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INTRODUCTION: The following
content is provided by MIT

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OpenCourseWare under a Creative
Commons license.

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Additionally information about
our license and MIT

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OpenCourseWare in general is
available at OCW.MIT.edu.

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PROFESSOR: Anyway.

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If you're sitting there saying,
what are they talking

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about weird thing
in the syllabus.

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This suggests you didn't read
the syllabus, which is why we

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put the weird line in the
syllabus about --

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what is it --

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what a warrior your mother
would have been.

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That sound faintly familiar?

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AUDIENCE: No.

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PROFESSOR: Well it should sound
familiar from reading

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the syllabus right?

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Nobody's got a clue where
it's from right?

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AUDIENCE: No.

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PROFESSOR: Except for Rachel.

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I know Rachel knows, because
I told her today.

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And obviously I cleverly
arranged for it not to be

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something that could
be Googled.

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Because several years ago when
Google appeared, I had a line

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in there to make sure people
were reading it and, you know,

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within 10 seconds of handing
out the syllabus, half the

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class said, oh yeah that's
from like Richard

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the third or something.

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So this one couldn't
be Googled.

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It is in fact from a book
by John Steinbeck.

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You probably all read some
Steinbeck in high school.

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Those of you who are fans of
Arthurian literature might

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want to read his rewrites of the
King Arthur or chunks of

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the King Arthur story.

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And when you do, you will
discover that that line about

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thinking about what kind of a
warrior your mother would have

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been is in there.

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Great book.

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Any other questions of similar
moment that I should be

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answering at the present time?

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No.

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OK.

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Well what I'm going to talk
about today is more of the

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detail, if you like.

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Last time I had up on the board
this business about

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you're a slave to the
environment, you're a slave to

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your brain.

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Well this is the details of
the way in which you are a

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slave to your environment.

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Now typically that is the
heading of the title of the

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lecture is something
like learning

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the chapter is learning.

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You're here thinking that
what you came to

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do today is to learn.

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And that's not what we're
talking about.

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The sort of learning that you
are doing here is material

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that really gets covered
in memory.

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I present material
to you, you store

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it in memories somewhere.

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At the appropriate time you
retrieve it from memory.

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We'll talk about that in a few
sessions down the line.

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What I'm talking about today
is a particular form of

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learning, which you can think
of as association learning.

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A very reflective form
of learning.

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A form of learning that is
phylogenetically very old.

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It shows up in essentially
any beast you care

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to try it out in.

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Those of you who are budding
neuroscience sorts, if you

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were to go to Eric Kandel's
website and look at his Nobel

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Prize lecture --

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because he won the
Nobel Prize.

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You don't usually poster your
Nobel Prize lecture

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until you win it.

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Because little arrogant
otherwise.

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He won the Nobel Prize for
working out the details simple

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association learning.

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Initially, his work was done in
a beastie known as Aplysia

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or a plysia, which
is a sea slug.

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It looks like a dill pickle
and has just about as much

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personality and brain.

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But it is capable of this
form of learning.

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It's a gorgeous lecture.

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Nice art on the website.

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if you're going to give a Nobel
Prize lecture, you kind

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of don't want to waste it.

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So I heard him give a version of
this it a different meeting

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in Australia, and it's
a good lecture.

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All right what kind of learning
is this that we're

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talking about.

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How many people here
like strawberries?

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Some people like strawberries
some people don't like

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strawberries.

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Now you did not come into the
world knowing that fact.

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You now know that.

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And I do not think that most of
you learned that fact, you

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know, like in the circle
time at preschool.

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Hello children today we're going
to decide if you like

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strawberries.

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You like strawberries.

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You don't like strawberries.

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They make you, you know,
break out in a rash.

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Whereas no right?

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You learned about your taste
for strawberries in some

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different way.

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You learn that you should, you
know, dive under the bed when

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you see a flash of lightning.

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Because you're scared
of the thunder.

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You learned about that not
because you went to thunder

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school, but because you learned
about the association.

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You picked it up from
the environment.

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And it's that sort of
association learning that I'm

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going to talk about today.

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I'm going to talk about two
different versions.

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One of them is learning
associations between stimuli

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in the world, traditionally
known as classical

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conditioning or Pavlovian
conditioning in

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honor of Ivan Pavlov.

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The other is the learning the
associations between what you

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do and the consequences of
what you do, often called

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operant conditioning.

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Sometimes called Skinnerian
conditioning in honor of B.F.

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Skinner, one of it great
practitioners.

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Now let's start with this
stimulus form of learning.

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The basic classical conditioning
experiment is one

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of those experiments that people
know about before they

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come into a psych
class typically.

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That's Pavlov and his
salivating dog.

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What Pavlov was doing was
studying digestion.

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And dogs were his animal
of choice.

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In fact he's also a Nobel Prize
winner, but his Nobel

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Prize lecture -- well
it probably is

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posted on the web somewhere.

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But anyway he won the Nobel
Prize for work on the

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digestive enzymes in I
think the stomach.

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He then decided he was
interested in digestive

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enzymes in saliva.

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And he needed a supply
of saliva.

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Where you're going to
get saliva from?

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Well what he did was he put a
little cannula, a little hole,

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in the cheek of a dog, and
a little collection tube.

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And then he took his dog, put
him in a sort of harness and

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sprayed powdered meat into
the dog's mouth.

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If you spray powdered meat
into a dog's mouth,

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the dog does what?

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The dog salivates.

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And since the dog's got a little
hole in here some of

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the saliva drools out.

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And you can go off
and study it.

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What Pavlov discovered that
was of interest to him --

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it turned out to be of interest
to him -- was that

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he'd get up in the morning, grab
the dog, put the dog in

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the harness, and the dog would
start salivating before any

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meat powder showed up.

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Pavlov's thinking, hmm I can
save on meat powder.

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AUDIENCE: [LAUGHTER]

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PROFESSOR: But the difference
between the rest of us

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schlumps and Nobel Prize winning
guys is when they see

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something interesting, they know
that it's interesting.

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And what Pavlov figured out is
the dog is anticipating the

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meat powder.

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The dog has learned that this
situation means meat powder in

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some fashion.

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Gee that's actually more
interesting said Pavlov than

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dogs drool.

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I'm going to study that
for a awhile.

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And so what he did was he set
up the more familiar form of

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this where -- let's introduce
some terminology.

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He had food, the meat powder.

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We will call that an
unconditional stimulus.

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The characteristic of an
unconditional stimulus is that

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it produces an unconditioned
response, saliva in this case,

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without you having
to do anything.

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You know, get your off
the shelf dog.

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That dog's going to drool for
you if you give it food.

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Then what he did was to pair
that unconditioned stimulus

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with a conditioned stimulus,
like a bell or a tone or

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something like that.

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So now he was going
bell, food and the

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dog obligingly drooled.

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Bell, food, drool.

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Boom, boom, boom, over
and over again.

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Then the critical thing to do
is you do just the bell by

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itself and skip the food.

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What do you discover?

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You discover that the
bell by itself now

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produces the saliva.

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And when the conditioned
stimulus alone is producing

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the response, we call that
the conditioned response.

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The animal has learned
an association

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between bell and food.

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And you're seeing that learning
by measuring this

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conditioned response.

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That kind of learning, which is
what Kandel was studying in

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Aplysia, is presumably
reflexive, automatic outside

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of the realm of consciousness
even if I fall into sort of

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sloppy kind of language later.

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Understands that the dog is
not presumed to be sitting

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there thinking hmm bell, what
does that bell mean?

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That bell symbolizes for
me the appearance of.

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Nah.

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Reflexive happening
automatically.

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Doesn't matter what the, you
know, what the dog does or

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does not think.

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Indeed you can fall victim
to this sort of thing.

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Quite apart from your conscious,
wishes, desires,

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whatever, there's a vision
researcher sort of a half of

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generation older than me
who still mad at me.

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Because 30 years ago I
couldn't escape being

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conditioned in this fashion.

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Back in those days the apparatus
when you were

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putting up a visual stimulus
made a noise.

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I was supposed to push one
button as quickly as I could.

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One button if I saw something,
and another button if I didn't

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see something.

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But every time he put
up a stimulus, the

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apparatus went click.

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And I just would hit
the stupid button.

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I had learned the association
between

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click and the stimulus.

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And, you know, my little sea
slug brain was refusing to be

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overridden by this, you know,
great big conscious apparatus

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of this guy wants me to look for
some really boring thing.

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And he's still mad at me.

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It's very, very sad.

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OK.

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This is a very ruled
governed behavior.

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In fact it probably says
that on the handout.

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No it says what's being
learned here.

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It's a very ruled governed
behavior.

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Pavlov himself worked out many
of the rules, and then a large

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body of research afterwards
continued that effort.

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And let me tell you about some
of the constraints on this

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form of learning, and then
explain a bit about how it is

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that this might actually have
anything to do with learning

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more interesting things.

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What the sea slug learns is that
gee when I sense shrimp

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juices I recall in the water,
that means somebody's

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going to poke me.

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So I should retract my gill.

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That's the response that
the sea slug makes,

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to retract its gill.

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The response the dog
makes is to drool.

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I mean that's nice, but how does
that relate to anything

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like human behavior?

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So let me tell you a few of
the constraints on it.

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First a constraint that's
really more like an

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advertisement for next time is
to say that we talk about

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these conditioned stimuli
out there.

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In this case the bell.

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Even something like deciding
what the stimulus is, is not

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an entirely trivial business.

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So suppose I was to come in here
with a rabbit let's say.

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00:13:10,070 --> 00:13:11,140
Come here with a rabbit.

252
00:13:11,140 --> 00:13:15,510
Every time I walk in with the
rabbit, I activate the

253
00:13:15,510 --> 00:13:17,890
electric grid that's
in your sea.

254
00:13:17,890 --> 00:13:20,650
And you all get a little zips.

255
00:13:20,650 --> 00:13:23,180
And, you know, you
jump in the air.

256
00:13:23,180 --> 00:13:27,950
Eventually I bring the rabbit
in and what happens?

257
00:13:27,950 --> 00:13:30,660
You jump without me having to
bother running electric

258
00:13:30,660 --> 00:13:33,380
current through your
posterior.

