something before they need it
There is a difference between wanting and liking
Unfortunately, neither google docs nor blogger likes to remember my indents... so you'll have to see my notes non-indented.It also loves to double space them. Not even sure if it's worth it to post them here... but might as well.
Influencer
Important:
Focus on Vital Behaviors: (Don't confuse OUTCOMES with behaviors)
Best practices research
Positive Deviance
Recovery Behaviors – How to get back on track if you screw up
Compare it to yourself
Test your results... rapid, low risk, min-experiments
If you want to change a behavior, you have to change the maps of cause and effect
Vicarious experience... modeling
Two questions:
Is it worth it?
Can I do it?
Verbal persuasion usually doesn't work
Personal experience is the best persuader
The next best is vicarious experience... modeling and story telling
Why storytelling is better than other things
Understanding
Believing
Motivating
Must offer a way to change-Provide Hope
Combine story and experience... to encourage self reflection
Making Change Inevitable
|
| Motivation(profit of action) | Ability(principle of least effort) |
| Personal | Make the desirable undesirable or vice versa | Surpass your limits or vice versa |
| Social | Harness Peer Pressure positive or negative | Find Strength in Numbers or go it alone |
| Structural | Design Rewards and Demand Accountability or design punishments and demand accountability | Change the Environment to make it easier or harder |
Personal Motivation
Get people to try it (Mikey, I think he likes it!)
Stories... same things we talked about
Make sure the emphasis on it isn't easy
Make it a game
Reasonably challenging goals and clear consistent feedback
Connect to a person's sense of self... part of who they are
What makes people forget to do this?
Moral Justification (focus on other outcomes)
Dehumanization (think of people as numbers)
Minimizing
Displacing responsibility
Connecting to broader values is biggest thing for quitting long term addictive habits
Connect to human consequences
“Motivational Interviewing
Personal Ability
self discipline, athletic ability, mental ability can all be learned\
Much of will is skill
Learning to delay gratification using distraction
Much of prowess is practice
Deliberate practice-focus and feedback
Demand full attention for brief intervals
Provide immediate feedback against a clear standard
Break Mastery into mini-goals
Provide Rapid Positive Feedback
Goals
Short term
Specific
Easy
Low stake
Steps
Prepare for plateaus... build in resilience
Build emotional skills
Distractions
Make them fun
Argue with your emotions
Cognitive reapprasial
Distance yourself from the need by labeling it
Debate with yourself by introducing competing thoughts or goals
Distract yourself
Delay yourself
Social Motivation
Praise and dissappointment
One person can make the difference
When a respected individual attemps a vital behavior and succeeds, the effect is far reaching.
Influence Theory – Everett Rogers
Innovators- People who embrace new ideas
Avoid them like the plague... bad for your idea
Early Adopters
Embrace new ideas... but are socially connected and respected
Get others involved
Share your commitment with others
Ask people you respect to check in on you
Team up with someone.
Make the undiscussable discussable
Prevent opinion leader with facts
Stress that it's important
Create a village
Some behaviors need a whole new lifestyle... you need everyone's help.
Social Ability (find strength in numbers)
Enlist the power of social capital... get suggestions from others
When to use it?
When others are part of the problem (beating wives, banging pots
When you can't solve the problem on your own
Interdependence
Group counts on eachother
Novelty
More heads are better than one when creativity is needed
Risk (use it cause it's more likely to make a change)
Blind spots (real time feedback from an expert)
Group solidarity
group over individual
Structural Motivation(design rewards and demand accountability)
Choose Extrinsic rewards as a last resot
Use Incentives Wisely
Soon
Gratifying
Tied to vital behaviors
Symbolic awards (only after social and personal)
PRIVELAGES
Reward Behaviors, not results
Watch for divisive incentives
Punishment sends a message, and so does it's absence... so choose wisely
Place a shot across the bow (warning)
When all else fails, punish
You have to follow through on threats
Structural Ability (Change the Environment)
Fish Discover water last (we rarely think about how our environment affects us)
Learn to notice physical things
Make the invisible visible
allow things to be measured (fifth potato chip)
give reminders
Mind the data stream
People can only work with the information they have... give them more information
Space
Propinquity (how physically close people are)
Affects relationships profoundly
Make things easy through automation and proper tools
Make things unavoidable through structure into daily routine
Final overview
Find Vital Behaviors
Add a source (six sources of influence, add one)
Diagnoe before you prescibe (figure out the source)
Add more sources
Draw on all six sources
if one source doesn't work, add another
Make change inevitable
Overdetermine Vital behaviors
