第四课(耶鲁大学-心理学导论讲稿)(2)

耶鲁大学开放课程《心理学导论》 讲稿 第四课

afraid of the rat. So there--what would be the conditioned stimulus? The rat. What would be the conditioned response? Fear. Excellent.

Moreover, this fear extended to other things. So, this is a very weird and unpersuasive clip. But the idea is--the clip is to make the point that the fear will extend to a rabbit, a white rabbit. So, the first part, Little Albert's fine with the white rabbit. The second part is after he's been conditioned and he's kind of freaked out with the white rabbit. The problem is in the second part they're throwing the rabbit at him but

[looking at the video] now he's okay. [laughter]

[Speaking to a teaching assistant] Is the mic on? Oh. This is fine.

argued to underlie certain interesting aspects of human responses.

So, I have some examples here. One example is fear. So, the Little Albert Now the pain of a bite, being bit, and then the pain an unconditioned stimulus, stimulus and so you grew to be afraid of dogs.

How do you make conditioned things go away? Well, what you do is you thing and the logic is--the of--the logic is not bad. He's stuck in there. Those are all the--his is that there's a bad association between, say dog and fear, or between relaxation exercises but that proves too difficult. So nowadays they just pump you full of some drug to get you really happy and so you're really stoned out of your head, you're [makes "sick" noise] and this isn't so bad. It's more complicated than that but the notion is you can use these associative tools perhaps to deal with questions about fear, phobias and how they go away.

Hunger. We'll spend some time in this course discussing why we eat and when we eat. And one answer to why we eat and when we eat is that there's cues in the environment that are associated with eating. And these cues generate hunger. For those of you who are trying to quit smoking, you'll notice that there's time--or to

耶鲁大学开放课程《心理学导论》 讲稿 第四课

quit drinking there's times of the day or certain activities that really make you want to smoke or really make you want to drink. And from a behaviorist point of view this is because of the associative history of these things.

More speculatively, classical conditioning has been argued to be implicated in the formation of sexual desire, including fetishes. So a behaviorist story about fetishes, for instance, is it's straightforward classical conditioning. Just as your lover's caress brings you to orgasm, your eyes happen to fall upon a shoe. Through the simple tools of classical conditioning then, the shoe becomes a conditioned stimulus giving rise to the conditioned response of sexual pleasure. This almost certainly is not the right story but again, just as in don't like sexually. And in fact, one treatment for pedophiles and rapists involved at least to shape the focus of our desires and of our interests.

Final thought actually is--Oh, yeah. Okay. So, what do we think about We talked anything. It's just association. So, what happens is the stimulus] and the CS

up all over the place. As a final exercise, and I had to think about it--Has therapy. And the therapy he gets is classical conditioning. In particular, what happens is he is given a drug that makes him violently ill, extremely nauseous. And then his eyes are propped open and he's shown scenes of violence. As a result of this sort of conditioning, he then 鈥 when he experiences real world violence 鈥 he responds with nausea and shock; basically, training him to get away from these acts of violence.

In this example--Take a moment. Don't say it aloud. Just take a moment. What's the unconditioned stimulus? Okay. Anybody, what's the unconditioned stimulus? Somebody just say it. The drug. What's the

耶鲁大学开放课程《心理学导论》 讲稿 第四课

unconditioned response? Nausea. What's the conditioned stimulus? Violence. What's the conditioned response? [nausea] Perfect.

The third and final type of learning is known as operant conditioning or instrumental conditioning. And this is the thing, this is the theory championed and developed most extensively by Skinner. What this is is learning the relationships between what you do and how successful or unsuccessful they are, learning what works and what doesn't. It's important. This is very different from classical conditioning and one way to see how this is different is for classical conditioning you don't do anything. You could literally be strapped down and be immobile and these connections are what you appreciate and you make connections in your mind. become more learned than others.

So, the idea itself was developed in the nicest form by Thorndike who Remember behaviorists were entirely comfortable studying animals and drawing different things and gradually get better and better at it.

more and more trials they stopped scratching at the ceiling and so on. They just 鈥 an action's increased if rewarded, want So, you reinforce the pig for walking forward and you punish the pig for rise to a pig who walks forward.

There's two--One technical distinction that people love to put on Intro Psych exams is that the difference between positive reinforcement and negative reinforcement. Reinforcement is something that makes the behavior increase. Negative reinforcement is very different from punishment. Negative reinforcement is just a type of reward. The difference is in positive reinforcement you do something; in negative reinforcement you take away something aversive. So, imagine the pig has a heavy collar and to reward the pig for walking forward you might remove the heavy collar.

耶鲁大学开放课程《心理学导论》 讲稿 第四课

So, these are the basic techniques to train an animal. But it's kind of silly because suppose you want your pig to dance. You don't …… 此处隐藏：6273字，全部文档内容请下载后查看。喜欢就下载吧 ……