259
00:13:33,380 --> 00:13:35,200
What's the stimulus there?

260
00:13:35,200 --> 00:13:39,650
Well we sort of naturally would
say it's, you know, it's

261
00:13:39,650 --> 00:13:41,670
the rabbit.

262
00:13:41,670 --> 00:13:44,410
And it could be the
rabbit's ear.

263
00:13:44,410 --> 00:13:49,610
It could be rabbit ear combined
with blackboard or

264
00:13:49,610 --> 00:13:50,520
something like that.

265
00:13:50,520 --> 00:13:52,890
It turns out that we have
natural, and animals have

266
00:13:52,890 --> 00:13:57,430
natural, ways of carving up the
world into stimuli, into

267
00:13:57,430 --> 00:13:59,310
objects perhaps.

268
00:13:59,310 --> 00:14:03,490
And when you're trying to figure
out what's governing

269
00:14:03,490 --> 00:14:07,440
the behavior in animal, it's not
even immediately trivially

270
00:14:07,440 --> 00:14:10,620
obvious what that stimulus
might be.

271
00:14:10,620 --> 00:14:12,890
That's what we'll end up talking
about for the next few

272
00:14:12,890 --> 00:14:14,270
lectures after this.

273
00:14:14,270 --> 00:14:18,610
But sticking with the realm
of the constraints on the

274
00:14:18,610 --> 00:14:24,110
learning itself, one important
constraint is that you have to

275
00:14:24,110 --> 00:14:29,090
notice the relationship between
the conditioned

276
00:14:29,090 --> 00:14:31,200
stimulus and the unconditioned
stimulus.

277
00:14:31,200 --> 00:14:35,530
One version of that is
completely trivial.

278
00:14:35,530 --> 00:14:40,610
If I use a very quiet bell that
you can't hear you don't

279
00:14:40,610 --> 00:14:43,060
learn anything about it.

280
00:14:43,060 --> 00:14:44,110
You know big deal.

281
00:14:44,110 --> 00:14:51,290
The more interesting case is
illustrated by a phenomenon

282
00:14:51,290 --> 00:14:53,740
known as overshadowing.

283
00:14:53,740 --> 00:15:00,150
Suppose what I do is I
have to stimuli that

284
00:15:00,150 --> 00:15:02,030
appear at the same time.

285
00:15:02,030 --> 00:15:07,410
This bell and a light.

286
00:15:07,410 --> 00:15:09,880
A nice little, you know,
little LED d or

287
00:15:09,880 --> 00:15:10,670
something like that.

288
00:15:10,670 --> 00:15:13,590
So bell and light followed
by food.

289
00:15:13,590 --> 00:15:15,090
Bell and light followed
by food.

290
00:15:15,090 --> 00:15:15,910
Bell and light followed.

291
00:15:15,910 --> 00:15:18,940
There's a loud bell and
a little light.

292
00:15:18,940 --> 00:15:20,390
Got it?

293
00:15:20,390 --> 00:15:25,310
OK what happens in this
situation is that when you

294
00:15:25,310 --> 00:15:30,440
play the bell by itself,
you get salivation.

295
00:15:30,440 --> 00:15:33,350
When you play the lights by
itself, even though the light

296
00:15:33,350 --> 00:15:35,910
was always followed by the
food, you don't get

297
00:15:35,910 --> 00:15:37,200
salivation.

298
00:15:37,200 --> 00:15:40,800
Because the light has been
overshadowed -- that's where

299
00:15:40,800 --> 00:15:43,840
the jargon comes from -- the
light has been overshadowed by

300
00:15:43,840 --> 00:15:44,960
the presence of the bell.

301
00:15:44,960 --> 00:15:47,990
What's the critical control
experiment in an

302
00:15:47,990 --> 00:15:49,320
overshadowing paradigm?

303
00:15:49,320 --> 00:15:52,060
What do you need to know here
for this to be interesting?

304
00:15:52,060 --> 00:15:52,470
Yeah?

305
00:15:52,470 --> 00:15:53,990
AUDIENCE: [INAUDIBLE]

306
00:15:53,990 --> 00:15:55,770
PROFESSOR: You have to do a
training session with some

307
00:15:55,770 --> 00:15:58,340
other dogs or rat or something
with just the light.

308
00:15:58,340 --> 00:16:01,160
You have to go light, food,
light, food, light, food, and

309
00:16:01,160 --> 00:16:04,620
show that this relatively wimpy
light -- if presented in

310
00:16:04,620 --> 00:16:06,130
isolation --

311
00:16:06,130 --> 00:16:08,840
will produce perfectly
fine learning.

312
00:16:08,840 --> 00:16:11,140
In the interesting version
of the experiment,

313
00:16:11,140 --> 00:16:12,560
that's in fact the case.

314
00:16:12,560 --> 00:16:17,070
But when you present, you
know, bell and lights

315
00:16:17,070 --> 00:16:21,220
together, the stronger bell
captures the learning and the

316
00:16:21,220 --> 00:16:22,690
weaker light loses.

317
00:16:22,690 --> 00:16:24,840
So, you know, is a silly example
where I was bringing

318
00:16:24,840 --> 00:16:25,670
in a rabbit.

319
00:16:25,670 --> 00:16:29,800
You know, if the rabbit was,
oh I don't know, wearing a

320
00:16:29,800 --> 00:16:31,720
little silver ring or something
like that, you'd

321
00:16:31,720 --> 00:16:35,750
learn the association between
rabbit and shock, but, not the

322
00:16:35,750 --> 00:16:37,790
association between ring
and shock perhaps

323
00:16:37,790 --> 00:16:39,990
because it was too small.

324
00:16:39,990 --> 00:16:44,980
It was overshadowed
as a stimulus.

325
00:16:44,980 --> 00:16:53,840
It is also critical that
the CS predicts the US.

326
00:16:53,840 --> 00:16:54,640
Did I get that right?

327
00:16:54,640 --> 00:16:54,880
Yes.

328
00:16:54,880 --> 00:16:57,880
The conditioned stimulus
has to predict the

329
00:16:57,880 --> 00:16:59,180
unconditioned stimulus.

330
00:16:59,180 --> 00:17:06,970
It is not adequate simply for
the CS to just show up every

331
00:17:06,970 --> 00:17:09,700
time the US shows up.

332
00:17:09,700 --> 00:17:22,960
So a silly example, everybody
who bombs the midterm in this

333
00:17:22,960 --> 00:17:27,640
class, almost everybody maybe
it's not perfect but it's a

334
00:17:27,640 --> 00:17:30,300
pretty good association, almost
everybody who bombs the

335
00:17:30,300 --> 00:17:36,300
midterm in this class drank
something shortly before doing

336
00:17:36,300 --> 00:17:38,200
that right.

337
00:17:38,200 --> 00:17:40,890
So drink, bomb.

338
00:17:40,890 --> 00:17:42,000
And it works every year.

339
00:17:42,000 --> 00:17:42,890
So there's a lot to pairing.

340
00:17:42,890 --> 00:17:44,040
Drink, bomb.

341
00:17:44,040 --> 00:17:47,870
Look, I wouldn't on the basis
of that give up drinking.

342
00:17:47,870 --> 00:17:50,540
There's no predictive
value there.

343
00:17:50,540 --> 00:17:52,230
Because you drink a bunch of
times when nothing has

344
00:17:52,230 --> 00:17:54,340
anything to do with
the midterm.

345
00:17:54,340 --> 00:17:56,060
There's no relationships.

346
00:17:56,060 --> 00:17:58,730
What's important is a contingent
predictive

347
00:17:58,730 --> 00:17:59,510
relationship.

348
00:17:59,510 --> 00:18:03,240
This is a brain mechanisms
that's there to learn what in

349
00:18:03,240 --> 00:18:06,700
the world predicts what other
thing in the world.

350
00:18:06,700 --> 00:18:09,670
In the standard Pavlovian
set up here, the

351
00:18:09,670 --> 00:18:10,700
prediction is perfect.

352
00:18:10,700 --> 00:18:15,250
Every time you ring the bell,
you get the food.

353
00:18:15,250 --> 00:18:18,580
If you cut that down so that the
prediction is imperfect,

354
00:18:18,580 --> 00:18:21,420
sort of correlational, you'll
still learn but you'll learn

355
00:18:21,420 --> 00:18:24,740
less and you'll learn
more slowly.

356
00:18:24,740 --> 00:18:29,410
So if, you know, half the time
the bell rang you got food,

357
00:18:29,410 --> 00:18:32,300
and the bell never rang any
other time, the animal would

358
00:18:32,300 --> 00:18:35,240
learn that bell more
or less means food.

359
00:18:35,240 --> 00:18:41,390
But it would be slower
and less strong.

360
00:18:41,390 --> 00:18:42,610
That's not what I
wanted to move.

361
00:18:42,610 --> 00:18:45,350
You know, been speaking of
learning, I've been teaching

362
00:18:45,350 --> 00:18:48,290
in this room for years, and I
have still never managed to

363
00:18:48,290 --> 00:18:50,780
reliably use these boards.

364
00:18:50,780 --> 00:18:52,210
Always push the wrong button.

365
00:18:52,210 --> 00:18:52,600
All right.

366
00:18:52,600 --> 00:18:58,000
So suppose if you've got a good
strong, you know, bell,

367
00:18:58,000 --> 00:19:00,540
food, bell, food, bell, food
kind of thing, what you're

368
00:19:00,540 --> 00:19:08,870
going to do is over time you
build up a rate of responding

369
00:19:08,870 --> 00:19:12,560
to some sort of asintotic
level.

370
00:19:12,560 --> 00:19:15,270
What happens if you change
the contingency?

371
00:19:15,270 --> 00:19:21,480
Most particularly what happens
if you stopped feeding the dog

372
00:19:21,480 --> 00:19:24,900
after the bell?

373
00:19:24,900 --> 00:19:26,500
AUDIENCE: The response
will go away.

374
00:19:26,500 --> 00:19:28,210
PROFESSOR: Oh the responsible
will go away, not the dog.

375
00:19:28,210 --> 00:19:29,420
The dog doesn't have
the option in

376
00:19:29,420 --> 00:19:30,640
this particular case.

377
00:19:30,640 --> 00:19:31,000
Yeah.

