PSY 1010, General Psychology 1 Course Learning Outcomes ✓ Solved

PSY 1010, General Psychology 1 Course Learning Outcomes for Unit IV

Upon completion of this unit, students should be able to: 4. Describe ways in which humans learn new behaviors. 4.1 Define the functions and effectiveness of the term reinforcement. 4.2 Discuss how operant conditioning is used to change human behavior. 4.3 Describe the three processes of memory and how they are used in one’s daily life.

Within this unit, Ciccarelli and White (2020) discuss that two types of conditioning are used to explain behaviors: classical and operant. In this unit’s reading, you will learn more about Ivan Pavlov and his breakthrough research on conditioning. Continued exploration of this unit will give more insight into classical conditioning and humankind’s attempts to shape or influence certain behaviors.

As you conclude your examination of this material, you will uncover research that argues many of our Kodak moments are simply stories that we have reproduced in our minds based on stories that we have heard from others.

Paper For Above Instructions

Learning and behavior are two fundamental aspects of psychology that have been extensively studied over the years. This paper discusses how humans learn new behaviors, the significance of reinforcement, and the processes of memory while highlighting the role of classical and operant conditioning. The discussion will demonstrate how these concepts are applicable in everyday life.

Ways Humans Learn New Behaviors

Humans learn new behaviors through various mechanisms, primarily through observation, conditioning, and reinforcement. Observational learning, as posited by Albert Bandura, indicates that individuals can learn by watching others and imitating their actions (Bandura, 1977). This learning occurs even when the observer does not receive direct reinforcement, underscoring the social nature of human learning.

Conditioning, both classical and operant, plays a crucial role in behavior modification. Classical conditioning involves learning through associations, as exemplified in Pavlov's experiments, where dogs learned to associate a bell with food, leading to salivation upon hearing the bell (Pavlov, 1927). On the other hand, operant conditioning focuses on how behaviors are influenced by rewards or punishments. Reinforcement, a key component of operant conditioning, increases the likelihood of a behavior being repeated (Skinner, 1953).

Understanding Reinforcement

Reinforcement is fundamentally divided into positive and negative forms. Positive reinforcement involves adding a rewarding stimulus following a behavior, which encourages its repetition. For instance, giving a child candy for cleaning their room promotes this behavior in the future (Ciccarelli & White, 2020). Conversely, negative reinforcement entails removing an unpleasant stimulus to strengthen a behavior. For example, taking pain relief medication can reinforce the behavior of taking the medication when in pain, as the discomfort is alleviated (Martin & Pear, 2011).

Operant Conditioning to Change Behavior

Operant conditioning is highly effective in altering behavior. This method leverages reinforcement schedules—such as variable ratio, fixed interval, and others—which determine how and when rewards are presented. Research shows that variable ratio reinforcement maintains behaviors more effectively than fixed schedules, as unpredictability keeps individuals engaged (Ferster & Skinner, 1957).

Techniques stemming from operant conditioning, such as behavior modification and systematic desensitization, are employed in various therapeutic settings. Systematic desensitization is utilized to help individuals overcome phobias, as seen in cases where a person gradually confronts their fear in safe environments, thereby creating new, non-threatening associations (Wolpe, 1958).

Processes of Memory

Memory consists of three critical processes: encoding, storage, and retrieval. Encoding refers to the transformation of sensory input into a form that can be stored, which can be influenced by attention and rehearsal strategies. Storage is the process of maintaining information over time, with memory being categorized into sensory, short-term, and long-term types (Ciccarelli & White, 2020).

Retrieval, the final process, involves recalling stored information. Factors affecting retrieval include cues, context, and the nature of the information stored. The three-box model of memory illustrates this complex process by depicting how information flows from sensory memory to short-term memory and eventually to long-term memory (Atkinson & Shiffrin, 1968).

Memory can also be influenced by phenomena such as flashbulb memories—vivid recollections of significant events—which reveal that emotional intensity can enhance retention (Brown & Kulik, 1977). Yet, memory is not infallible; suggestibility and misinformation can alter recollections, as highlighted in various studies on eyewitness testimony (Loftus, 1993).

Applying Learning and Memory Concepts

The concepts of learning and memory apply significantly to educational settings. Understanding how students learn can assist educators in designing effective teaching strategies that resonate with students’ learning styles. For instance, incorporating positive reinforcement for academic achievements can motivate students to engage more deeply with their lessons.

Moreover, awareness of the memory processes can guide teaching methods. Using varied encoding strategies, such as mnemonic devices and active learning, helps students retain information more effectively. Additionally, recognizing that past learning experiences shape new learning outcomes can encourage educators to foster positive learning environments.

In conclusion, learning new behaviors involves various methods, including conditioning and reinforcement, with operant conditioning being particularly influential in behavior modification. The processes of memory play a crucial role in how individuals recall and utilize learned information. By embracing these psychological foundations, both individuals and educators can enhance learning experiences and outcomes.

References

• Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89–195). Academic Press.
• Bandura, A. (1977). Social learning theory. Prentice Hall.
• Brown, R., & Kulik, J. (1977). Flashbulb memories. Cognition, 5(1), 73–99.
• Ciccarelli, S. K., & White, J. N. (2020). Psychology (6th ed.). Pearson.
• Ferster, C. B., & Skinner, B. F. (1957). Schedules of reinforcement. Appleton-Century-Crofts.
• Loftus, E. F. (1993). The reinterpretation of eyewitness testimony. In D. F. Ross, J. D. Wixted, & N. H. Swets (Eds.), Memory and eyewitness testimony (pp. 1-30). Yale University Press.
• Martin, G. L., & Pear, J. (2011). Behavior modification: What it is and how to do it (9th ed.). Prentice Hall.
• Pavlov, I. P. (1927). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. Oxford University Press.
• Skinner, B. F. (1953). Science and human behavior. Macmillan.
• Wolpe, J. (1958). Psychotherapy by reciprocal inhibition. Stanford University Press.