Psy 421: Systems and Theories of Psychology Notes on Neobehaviorism  Philosophical predilations Objective and Operational definitions
Influence of logical positivists, empiricists and operationists (Carnap, Feigl, Bridgman, Stevens)
Empirical terms are defined ostensively (point at exemplar)
Theoretical terms are defined by how they are measured
Habit strength = f(no. of reinforced trials),
hunger = f(hrs since last ate))
These ‘intervening variables’ are affected by the independent variables and control the dependent variables Edwin Guthrie (1886-1959) Supported contiguity as only principle of learning
Learning is all or none, there is no change of strength of an association
The same conditions lead to the same response--problem is defining the same conditions.
There are many stimulus elements and many response elements
Reinforcement simply changed the conditions
Influenced mathematical learning theories and concept learning Clark Hull (1884-1952) Basic ideas derive from Pavlov
Proposed Hypothetico-deductive system with independent, dependent and intervening variables
Different conditions combine to produce behavior
Drive state, previous experience, stimulus conditions, reward conditions et al. all combine mathematically to produce  behavior
_SE_R = D x K x _SH_R
Most research in America referred to Hull from 1940-1960 Hullians Kenneth Spence (1907-1967) Discrimination learning
incentive motivation
Conditioning and awareness Neal Miller (1909-) Conflict
autonomic conditioning
social learning--imitation
psychopathology--neuroses are learned O. H. Mowrer (1907-1982) Two-factor theory
Sign learning (Pavlovian conditioning)--contiguity
Solution learning --reinforcement required Ernest Hilgard and Donald Marquis-- classical conditioning and instrumental learning Edward Tolman (1886-1959) ‘Molar’ and ‘purposive’ behaviorist
ran rats in mazes and argued that they had ‘cognitive maps’ of them,
Alternative paths to goal after primary one is blocked
different motor activity required (e.g. swim)
Latent learning
place vs. response learning
Hypothesis testing by rats (continuity vs. noncontinuity)
Learning performance distinction
value of goal plays important role--Tinklepaugh study
Hypothetical Constructs vs. intervening variables as theoretical concepts B. F. Skinner (1904-1990) Skinner box--measures rate of responding
Operant and respondent conditioning
Variability and successive approximations to produce novel behavior (shaping)
Schedules of reinforcement--Fixed ratio & interval, Variable ratio & interval
discriminative stimuli--time out, conditioned emotional response
Applications--programmed learning, animal training, perception, psychopharmacology
S-R associations superimposed on an active organism
Verbal Behavior
operants and the verbal control of verbal behavior
mands, tacts, autoclitics,
Anti-cognition for theoretical reasons
Anti-physiology for practical reasons
Walden II
Beyond Freedom and Dignity Harry Harlow (1905-1981) Exploration as a drive--problems may be solved without other reward, this and the next bullet are critical of "drive reduction" as necessary for learning
cloth monkeys--security helped monkeys to overcome external threats
Learning set (Learning to learn)--monkeys could learn abstract relations after many trials (e.g. odditiy problem) James Gibson (1904-1979) What are the functional properties of the stimulus?
There should be "direct pickup" of these properties.
looming (and point of expansion), relative motion, texture gradients, etc.
The stimulus is an information source not simply energy reception Karl Lashley (1890-1958) Student of Watson--did an ethological study with him
rapid discrimination in rats
relevant discrimination
neuroscience (mass action and equipotentiality)
Lack of physical Gestalten in the brain Return to Syllabus