378
00:19:31,000 --> 00:19:36,450
The response will go away.

379
00:19:36,450 --> 00:19:39,040
That's known in the conditioning
literature as

380
00:19:39,040 --> 00:19:41,910
extinction.

381
00:19:41,910 --> 00:19:45,520
The response will extinguish.

382
00:19:45,520 --> 00:19:47,200
I mean that makes sense right?

383
00:19:47,200 --> 00:19:50,340
You know, if the contingency no
longer applies, why should

384
00:19:50,340 --> 00:19:53,600
I continue to respond on the
basis of a contingency that's

385
00:19:53,600 --> 00:19:55,160
no longer valid.

386
00:19:55,160 --> 00:20:00,660
Did you forget, you the dog,
did you forget that

387
00:20:00,660 --> 00:20:03,720
contingency or unlearned
that contingency?

388
00:20:03,720 --> 00:20:05,210
Is it gone?

389
00:20:05,210 --> 00:20:06,500
The answer is no.

390
00:20:06,500 --> 00:20:10,090
It still seems to be there
in some sense.

391
00:20:10,090 --> 00:20:13,230
It's just you're no longer
making the response.

392
00:20:13,230 --> 00:20:13,990
How do we know that?

393
00:20:13,990 --> 00:20:18,260
Well for instance, if you were
to give the dog a little

394
00:20:18,260 --> 00:20:23,030
break, send him home, then put
him, back in the apparatus.

395
00:20:23,030 --> 00:20:26,500
You would discover that the
response, even if you never

396
00:20:26,500 --> 00:20:29,920
presented anymore food, the
response would come back and

397
00:20:29,920 --> 00:20:32,270
then extinguish again.

398
00:20:32,270 --> 00:20:35,000
This is known as spontaneous
recovery.

399
00:20:38,340 --> 00:20:40,780
And, you know, to use the
language that we shouldn't be

400
00:20:40,780 --> 00:20:43,520
using, it's like the dog saying,
all right, you know,

401
00:20:43,520 --> 00:20:44,770
all right bell predicts food.

402
00:20:44,770 --> 00:20:47,420
Oh bell doesn't predict
food anymore.

403
00:20:47,420 --> 00:20:49,430
I mean it's not like I forgot
that the bell used

404
00:20:49,430 --> 00:20:50,290
to predict the food.

405
00:20:50,290 --> 00:20:51,790
I'm not a dumb dog,
I remember that.

406
00:20:51,790 --> 00:20:53,780
But it doesn't anymore,
so why should I drool.

407
00:20:53,780 --> 00:20:54,500
OK.

408
00:20:54,500 --> 00:21:00,010
Now so I wonder what situation
we're in here.

409
00:21:00,010 --> 00:21:01,580
Are we back here
or are we here?

410
00:21:01,580 --> 00:21:06,070
Well we'll drool a little
bit just to see.

411
00:21:06,070 --> 00:21:10,310
Again the dog is not presumed to
be doing anything like that

412
00:21:10,310 --> 00:21:11,710
kind of thinking.

413
00:21:11,710 --> 00:21:16,030
But it's not that far off from
more complicated situations

414
00:21:16,030 --> 00:21:19,020
that you could imagine
in the real world.

415
00:21:19,020 --> 00:21:25,840
So you develop a relationship
with another person that

416
00:21:25,840 --> 00:21:29,960
produces some rate of
conditioned response or

417
00:21:29,960 --> 00:21:31,220
something like that.

418
00:21:31,220 --> 00:21:35,810
Because, you know, while you're
responding in any case.

419
00:21:35,810 --> 00:21:38,740
Then he decides not
to have anything

420
00:21:38,740 --> 00:21:41,740
further to do with you.

421
00:21:41,740 --> 00:21:43,340
Response disappears.

422
00:21:43,340 --> 00:21:47,210
Then comes, oh I don't know,
summer vacation.

423
00:21:47,210 --> 00:21:50,610
And you see her again
after vacation.

424
00:21:50,610 --> 00:21:52,530
Do you remit a response?

425
00:21:56,790 --> 00:22:00,150
Well are we here, or maybe
we're back here.

426
00:22:00,150 --> 00:22:01,440
AUDIENCE: [LAUGHTER]

427
00:22:01,440 --> 00:22:04,400
PROFESSOR: So you know, maybe
a little response.

428
00:22:04,400 --> 00:22:10,850
So that's spontaneous
recovery.

429
00:22:17,450 --> 00:22:19,600
The original notion was sort
of that you were general

430
00:22:19,600 --> 00:22:22,360
purpose association learn,
you can learn anything.

431
00:22:22,360 --> 00:22:24,930
The evidence from preparedness,
which I talked

432
00:22:24,930 --> 00:22:27,320
about before, suggests that
you are better prepared to

433
00:22:27,320 --> 00:22:29,040
learn some things than others.

434
00:22:29,040 --> 00:22:32,100
So you're better prepared to
learn that snakes are scary

435
00:22:32,100 --> 00:22:36,990
then that bunnies are
scary, for instance.

436
00:22:36,990 --> 00:22:40,900
It's fairly general purpose or
at least there are aspects of

437
00:22:40,900 --> 00:22:43,670
association learning that seem
to be general purpose, but not

438
00:22:43,670 --> 00:22:48,190
all of it is completely
general purpose.

439
00:22:51,170 --> 00:22:53,820
One thing that you're certainly
set up to do is to

440
00:22:53,820 --> 00:23:00,040
notice associations only over
a limited time window.

441
00:23:03,340 --> 00:23:04,890
Oh I lost underneath there.

442
00:23:04,890 --> 00:23:05,390
Right.

443
00:23:05,390 --> 00:23:06,910
Tone followed by food.

444
00:23:06,910 --> 00:23:10,040
Tone followed by food
that's the CS

445
00:23:10,040 --> 00:23:13,740
followed by the US, right?

446
00:23:13,740 --> 00:23:16,350
So let's take this asintotic
points here and

447
00:23:16,350 --> 00:23:18,670
plot that over here.

448
00:23:18,670 --> 00:23:22,800
Now suppose that we
systematically vary the

449
00:23:22,800 --> 00:23:26,000
relationship in time between the
conditioned stimulus and

450
00:23:26,000 --> 00:23:27,800
the unconditioned stimulus.

451
00:23:27,800 --> 00:23:31,740
Well this is on the order say
of one or two seconds.

452
00:23:31,740 --> 00:23:37,250
If I ring the bell today and
feed you tomorrow, how much

453
00:23:37,250 --> 00:23:38,600
learning you figure we get?

454
00:23:38,600 --> 00:23:40,910
AUDIENCE: [INAUDIBLE]

455
00:23:40,910 --> 00:23:41,580
PROFESSOR: Not a lot.

456
00:23:41,580 --> 00:23:44,530
First of all it's a very long
boring experiment, since we

457
00:23:44,530 --> 00:23:45,490
need lots of pairing.

458
00:23:45,490 --> 00:23:48,400
But basically you don't
have to go that far.

459
00:23:48,400 --> 00:23:52,080
But it's going to fade off
in this direction.

460
00:23:52,080 --> 00:23:56,040
That you can't have too long a
period between the conditioned

461
00:23:56,040 --> 00:23:59,090
stimulus and the unconditioned
stimulus.

462
00:24:01,710 --> 00:24:06,990
Zero doesn't produce much
conditioning and negative

463
00:24:06,990 --> 00:24:07,950
relationships.

464
00:24:07,950 --> 00:24:12,230
So I give you food and
then I ring a bell.

465
00:24:12,230 --> 00:24:14,690
That says, you know,
food that was food.

466
00:24:14,690 --> 00:24:17,290
Food that was food.

467
00:24:17,290 --> 00:24:19,970
You know OK.

468
00:24:19,970 --> 00:24:23,830
It doesn't hit zero at zero, but
there's really basically

469
00:24:23,830 --> 00:24:25,470
very little happening
down that way.

470
00:24:25,470 --> 00:24:28,900
So there's a narrow time window
within which this chunk

471
00:24:28,900 --> 00:24:33,750
of you is looking for
associations out

472
00:24:33,750 --> 00:24:36,170
there in the world.

473
00:24:36,170 --> 00:24:38,610
The the world example
here might be bump

474
00:24:38,610 --> 00:24:40,290
signs on the highway.

475
00:24:40,290 --> 00:24:42,410
When is a bump sign on
the highway useful?

476
00:24:42,410 --> 00:24:44,930
If the bump sign shows up at
exactly the same place as the

477
00:24:44,930 --> 00:24:48,110
bump, thank you.

478
00:24:48,110 --> 00:24:50,803
You want it to show up a little
bit before the bump.

479
00:24:50,803 --> 00:24:54,070
If it shows up after the bump,
you know, that was a bump.

480
00:24:54,070 --> 00:24:58,280
AUDIENCE: [LAUGHTER]

481
00:24:58,280 --> 00:25:01,400
PROFESSOR: That's
not that useful.

482
00:25:01,400 --> 00:25:07,110
So it's limited constrained
in time.

483
00:25:07,110 --> 00:25:11,890
Now how can we go and get from
this nice rule governed

484
00:25:11,890 --> 00:25:16,370
behavior to more complicated
behaviors?

485
00:25:19,720 --> 00:25:24,110
One way to see how that might
work is a paradigm in the

486
00:25:24,110 --> 00:25:29,050
conditioning literature known
as century -- did it again

487
00:25:29,050 --> 00:25:32,290
didn't I look at that, got
it got it wrong on both

488
00:25:32,290 --> 00:25:34,500
dimensions -- called sensory
preconditioning.

489
00:25:40,430 --> 00:25:43,510
I'll just restart
this over here.

490
00:25:43,510 --> 00:25:45,020
It's easier.

491
00:25:45,020 --> 00:25:47,830
Here's how a sensory
preconditioning experiment

492
00:25:47,830 --> 00:25:52,340
might work if you were a rat or
dog or something like that.

493
00:25:52,340 --> 00:25:54,100
So step one.

494
00:25:54,100 --> 00:25:57,820
I'm going to show you a light.

495
00:25:57,820 --> 00:26:01,090
And then I'm going
to ring a tone.

496
00:26:01,090 --> 00:26:02,650
I'm going to do that
a bunch of times.

