The Psychology of Learning -- A Video Textbook

It's a world full of "stimuli" and "responses". How do we make connections among them? How do we...learn?
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  • Lectures 51
  • Length 6.5 hours
  • Skill Level All Levels
  • Languages English
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About This Course

Published 9/2012 English

Course Description

You could see the world as nothing but randomly appearing stimuli (i.e., events you experience) and responses (i.e., your own behaviors), but you don't. How do you learn that one stimulus is associated with another (classical conditioning)? How do you learn that your own behavior can make something in your environment change (operant conditioning)? And how do classical and operant conditioning change the way you behave? As it turns out, these two forms of learning--and what they tell you about the predictability of your world--can change your behavior in surprising ways.

These videos are the ideal study tool for AP Psychology courses, CLEP Psychology test preparation, and any college-level Psychology of Learning course.

Take this Psychology of Learning course and discover how we learn.

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What am I going to get from this course?

  • Provides a framework for understanding concepts, phenomena, and theories from the field of learning
  • Illustrates the field's key ideas using film clips and other popular media
  • Explains important topics rarely covered at length in Learning textbooks

What is the target audience?

  • Those taking (or preparing to take) courses in Introductory Psychology, Learning and Memory, or related topics
  • Anyone interested in a deeper understanding of classical conditioning (e.g., Pavlov's dogs) and operant conditioning (e.g., reinforcement and punishment)
  • People interested in learning more about why people do what they do

What you get with this course?

Not for you? No problem.
30 day money back guarantee.

Forever yours.
Lifetime access.

Learn on the go.
Desktop, iOS and Android.

Get rewarded.
Certificate of completion.

Curriculum

Section 1: What's Learning All About?
15:49

What's "learning," and what's the field of learning all about?

10:20

A summary of the first lecture, focusing on a definition of learning and why it might not be what you'd expect it to be.

19:55

To explain learning phenomena, we need theories. To test theories, we need experiments. Why?

Studying Learning: Between-Participants Experiments
19:14
Section 2: Simple Forms of Learning
10:05

Briefly, another simple form of learning.

19:09

A relatively simple, non-associative form of learning.

12:25

Why does lengthy or repeated exposure to a stimulus sometimes produce sensitization, and sometimes produce habituation?  And is that even the right question to ask?

11:14

How can the consequences of repeated exposure to a mild stimulus be explained?  There are numerous theories, but mostly they look like opponent-process theory.

Section 3: Classical Conditioning Basics
18:32

Slapping stimuli together is always classical conditioning, even when nothing spectacular (or even noticeable) happens.  But to study animals, it's convenient to slap certain stimuli together--ones that will produce clear, obvious behaviors.  This video will reinforce what you've probably already read about the basic Pavlovian procedure, and address a few common errors people make in thinking about Classical Conditioning.

16:07

Classical conditioning comes up in real life in significant ways.

15:08
Is your I.S.I. too B.I.G.? There's a solution for that.

 

By-Products of Classical Conditioning
16:36
04:23
Billions and billions of stimuli...one becomes a CS. Why? One answer is overshadowing.

 

06:29
Suppression and facilitation can be used as measures of Pavlovian learning, and higher-order conditioning can extend the reach of classical conditioning into your life.

 

03:49
...and another reason is latent inhibition.

 

07:24
...and if other stimuli are around that are already CSs? 

 

Section 4: Classical Conditioning Theories
03:41
What is it about classical conditioning that needs explaining?


05:43
What sort of change can you expect from your CR as the result of the CS showing up?

 

11:24

Well, not all the details; just three little things allow you to predict two little things (and to get a sense of how the model works). 
 

09:29

The Rescorla-Wagner Model in action (so to speak).

09:50
Why do CRs sometimes mimic URs, but sometimes seem to compensate for URs?

 

03:16

 Mono. Bi. Mono. Bi. Mono. Bi. Mono. Bi. Mono. Bi. Mono. Bi. Decaf?

04:27

 What sort of association gets learned during classical conditioning?

02:23

First-order associations?
 

05:36

So,...if you eliminate the response to the US, the CS2 will...what?!

05:36

 Substitutes. Signals. Substitutes. Signals. Substitutes. Signals. Substitutes. Signals. Substi...

Section 5: Operant Conditioning Basics
02:58
How does operant conditioning differ from classical conditioning?

 

04:51
E. L. Thorndike had a few ideas about what got learned during operant conditioning procedures. How was he right? How was he wrong?

 

02:08

Ouch. Smack-down.
 

05:19

Looks pretty simple, but...

04:32
A few things to keep in mind as you sort out what's what with operant conditioning.

 

08:08
"Well, I walked under a ladder and nothing bad happened, so...."

 

07:21
"Daddy, where do new behaviors come from?"

 

12:15

Sometimes can be better than all the time.
 

03:34

Maybe pigeons are smarter than they seem.

Probably not, but maybe.

06:02

Everybody s-t-r-e-t-c-h now!
 

Section 6: Operant Conditioning Theories
04:08

I know what feels good and I know what feels bad. Oh, wait a minute...no, I don't.
 

03:43

Needs and arousal.
 

04:23
Just the time, relatively speaking.

 

07:15

Balance.
 

04:29
Why avoid something that doesn't happen (anymore)?

 

06:37

Avoidance isn't avoidance.
 

02:05

And they were looking so good.
 

04:01

Two hard.  One easy.  Questions?
 

05:27

Well...nobody's perfect.
 

05:35
Learning to get better.

 

01:39
Discriminating involves more than it might seem.

 

01:22

What's going to happen?
 

Theories of Discrimination
04:48
04:29
Prior learning influences current learning.

 

03:20

At the risk of repeating myself, prior learning influences current learning.
 

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Instructor Biography

Dr. Don J. Sharpsteen, Psychology professor, Missouri University of Science and Technology

Dr. Sharpsteen has been a professor of psychology for nearly 30 years, specializing in topics related to social psychology and personality. He's the author of REA's CLEP Introductory Psychology, a test preparation guide for introductory/general psychology courses.

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