497
00:26:02,650 --> 00:26:04,790
Light, tone, light,
tone, light, tone.

498
00:26:04,790 --> 00:26:07,580
Then I'm going to play the light
alone, or I play the

499
00:26:07,580 --> 00:26:08,180
tone alone.

500
00:26:08,180 --> 00:26:10,390
Do you salivate?

501
00:26:10,390 --> 00:26:11,730
No, why should you salivate?

502
00:26:11,730 --> 00:26:14,060
It's got nothing to do
with validation.

503
00:26:14,060 --> 00:26:15,310
Step two.

504
00:26:19,090 --> 00:26:22,140
Tone, food.

505
00:26:22,140 --> 00:26:26,110
That's just the classical
conditioning paradigm.

506
00:26:26,110 --> 00:26:27,940
Tone, food, tone, food,
tone, food.

507
00:26:27,940 --> 00:26:30,650
Play the tone alone.

508
00:26:30,650 --> 00:26:31,900
Well tone food whoops.

509
00:26:34,790 --> 00:26:35,560
Saliva.

510
00:26:35,560 --> 00:26:41,020
So now I'm going to play
the tone alone.

511
00:26:41,020 --> 00:26:44,550
And low and behold, we know
I'll get the conditioned

512
00:26:44,550 --> 00:26:47,070
responses of salivation here.

513
00:26:47,070 --> 00:26:51,530
The critical test
is now I play.

514
00:26:51,530 --> 00:26:54,440
I show the light in isolation.

515
00:26:54,440 --> 00:26:55,690
What happens?

516
00:26:55,690 --> 00:27:02,940
Well what happens is that you
get the conditioned response.

517
00:27:02,940 --> 00:27:08,450
The animal will now salivate
in response

518
00:27:08,450 --> 00:27:12,780
to the light alone.

519
00:27:12,780 --> 00:27:14,680
Why is this interesting?

520
00:27:14,680 --> 00:27:15,830
Well what's the animal doing?

521
00:27:15,830 --> 00:27:19,270
Well again we can sort of think
in sort of conscious

522
00:27:19,270 --> 00:27:20,620
terms that aren't appropriate.

523
00:27:20,620 --> 00:27:22,970
The animal is saying, light.

524
00:27:22,970 --> 00:27:24,270
I know about light.

525
00:27:24,270 --> 00:27:26,250
Light means tone.

526
00:27:26,250 --> 00:27:29,480
Ah ha tone, I know about
tone, tone means food.

527
00:27:29,480 --> 00:27:32,350
So if tone means food, I should
be like salivating.

528
00:27:32,350 --> 00:27:34,180
And if light means tone, I
should be salivating there.

529
00:27:34,180 --> 00:27:36,360
So I think I'll just start, you
know, drooling all over

530
00:27:36,360 --> 00:27:38,710
the place now.

531
00:27:38,710 --> 00:27:42,180
What's important about this is
actually you can see sort of

532
00:27:42,180 --> 00:27:43,570
graphically here.

533
00:27:43,570 --> 00:27:46,340
I'm managing to get more remote
from the response.

534
00:27:46,340 --> 00:27:48,870
I'm working my way backward.

535
00:27:48,870 --> 00:27:52,730
Suppose it was the case that at
the end of every one of my

536
00:27:52,730 --> 00:27:59,150
lectures around 3:23, I
was to say in summary.

537
00:27:59,150 --> 00:28:02,430
And that your habit was to
immediately run out of class

538
00:28:02,430 --> 00:28:05,170
thereafter and get
yourself a snack.

539
00:28:05,170 --> 00:28:11,410
You might discover that as
I said in summary that

540
00:28:11,410 --> 00:28:12,510
somebody walked in.

541
00:28:12,510 --> 00:28:13,950
AUDIENCE: LAUGHTER]

542
00:28:13,950 --> 00:28:17,070
PROFESSOR: You might discover
that as I said in summary that

543
00:28:17,070 --> 00:28:22,500
you start to feel hungry,
because of a learned

544
00:28:22,500 --> 00:28:23,800
association.

545
00:28:23,800 --> 00:28:26,540
It might never occurred to you
until you examined this, why

546
00:28:26,540 --> 00:28:29,120
you feel hungry when
I said in summary.

547
00:28:29,120 --> 00:28:32,785
But if we look at this timing
thing, it's not the case that

548
00:28:32,785 --> 00:28:36,080
I say in summary, and one second
later I blow M&Ms into

549
00:28:36,080 --> 00:28:38,060
your mouth or something
like that.

550
00:28:38,060 --> 00:28:42,180
You've got of somehow explain
how you work backwards from

551
00:28:42,180 --> 00:28:46,730
the eventual M&Ms here back
to something that I said.

552
00:28:46,730 --> 00:28:48,240
And this is one way to do it.

553
00:28:48,240 --> 00:28:51,840
You imagine that what you've
got is an automatic

554
00:28:51,840 --> 00:28:53,950
association learner.

555
00:28:53,950 --> 00:28:59,970
Its job is to look for
sort of if a then b

556
00:28:59,970 --> 00:29:02,700
situations in the world.

557
00:29:02,700 --> 00:29:06,310
And that it is capable of
chaining those together.

558
00:29:06,310 --> 00:29:10,270
That you can go if a then
b, if b then c,

559
00:29:10,270 --> 00:29:11,300
if c then, you know.

560
00:29:11,300 --> 00:29:14,130
Oh hey look if this then
this thing way

561
00:29:14,130 --> 00:29:15,790
down the line somewhere.

562
00:29:15,790 --> 00:29:18,810
And if you can start chaining
these simple associations

563
00:29:18,810 --> 00:29:24,310
together, all of a sudden you've
got the possibility of

564
00:29:24,310 --> 00:29:31,230
having a much more complicated
kind of tool that could

565
00:29:31,230 --> 00:29:37,690
potentially explain much more
complicated kinds of behavior.

566
00:29:37,690 --> 00:29:40,420
So that's classical
conditioning.

567
00:29:40,420 --> 00:29:44,860
Good for explaining or good
for talking about

568
00:29:44,860 --> 00:29:48,950
relationships between stimuli
out in the world.

569
00:29:51,560 --> 00:29:55,160
Another thing that you would
want to learn about is the

570
00:29:55,160 --> 00:29:59,820
relationship between what you
do and its consequences.

571
00:29:59,820 --> 00:30:04,230
That is what we talked about a
bit last time when I did the

572
00:30:04,230 --> 00:30:07,480
Thorndike puzzle box example.

573
00:30:07,480 --> 00:30:16,360
You know Thorndike's cat was not
so interested in learning

574
00:30:16,360 --> 00:30:18,320
about relations of stimuli
in the world.

575
00:30:18,320 --> 00:30:22,470
What it was interested in
learning is if I do this then

576
00:30:22,470 --> 00:30:25,190
I get that fish.

577
00:30:25,190 --> 00:30:30,660
And that's the core of
operant conditioning.

578
00:30:30,660 --> 00:30:38,540
Now I took this course once upon
a time, but I took it at

579
00:30:38,540 --> 00:30:40,620
Princeton where I was
an undergrad.

580
00:30:40,620 --> 00:30:46,800
And that allows me to
encapsulate the basic

581
00:30:46,800 --> 00:30:50,100
difference between a Princeton
undergraduate education --

582
00:30:50,100 --> 00:30:52,350
look at that, there's a guy
wearing a Princeton

583
00:30:52,350 --> 00:30:55,410
sweatshirt right now.

584
00:30:55,410 --> 00:30:57,720
Don't cover it up.

585
00:30:57,720 --> 00:31:01,200
You know unless she's no
longer talking to you.

586
00:31:01,200 --> 00:31:04,120
That's extinction curve
over there.

587
00:31:04,120 --> 00:31:07,390
Anyway where were we.

588
00:31:07,390 --> 00:31:07,750
Oh yes.

589
00:31:07,750 --> 00:31:10,800
The difference between a
Princeton education and a MIT

590
00:31:10,800 --> 00:31:15,480
education is that at Princeton
this course satisfied the

591
00:31:15,480 --> 00:31:17,290
science requirement.

592
00:31:17,290 --> 00:31:20,080
AUDIENCE: [LAUGHTER]

593
00:31:20,080 --> 00:31:21,640
PROFESSOR: You laugh.

594
00:31:21,640 --> 00:31:25,130
But if I was to give this
lecture at Princeton and say

595
00:31:25,130 --> 00:31:28,950
at MIT, this course satisfies
a sort of, you know,

596
00:31:28,950 --> 00:31:30,510
humanities literature kind of

597
00:31:30,510 --> 00:31:32,090
requirement, they'd all laughs.

598
00:31:32,090 --> 00:31:39,110
So the main difference between
the courses was not in what,

599
00:31:39,110 --> 00:31:41,440
you know, the guy standing up
front did in the way of

600
00:31:41,440 --> 00:31:46,170
lecturing, but here of course
to make it a Hass course you

601
00:31:46,170 --> 00:31:47,270
do a lot of writing.

602
00:31:47,270 --> 00:31:52,430
And at Princeton it
was a lab course.

603
00:31:52,430 --> 00:31:54,540
And it's a great pity
in some way.

604
00:31:54,540 --> 00:31:56,580
It's excellent that you are off
writing, but it's a great

605
00:31:56,580 --> 00:31:58,740
pity not to have a lab
component to this.

606
00:31:58,740 --> 00:32:04,950
Because this operant
conditioning thing is a lot

607
00:32:04,950 --> 00:32:07,530
cooler if you got a pigeon
of your own.

608
00:32:07,530 --> 00:32:11,700
Which is what we had.

609
00:32:11,700 --> 00:32:14,960
You don't end up with a
salivating dog of your own.

610
00:32:14,960 --> 00:32:17,800
But pigeons are OK.

611
00:32:17,800 --> 00:32:27,030
So the version of an operant
conditioning experiment that

612
00:32:27,030 --> 00:32:29,390
people tend to know something
about before they come into a

613
00:32:29,390 --> 00:32:31,530
courses, is a so called
Skinner box.

614
00:32:31,530 --> 00:32:35,220
Which is, you know, a pigeon.

615
00:32:38,120 --> 00:32:40,620
AUDIENCE: [LAUGHTER]

616
00:32:40,620 --> 00:32:42,630
He can be a rat too
if you want.

617
00:32:42,630 --> 00:32:48,730
It's just a matter of where
you put the whiskers.

618
00:32:48,730 --> 00:32:52,350
Anyway the idea of a Skinner
boxes was you'd have an

619
00:32:52,350 --> 00:32:56,570
environment that could really
control the options available

620
00:32:56,570 --> 00:32:58,170
to the pigeon or the rat.

621
00:32:58,170 --> 00:33:06,540
And what you'd have in a pigeon
Skinner box is a box

622
00:33:06,540 --> 00:33:10,800
that had nothing much in it
except for a key here that is

623
00:33:10,800 --> 00:33:12,970
hooked up to a little micro
switch or something.

624
00:33:12,970 --> 00:33:14,900
And that the animal
could peck at.

625
00:33:14,900 --> 00:33:17,620
And we could record the pecks.

626
00:33:17,620 --> 00:33:20,930
And a little bin down
here where the bird

627
00:33:20,930 --> 00:33:22,450
seed could show up.

628
00:33:22,450 --> 00:33:25,810
And stick a pigeon in there,
and this is a hungry pigeon

629
00:33:25,810 --> 00:33:27,970
because you haven't fed it.

630
00:33:27,970 --> 00:33:31,960
And so yes, a bummed
out pigeon.

631
00:33:31,960 --> 00:33:39,100
But if he pecks there in the
right ways we'll feed him.

632
00:33:39,100 --> 00:33:44,930
So this is simply the somewhat
higher tech version of

633
00:33:44,930 --> 00:33:47,450
Thorndike's puzzle box
you'll recognize.

634
00:33:47,450 --> 00:33:52,720
The pigeon has to figure
out to peck a the key.

635
00:33:52,720 --> 00:33:56,380
If you just stick a pigeon in
a Skinner box, even a hungry

636
00:33:56,380 --> 00:33:58,250
pigeon, the pigeon
just sits there.

637
00:33:58,250 --> 00:34:00,110
I mean, you know, does stuff.

638
00:34:00,110 --> 00:34:02,610
But the pigeon doesn't
immediately say, hey I've

639
00:34:02,610 --> 00:34:05,090
taken intro psych I know about
this, I'm going to go and peck

640
00:34:05,090 --> 00:34:07,530
that thing.

641
00:34:07,530 --> 00:34:11,350
You have to do what's known
as shaping its behavior.

642
00:34:11,350 --> 00:34:13,410
The first thing you have to do
that's important, you have to

643
00:34:13,410 --> 00:34:17,020
get your pigeon from the
basement to the fourth floor,

644
00:34:17,020 --> 00:34:19,070
where the lab was.

645
00:34:19,070 --> 00:34:21,490
And should you every need to do
that, the important thing

646
00:34:21,490 --> 00:34:25,480
to know is that plastic juice
containers are really good.

647
00:34:25,480 --> 00:34:27,540
You take the pigeon sticking it
head first in the plastic

648
00:34:27,540 --> 00:34:29,450
juice container.

649
00:34:29,450 --> 00:34:30,810
Not with the juice in it.

650
00:34:30,810 --> 00:34:31,650
AUDIENCE: [LAUGHTER]

651
00:34:31,650 --> 00:34:37,020
PROFESSOR: And then the pigeon
is actually quite calm under

652
00:34:37,020 --> 00:34:38,370
those circumstances.

653
00:34:38,370 --> 00:34:43,490
If you decide how tough can a
pigeon BE, and you don't need

654
00:34:43,490 --> 00:34:46,060
to do that because you can't
find your juice container

655
00:34:46,060 --> 00:34:48,260
anyway, and you grab your pigeon
because you're bigger

656
00:34:48,260 --> 00:34:48,890
than the pigeon.

657
00:34:48,890 --> 00:34:51,450
Try to carry it upstairs, what
you end up with is lose

658
00:34:51,450 --> 00:34:54,540
pigeons unlike the second
and third floor.

659
00:34:54,540 --> 00:34:57,510
So things that you're going to
miss out on just because

660
00:34:57,510 --> 00:34:59,290
you're writing papers instead.

661
00:34:59,290 --> 00:35:01,100
What you do once you
stick that pigeon

662
00:35:01,100 --> 00:35:03,220
in the Skinner box?

663
00:35:03,220 --> 00:35:06,470
If you just sit there, it's
going to be a long day.

664
00:35:06,470 --> 00:35:09,440
What you have to do is to shape
the pigeon's behavior.

665
00:35:09,440 --> 00:35:14,130
Probably says shaping somewhere
on the handout.

666
00:35:14,130 --> 00:35:17,300
Yeah use the law of effect
to shape the

667
00:35:17,300 --> 00:35:19,520
animal it says there.

668
00:35:19,520 --> 00:35:22,240
That doesn't mean like grr.

669
00:35:22,240 --> 00:35:28,450
What it means is that the
pigeon's just sitting there

670
00:35:28,450 --> 00:35:32,910
moving around doing pigeony like
things, feeling hungry.

671
00:35:32,910 --> 00:35:35,350
And the pigeon turns
towards the wall

672
00:35:35,350 --> 00:35:36,620
that's got the key on.

673
00:35:36,620 --> 00:35:39,460
And you push a little button
that gives him

674
00:35:39,460 --> 00:35:40,710
a little bird seed.

675
00:35:40,710 --> 00:35:44,710
He goes and eats the bird seed,
and goes back to doing

676
00:35:44,710 --> 00:35:45,560
pigeony things.

677
00:35:45,560 --> 00:35:47,210
But now the law of
effect's working.

678
00:35:47,210 --> 00:35:50,280
That bird seed is a positive
reinforcer right.

679
00:35:50,280 --> 00:35:54,600
So the chunk of the bird's
brain that is doing this

680
00:35:54,600 --> 00:35:57,850
association learning between
action and its consequences

681
00:35:57,850 --> 00:36:00,300
saying, birds seed that
was good bird seed.

682
00:36:00,300 --> 00:36:01,250
I like the bird seed.

683
00:36:01,250 --> 00:36:03,700
What do I do to get
more bird seed.

684
00:36:03,700 --> 00:36:06,040
Well it's not saying that
explicitly, but it's saying

685
00:36:06,040 --> 00:36:09,450
we'll do whatever we
were just doing.

686
00:36:09,450 --> 00:36:10,180
OK.

687
00:36:10,180 --> 00:36:12,440
Well now you don't want him to
just be looking at the wall.

688
00:36:12,440 --> 00:36:15,600
So now after a couple of rounds
of that, you say, OK

689
00:36:15,600 --> 00:36:18,640
bird you only get the bird
seed if you move a little

690
00:36:18,640 --> 00:36:20,620
closer to the wall.

691
00:36:20,620 --> 00:36:23,510
The bird moves closer to
the wall all right.

692
00:36:23,510 --> 00:36:26,890
All right now you only get it if
you're looking at the key.

693
00:36:26,890 --> 00:36:28,730
Now you're only getting it
if you're right up there.

694
00:36:28,730 --> 00:36:34,030
And eventually you get the bird
pecking at the key, and

695
00:36:34,030 --> 00:36:35,370
then you can go off
and do other cool

696
00:36:35,370 --> 00:36:37,290
experiments from there.

697
00:36:37,290 --> 00:36:41,130
But you have to shape the
behavior in the way you want.

698
00:36:41,130 --> 00:36:42,610
And the key business.

699
00:36:42,610 --> 00:36:43,310
I mean there's a key.

700
00:36:43,310 --> 00:36:44,580
There's the bird food.

701
00:36:44,580 --> 00:36:49,250
That's somewhat arbitrary.

702
00:36:49,250 --> 00:36:51,380
It's just, you know, what
Skinner wanted to use to

703
00:36:51,380 --> 00:36:53,890
control the birds, you know, to
make it possible to measure

704
00:36:53,890 --> 00:36:55,610
the bird's behavior.

705
00:36:55,610 --> 00:36:58,780
We had a very clever pigeon
when I did this lab.

706
00:36:58,780 --> 00:37:01,530
And we got through the stuff
that was in the lab book like

707
00:37:01,530 --> 00:37:02,770
really quickly.

708
00:37:02,770 --> 00:37:06,210
Probably because the pigeon had
been the pigeon for a half

709
00:37:06,210 --> 00:37:08,860
a dozen other, you know.

710
00:37:08,860 --> 00:37:11,000
Oh yeah, yeah I'm supposed to
fake it here and claim I don't

711
00:37:11,000 --> 00:37:11,970
know what's going on here.

712
00:37:11,970 --> 00:37:12,930
All right yeah.

713
00:37:12,930 --> 00:37:15,030
Oh good we're shape now
give me the food.

714
00:37:15,030 --> 00:37:15,350
AUDIENCE: [LAUGHTER]

715
00:37:15,350 --> 00:37:16,260
PROFESSOR: But anyway.

716
00:37:16,260 --> 00:37:18,630
We still had some time.

717
00:37:18,630 --> 00:37:21,910
We thought well we'll mess
with this pigeon.

718
00:37:21,910 --> 00:37:25,780
And so we started reinforcing
the pigeon for turns.

719
00:37:25,780 --> 00:37:27,790
So, you know, no bird seed
unless you make a

720
00:37:27,790 --> 00:37:30,480
quarter turn, OK.

721
00:37:30,480 --> 00:37:32,300
We eventually had the
bird making three

722
00:37:32,300 --> 00:37:34,300
full turns for each.

723
00:37:34,300 --> 00:37:38,200
And that sort of staggering
over to the bird see.

724
00:37:38,200 --> 00:37:38,290
AUDIENCE: [LAUGHTER]

725
00:37:38,290 --> 00:37:43,490
PROFESSOR: But we had this great
ballet dancing pigeons.

726
00:37:43,490 --> 00:37:47,740
And that's in fact the basis
of trained animal acts that

727
00:37:47,740 --> 00:37:50,070
you may have seen at
various places.

728
00:37:50,070 --> 00:37:56,230
And I should advertised that
it's not confined to pigeons

729
00:37:56,230 --> 00:37:56,920
and things like that.

730
00:37:56,920 --> 00:38:00,810
You can perfectly well condition
human beings.

731
00:38:00,810 --> 00:38:04,300
I already think I've used in the
last lecture the example

732
00:38:04,300 --> 00:38:07,340
of jokes as a case of behavior
getting shaped.

733
00:38:07,340 --> 00:38:10,700
Jokes that get rewarded with
laughs get repeated.

734
00:38:10,700 --> 00:38:14,230
Jokes that get rewarded with
smacks don't get repeated.

735
00:38:14,230 --> 00:38:18,330
But again going back to my intro
psych class, I should

736
00:38:18,330 --> 00:38:22,040
tell you that it is possible
to condition the professor.

737
00:38:22,040 --> 00:38:26,470
What you need to do is figure
out well what reinforces

738
00:38:26,470 --> 00:38:27,720
professors.

739
00:38:27,720 --> 00:38:31,500
The answer, at least in this
sort of a setting, is students

740
00:38:31,500 --> 00:38:35,770
who look kind of interested,
and smile and write notes.

741
00:38:35,770 --> 00:38:38,410
At least that's what my a
professor, who was in fact an

742
00:38:38,410 --> 00:38:40,600
important learning theorist
in his own right, that's

743
00:38:40,600 --> 00:38:41,620
what he told us.

744
00:38:41,620 --> 00:38:46,080
He said it's reinforcing if
you're looking like you're

745
00:38:46,080 --> 00:38:47,880
interested and you're
writing notes.

746
00:38:47,880 --> 00:38:53,310
And so you should, he told us,
be able to pick a behavior

747
00:38:53,310 --> 00:38:59,180
that the professor is doing,
and reinforce it by smiling

748
00:38:59,180 --> 00:39:01,710
and writing notes at the
appropriate time.

749
00:39:01,710 --> 00:39:04,910
So, you know, I was going
to be a psych major.

750
00:39:04,910 --> 00:39:08,340
I did what I was told I was
sitting about there.

751
00:39:08,340 --> 00:39:12,420
My friend and I every time, the
next psych lecture, every

752
00:39:12,420 --> 00:39:15,740
time Professor [? Cayman ?]

753
00:39:15,740 --> 00:39:22,320
moved to the left, we smiled
and took notes.

754
00:39:22,320 --> 00:39:27,610
And by the end of lecture
he was most of

755
00:39:27,610 --> 00:39:28,527
the way out the door.

756
00:39:28,527 --> 00:39:29,402
AUDIENCE: [LAUGHTER]

757
00:39:29,402 --> 00:39:30,930
PROFESSOR: It was great.

758
00:39:30,930 --> 00:39:34,560
Now as evidence for the notion
that this is quite unconscious

759
00:39:34,560 --> 00:39:37,600
and reflexive kind of learning,
we told him about it

760
00:39:37,600 --> 00:39:38,950
afterwards.

761
00:39:38,950 --> 00:39:41,700
And he absolutely believed that
it was possible that it

762
00:39:41,700 --> 00:39:44,870
happened, and absolutely
reported no awareness that it

763
00:39:44,870 --> 00:39:46,340
had happened.

764
00:39:46,340 --> 00:39:48,200
So you're welcome to try this.

765
00:39:48,200 --> 00:39:50,110
Your even welcome
to try it here.

766
00:39:50,110 --> 00:39:55,010
Let me tell you that I have made
this offer in years past,

767
00:39:55,010 --> 00:39:57,230
and nobody has reported
a great success.

768
00:39:57,230 --> 00:40:01,390
But the great failure was when
one recitation section got

769
00:40:01,390 --> 00:40:04,270
together and decided their
strength in numbers.

770
00:40:04,270 --> 00:40:06,540
But it turns out that
if everybody in a

771
00:40:06,540 --> 00:40:07,980
recitation sits --

772
00:40:07,980 --> 00:40:10,470
I still remember they were
all sitting there --

773
00:40:10,470 --> 00:40:13,450
if you all sit in one place,
and I don't remember what I

774
00:40:13,450 --> 00:40:14,270
was supposed to do.

775
00:40:14,270 --> 00:40:16,960
But when I did it, they
all went [INAUDIBLE].

776
00:40:19,550 --> 00:40:22,040
I kind of cracked up, but I
don't believe I learned

777
00:40:22,040 --> 00:40:23,980
anything particular.

778
00:40:23,980 --> 00:40:26,090
AUDIENCE: [LAUGHTER]

779
00:40:26,090 --> 00:40:29,060
PROFESSOR: But it can sit out
there as a challenge for you.

780
00:40:29,060 --> 00:40:33,450
If anybody gets it to
work on, you know,

781
00:40:33,450 --> 00:40:35,790
the math guy or something.

782
00:40:35,790 --> 00:40:37,170
Is Arthur Mattuck
still teaching?

783
00:40:37,170 --> 00:40:37,970
AUDIENCE: No.

784
00:40:37,970 --> 00:40:39,350
PROFESSOR: 18, O whatever?

785
00:40:39,350 --> 00:40:41,100
AUDIENCE: [UNINTELLIGIBLE]

786
00:40:41,100 --> 00:40:41,940
PROFESSOR: 1803 in the spring.

787
00:40:41,940 --> 00:40:43,750
Oh that's too long to wait.

788
00:40:43,750 --> 00:40:45,330
I've never been sure Mattuck
will notice anyway.

789
00:40:45,330 --> 00:40:47,330
But that's a separate issue.

790
00:40:47,330 --> 00:40:48,740
AUDIENCE: [LAUGHTER]

791
00:40:48,740 --> 00:40:51,710
PROFESSOR: Anyway if anybody
succeeds in conditioning there

792
00:40:51,710 --> 00:40:53,910
professor do let me know.

793
00:40:58,670 --> 00:41:02,330
The points here is that this
is a form of learning that

794
00:41:02,330 --> 00:41:09,090
does apply in the human
world as well as

795
00:41:09,090 --> 00:41:13,160
in the pigeon world.

796
00:41:13,160 --> 00:41:16,450
Once you've got that animal
shaped to do what you want,

797
00:41:16,450 --> 00:41:20,410
you can then start studying
the rules

798
00:41:20,410 --> 00:41:22,100
that govern that behavior.

799
00:41:22,100 --> 00:41:24,650
Let me say a word about
schedules of reinforcements,

800
00:41:24,650 --> 00:41:26,880
since I see that it's there
on the handout.

801
00:41:26,880 --> 00:41:28,805
Actually it's doesn't say
schedules, oh it does.

802
00:41:28,805 --> 00:41:32,010
Fix and variable ratio and fixed
and variable interval

803
00:41:32,010 --> 00:41:33,530
schedules reinforcement.

804
00:41:33,530 --> 00:41:36,940
What that means is if you're
reinforcing the pigeon every

805
00:41:36,940 --> 00:41:42,980
time he pecks, he's on a
fixed ratio 1 schedule.

806
00:41:46,620 --> 00:41:52,290
You shape up the behavior,
and at some point

807
00:41:52,290 --> 00:41:54,100
the pigeon is trained.

808
00:41:54,100 --> 00:41:59,240
And if you're reinforcing him
every time he makes a peck, he

809
00:41:59,240 --> 00:42:00,500
will emit pecks.

810
00:42:00,500 --> 00:42:02,260
So let's call this
the peck rate.

811
00:42:05,730 --> 00:42:09,410
He'll emit pecks at something
some asintotic rate, not

812
00:42:09,410 --> 00:42:13,160
unlike the salivation
thing over there.

813
00:42:13,160 --> 00:42:15,640
Actually I want to save myself
a little space here.

814
00:42:15,640 --> 00:42:17,450
So let's only go this far.

815
00:42:17,450 --> 00:42:23,290
So an asintotic rate
of responding.

816
00:42:23,290 --> 00:42:28,030
Now suppose that you
change the rule.

817
00:42:28,030 --> 00:42:31,460
Suppose you say, well you can
say it to the pigeon because

818
00:42:31,460 --> 00:42:34,570
the pigeon won't understand you,
say to the pigeon, OK now

819
00:42:34,570 --> 00:42:38,040
you get reinforced only
every 10th peck.

820
00:42:38,040 --> 00:42:42,120
What's the pigeon going
to do, do you think?

821
00:42:42,120 --> 00:42:44,530
How's the behavior
going to change?

822
00:42:44,530 --> 00:42:47,290
AUDIENCE: [INAUDIBLE]

823
00:42:47,290 --> 00:42:49,170
PROFESSOR: It's going to go
squiggly, apparently.

824
00:42:51,740 --> 00:42:56,250
No, every 10th peck, not
every 10 seconds.

825
00:42:56,250 --> 00:42:58,440
I'm interpreting your
squiggly as the

826
00:42:58,440 --> 00:43:00,600
answer to a later question.

827
00:43:00,600 --> 00:43:03,550
So save the squiggle,
it'll be good.

828
00:43:03,550 --> 00:43:05,010
AUDIENCE: Peck faster.

829
00:43:05,010 --> 00:43:06,450
PROFESSOR: Peck faster.

830
00:43:06,450 --> 00:43:10,040
Whoever said that,
that sounds good.

831
00:43:10,040 --> 00:43:13,830
Well if you've gotta work harder
to get the same reward,

832
00:43:13,830 --> 00:43:18,080
you're going to end
up pecking faster.

833
00:43:18,080 --> 00:43:18,370
Right?

834
00:43:18,370 --> 00:43:24,510
So if you sort of think about it
in terms of your once upon

835
00:43:24,510 --> 00:43:30,790
a time, you could get
an A in whatever.

836
00:43:30,790 --> 00:43:32,330
You know writing.

837
00:43:32,330 --> 00:43:36,540
For writing like my eight year
old wrote this morning, seven

838
00:43:36,540 --> 00:43:41,380
sentences of at least
six words each.

839
00:43:41,380 --> 00:43:44,370
Took him all of breakfast
to do that, because

840
00:43:44,370 --> 00:43:45,400
he'd lost his book.

841
00:43:45,400 --> 00:43:46,500
An anyways it's a long story.

842
00:43:46,500 --> 00:43:51,020
But, you know, so he emitted
his writing behavior to

843
00:43:51,020 --> 00:43:53,570
relatively low rate.

844
00:43:53,570 --> 00:43:57,350
If you emit your writing
behavior at that rate, you

845
00:43:57,350 --> 00:43:59,650
guys are going to be in serious
trouble, right?

846
00:43:59,650 --> 00:44:03,340
To get the same reward, you now
have to produce more work.

847
00:44:03,340 --> 00:44:07,360
And as a result you'll
crank up the level.

848
00:44:07,360 --> 00:44:08,870
So that would be a fix ratio.

849
00:44:08,870 --> 00:44:11,570
What I was describing every 10
pecks, that would be a fixed

850
00:44:11,570 --> 00:44:12,750
ratio of 10.

851
00:44:12,750 --> 00:44:18,550
A variable ratio is on average
every 10 pecks you get

852
00:44:18,550 --> 00:44:20,400
reinforced.

853
00:44:20,400 --> 00:44:26,140
And that actually produces
even higher levels of

854
00:44:26,140 --> 00:44:27,050
responding.

855
00:44:27,050 --> 00:44:31,030
Now what the squiggle was the
answer to is what happens if

856
00:44:31,030 --> 00:44:34,120
instead of a ratio schedule, you
have an interval schedule?

857
00:44:34,120 --> 00:44:38,660
Suppose you reinforced the
behavior only for the first

858
00:44:38,660 --> 00:44:42,040
peck after every minute?

859
00:44:42,040 --> 00:44:44,990
Make a different graph
over here.

860
00:44:44,990 --> 00:44:49,160
So a bird can peck
it all they want.

861
00:44:49,160 --> 00:44:55,990
But only when they peck after
this interval, marker goes by

862
00:44:55,990 --> 00:44:57,480
or they're going to
get reinforced.

863
00:44:57,480 --> 00:44:59,980
Well I mean a pigeon with a
wrist watch is going to look

864
00:44:59,980 --> 00:45:01,610
at his watch and say, hmm.

865
00:45:01,610 --> 00:45:04,340
Pigeon doesn't have a wrist
watch of course.

866
00:45:04,340 --> 00:45:06,840
But they do have an ability
to estimate time.

867
00:45:06,840 --> 00:45:09,190
And so what they do, you know,
immediately after getting

868
00:45:09,190 --> 00:45:11,200
rewarded, they just
sort of sit there.

869
00:45:11,200 --> 00:45:13,640
So this is again going to
be rates of response.

870
00:45:18,110 --> 00:45:22,070
They just sit there, and then
they say, it's like a minute

871
00:45:22,070 --> 00:45:27,590
gone yet nothing happened.

872
00:45:27,590 --> 00:45:29,430
Got to be now.

873
00:45:29,430 --> 00:45:30,870
No, no, it's still not.

874
00:45:34,670 --> 00:45:36,280
Oh it's coming.

875
00:45:36,280 --> 00:45:36,690
No, no no.

876
00:45:36,690 --> 00:45:37,270
Boom.

877
00:45:37,270 --> 00:45:38,430
AUDIENCE: [LAUGHTER]

878
00:45:38,430 --> 00:45:41,790
PROFESSOR: And you get this
very scallopy behavior.

879
00:45:41,790 --> 00:45:45,600
Now if you don't think
that has anything to

880
00:45:45,600 --> 00:45:48,100
do with human behavior.

881
00:45:48,100 --> 00:45:50,320
Well first of all you can
ask yourself about

882
00:45:50,320 --> 00:45:53,840
your writing output.

883
00:45:53,840 --> 00:45:57,890
So for instance there's a
paper do on a sort of a

884
00:45:57,890 --> 00:45:59,240
regular interval.

885
00:45:59,240 --> 00:46:04,300
AUDIENCE: [LAUGHTER]

886
00:46:04,300 --> 00:46:09,190
PROFESSOR: A smart pigeon would
be emitting words at

887
00:46:09,190 --> 00:46:12,870
about that rate right?

888
00:46:12,870 --> 00:46:14,540
Well actually I did meet a
student who claimed he was

889
00:46:14,540 --> 00:46:15,320
doing that.

890
00:46:15,320 --> 00:46:17,110
More power to him.

891
00:46:17,110 --> 00:46:22,310
But I think most of view, you
know, it's do friday?

892
00:46:22,310 --> 00:46:26,470
I think this point here is like

893
00:46:26,470 --> 00:46:28,930
Friday 4:00 pm or something.

894
00:46:28,930 --> 00:46:31,040
Anyway.

895
00:46:31,040 --> 00:46:35,020
Or you come to my house where
if you're an eight year old

896
00:46:35,020 --> 00:46:37,930
you get your allowance on
the weekend, right.

897
00:46:37,930 --> 00:46:40,200
But only if you do
your chores.

898
00:46:40,200 --> 00:46:46,390
So Monday is my kid asking
what chores he should do?

899
00:46:46,390 --> 00:46:47,280
No.

900
00:46:47,280 --> 00:46:49,320
Saturday morning?

901
00:46:49,320 --> 00:46:49,900
You bet.

902
00:46:49,900 --> 00:46:50,410
What can I do?

903
00:46:50,410 --> 00:46:50,920
What can I do?

904
00:46:50,920 --> 00:46:51,630
You know make my bed.

905
00:46:51,630 --> 00:46:52,280
I made my bed.

906
00:46:52,280 --> 00:46:54,590
Can I lick the floor
now, you know.

907
00:46:54,590 --> 00:46:55,910
AUDIENCE: [LAUGHTER]

908
00:46:55,910 --> 00:47:01,950
PROFESSOR: Oh and the downside
of this is one of the reasons

909
00:47:01,950 --> 00:47:04,340
for paying people on a Friday.

910
00:47:04,340 --> 00:47:06,670
Is that if you pay them
on a Thursday, they

911
00:47:06,670 --> 00:47:09,950
don't show up on Friday.

912
00:47:09,950 --> 00:47:13,110
Even though at some level
they're much more likely to be

913
00:47:13,110 --> 00:47:15,620
sick on the Friday if you pay
them on the Thursday.

914
00:47:15,620 --> 00:47:17,520
So you want to pay them on a
Friday and then they can be

915
00:47:17,520 --> 00:47:21,270
sick all weekend on
their own time.

916
00:47:21,270 --> 00:47:28,270
So that's what we mean by
schedules of reinforcement.

917
00:47:28,270 --> 00:47:31,830
This is also, operant
conditioning, is also a very

918
00:47:31,830 --> 00:47:33,580
rule governed behavior.

919
00:47:33,580 --> 00:47:37,260
It is governed by rules that
are in many ways similar to

920
00:47:37,260 --> 00:47:39,200
the rules for classical
conditioning.

921
00:47:43,040 --> 00:47:44,690
Let's just do this one
as an example.

922
00:47:44,690 --> 00:47:47,170
It's probably later
on in the handout.

923
00:47:47,170 --> 00:47:52,660
So I reward little all old every
time he pecks the key.

924
00:47:52,660 --> 00:47:55,060
Now I stop rewarding and what
happens to the behavior?

925
00:47:59,020 --> 00:48:02,820
I take that boom to mean,
yeah, it extinguishes.

926
00:48:02,820 --> 00:48:07,800
If I give him a break, I'll get
some spontaneous recovery

927
00:48:07,800 --> 00:48:08,980
and it'll extinguished again.

928
00:48:08,980 --> 00:48:11,580
Just like you'll get in
classical conditioning.

929
00:48:11,580 --> 00:48:13,490
What happens in these?

930
00:48:13,490 --> 00:48:17,640
How does the extinction compare
in a schedule like

931
00:48:17,640 --> 00:48:20,750
this to a schedule like this?

932
00:48:20,750 --> 00:48:21,670
How about a hand?

933
00:48:21,670 --> 00:48:24,420
I'm hearing good mother
mutterings but

934
00:48:24,420 --> 00:48:25,670
nobody has a hand.

935
00:48:27,840 --> 00:48:28,740
So slower.

936
00:48:28,740 --> 00:48:30,640
I heard some more slower
mutterings.

937
00:48:30,640 --> 00:48:32,640
It's slower.

938
00:48:32,640 --> 00:48:36,730
If that's not intuitively
obvious, ask yourself about

939
00:48:36,730 --> 00:48:41,390
the difference between
a slot machine and a

940
00:48:41,390 --> 00:48:44,040
Coke machine, right?

941
00:48:44,040 --> 00:48:48,290
You put a buck in the coke
machine, you get a coke right?

942
00:48:48,290 --> 00:48:50,940
You put a buck in the coke
machine, you don't get a coke.

943
00:48:50,940 --> 00:48:52,140
How many more bucks
do you put in?

944
00:48:52,140 --> 00:48:54,310
AUDIENCE: [LAUGHTER]

945
00:48:54,310 --> 00:48:55,110
PROFESSOR: Well all right.

946
00:48:55,110 --> 00:48:56,400
So you're not too dumb.

947
00:48:56,400 --> 00:48:57,250
That's good.

948
00:48:57,250 --> 00:48:57,900
OK.

949
00:48:57,900 --> 00:49:01,690
Now you go to Las Vegas you put
a buck in the slot machine

950
00:49:01,690 --> 00:49:03,860
and you don't get
anything out.

951
00:49:03,860 --> 00:49:05,760
What do you do?

952
00:49:05,760 --> 00:49:07,010
Put another buck in.

953
00:49:07,010 --> 00:49:12,180
Actually Las Vegas is a
beautiful example of applied

954
00:49:12,180 --> 00:49:15,940
conditioning theory.

955
00:49:15,940 --> 00:49:17,770
We can send everybody
on a class trip.

956
00:49:17,770 --> 00:49:20,990
Actually we did that
didn't we, sort of.

957
00:49:20,990 --> 00:49:22,820
There's the best seller --

958
00:49:22,820 --> 00:49:25,295
that was more applied math
than applied psychology.

959
00:49:25,295 --> 00:49:29,240
The applied psychology thing
is when a slot machine pays

960
00:49:29,240 --> 00:49:31,900
off, traditionally what
happens is the

961
00:49:31,900 --> 00:49:33,210
coins come out right.

962
00:49:33,210 --> 00:49:36,480
Now often they're electronic,
but they simulated anyway.

963
00:49:36,480 --> 00:49:39,020
The coins come out.

964
00:49:39,020 --> 00:49:40,910
What di the coins hit
when they come out?

965
00:49:40,910 --> 00:49:42,360
AUDIENCE: Metal.

966
00:49:42,360 --> 00:49:43,130
PROFESSOR: Metal.

967
00:49:43,130 --> 00:49:44,450
Why do they hit metal?

968
00:49:44,450 --> 00:49:45,420
AUDIENCE: To make a sound.

969
00:49:45,420 --> 00:49:47,350
PROFESSOR: To make a racket.

970
00:49:47,350 --> 00:49:48,780
Why do you want to
make a racket?

971
00:49:48,780 --> 00:49:52,860
Well that racket itself
becomes positively

972
00:49:52,860 --> 00:49:53,940
reinforcing.

973
00:49:53,940 --> 00:49:57,460
You want to hear that
sound right.

974
00:49:57,460 --> 00:50:01,190
You want to put that buck in
and hear crunch crunch.

975
00:50:01,190 --> 00:50:03,020
Oh yeah this, is very
good stuff.

976
00:50:03,020 --> 00:50:05,400
Now slot machines.

977
00:50:05,400 --> 00:50:07,620
I mean you don't go out and play
slot machines a lot, but

978
00:50:07,620 --> 00:50:08,860
you see the movies.

979
00:50:08,860 --> 00:50:10,170
I hope.

980
00:50:10,170 --> 00:50:11,280
Anyway.

981
00:50:11,280 --> 00:50:15,490
Slot machines are typically
located in

982
00:50:15,490 --> 00:50:18,780
small sound proof booth?

983
00:50:18,780 --> 00:50:19,340
No.

984
00:50:19,340 --> 00:50:20,320
Where are they located?

985
00:50:20,320 --> 00:50:21,770
AUDIENCE: [UNINTELLIGIBLE]

986
00:50:21,770 --> 00:50:24,040
PROFESSOR: On a giant
floor with

987
00:50:24,040 --> 00:50:25,800
thousands of slot machines.

988
00:50:25,800 --> 00:50:27,610
What does that mean?

989
00:50:27,610 --> 00:50:33,360
That means when somebody five
blocks over gets a pay off,

990
00:50:33,360 --> 00:50:36,150
what do you hear?

991
00:50:36,150 --> 00:50:37,400
You hear the sound.

992
00:50:40,560 --> 00:50:43,390
You've been conditioned to
find that reinforcing.

993
00:50:43,390 --> 00:50:44,740
And you are so dumb.

994
00:50:44,740 --> 00:50:45,450
AUDIENCE: [LAUGHTER]

995
00:50:45,450 --> 00:50:48,560
PROFESSOR: They know that
you are willing to being

996
00:50:48,560 --> 00:50:51,980
reinforced by somebody else
getting paid off.

997
00:50:51,980 --> 00:50:54,700
And you say oh man there's money
happening here let me

998
00:50:54,700 --> 00:50:57,530
put some more into this thing.

999
00:50:57,530 --> 00:50:57,860
Anyway.

1000
00:50:57,860 --> 00:51:02,260
Lovely applied psychology
in, you know, the worst

1001
00:51:02,260 --> 00:51:04,710
sense of the word.

1002
00:51:04,710 --> 00:51:05,720
Well maybe not the worst.

1003
00:51:05,720 --> 00:51:06,890
I can think of a few others.

1004
00:51:06,890 --> 00:51:10,570
But while I'm thinking of a few
other worse ones, take a

1005
00:51:10,570 --> 00:51:13,880
minute to stretch.

1006
00:51:13,880 --> 00:51:16,270
Reinforce your neighbor.

1007
00:51:16,270 --> 00:51:18,610
Wake up your neighbor
if that's necessary.

1008
00:51:59,390 --> 00:52:00,640
[SIDE CONVERSATION
WITH STUDENT]

1009
00:52:27,710 --> 00:52:28,960
PROFESSOR: OK.

1010
00:52:36,740 --> 00:52:39,890
There is a sense in which you
are a general purpose

1011
00:52:39,890 --> 00:52:43,140
association learner.

1012
00:52:43,140 --> 00:52:47,650
And have mechanisms in your
brain that are basically

1013
00:52:47,650 --> 00:52:51,410
saying, you know, teach me about
the associations between

1014
00:52:51,410 --> 00:52:53,720
stimuli or the association
between my acts and their

1015
00:52:53,720 --> 00:52:55,670
consequences.

1016
00:52:55,670 --> 00:52:58,890
And I can be fairly broad
minded about what those

1017
00:52:58,890 --> 00:53:00,860
stimuli are, or what those
acts might be.

1018
00:53:00,860 --> 00:53:04,690
And then there are special
purpose versions of these

1019
00:53:04,690 --> 00:53:09,820
things designed for very
particular tasks.

1020
00:53:09,820 --> 00:53:12,140
Let me fish around for
what's perhaps the

1021
00:53:12,140 --> 00:53:14,220
best example of this.

1022
00:53:14,220 --> 00:53:20,150
Is there anybody here who can
think of in their life of food

1023
00:53:20,150 --> 00:53:26,360
that they used to love, but they
now hate or won't touch,

1024
00:53:26,360 --> 00:53:29,570
and they know exactly why?

1025
00:53:29,570 --> 00:53:31,180
Yeah out there in
the cheap seats?

1026
00:53:31,180 --> 00:53:33,220
AUDIENCE: I ate a chocolate
frosted

1027
00:53:33,220 --> 00:53:34,920
cupcake when I was little.

1028
00:53:34,920 --> 00:53:38,660
And I went home and I
got the flu, and I

1029
00:53:38,660 --> 00:53:40,030
don't eat it anymore.

1030
00:53:40,030 --> 00:53:42,280
PROFESSOR: Perfect Gee.

1031
00:53:42,280 --> 00:53:45,860
First try no weird examples
this year.

1032
00:53:45,860 --> 00:53:47,240
Now you've got the flu.

1033
00:53:47,240 --> 00:53:49,150
let's get a little
graphic here.

1034
00:53:49,150 --> 00:53:51,155
You've got the flu and
what happened?

1035
00:53:51,155 --> 00:53:52,520
AUDIENCE: Vomit a lot.

1036
00:53:52,520 --> 00:53:54,430
PROFESSOR: Thank you that's
what we needed to know.

1037
00:53:54,430 --> 00:53:55,800
AUDIENCE: [LAUGHTER]

1038
00:53:55,800 --> 00:53:59,210
PROFESSOR: And not only that,
we also need to know do you

1039
00:53:59,210 --> 00:54:02,460
believe that the chocolate
cupcake gave you the flu?

1040
00:54:02,460 --> 00:54:03,912
AUDIENCE: Not anymore.

1041
00:54:03,912 --> 00:54:07,300
But I use to definitely
think that.

1042
00:54:07,300 --> 00:54:07,790
[LAUGHTER]

1043
00:54:07,790 --> 00:54:08,140
PROFESSOR: Yeah?

1044
00:54:08,140 --> 00:54:10,430
AUDIENCE: Alright, when I
was in kindergarten --

1045
00:54:10,430 --> 00:54:11,190
PROFESSOR: He doesn't
care that I

1046
00:54:11,190 --> 00:54:12,160
already have a good example.

1047
00:54:12,160 --> 00:54:13,420
He wants to give me another
cool example.

1048
00:54:13,420 --> 00:54:13,890
All right.

1049
00:54:13,890 --> 00:54:15,380
All right.

1050
00:54:15,380 --> 00:54:15,730
All right.

1051
00:54:15,730 --> 00:54:17,560
All right.

1052
00:54:17,560 --> 00:54:18,240
It's not as good?

1053
00:54:18,240 --> 00:54:22,686
AUDIENCE: When I was in
kindergarten the first day of

1054
00:54:22,686 --> 00:54:29,602
school or the first week I ate
lunch in the cafeteria and

1055
00:54:29,602 --> 00:54:35,160
didn't eat a school lunch
again five, six years.

1056
00:54:35,160 --> 00:54:37,550
PROFESSOR: This is why he's
slim to this day.

1057
00:54:37,550 --> 00:54:43,310
AUDIENCE: [LAUGHTER]

1058
00:54:43,310 --> 00:54:45,950
PROFESSOR: Actually we'll come
back to that example, it's

1059
00:54:45,950 --> 00:54:51,040
sort of a useful function to.

1060
00:54:53,950 --> 00:54:57,480
So she ate the cupcake,
she got sick.

1061
00:54:57,480 --> 00:54:59,250
She knows at some level
it wasn't the cupcake

1062
00:54:59,250 --> 00:55:00,100
that made her sick.

1063
00:55:00,100 --> 00:55:05,680
But there is a chunk of brain
that says, I got sick.

1064
00:55:05,680 --> 00:55:07,800
I ate cupcake.

1065
00:55:07,800 --> 00:55:11,190
Shortly thereafter got sick.

1066
00:55:11,190 --> 00:55:13,650
Don't want to eat
cupcake anymore.

1067
00:55:13,650 --> 00:55:18,630
This is a chunk of your brain
that is quite immune, or is

1068
00:55:18,630 --> 00:55:22,020
actually very hard for you to
talk to and say, wait a second

1069
00:55:22,020 --> 00:55:23,260
we used to love cupcakes.

1070
00:55:23,260 --> 00:55:24,820
Cupcakes are really good.

1071
00:55:24,820 --> 00:55:26,050
It doesn't want to
hear about this.

1072
00:55:26,050 --> 00:55:28,590
It says, you ate it,
you got sick.

1073
00:55:28,590 --> 00:55:31,410
And this is a form of
association learning.

1074
00:55:31,410 --> 00:55:36,410
Well the original version of
this was discovered by some

1075
00:55:36,410 --> 00:55:38,150
rat who ate a cupcake
and threw up.

1076
00:55:38,150 --> 00:55:43,170
But in the learning literature,
it was studied by

1077
00:55:43,170 --> 00:55:44,220
a guy named Garcia.

1078
00:55:44,220 --> 00:55:47,170
So it's sometimes goes by the
name of the Garcia effect,

1079
00:55:47,170 --> 00:55:52,050
what he did was he had
rats, in a sort of

1080
00:55:52,050 --> 00:55:55,830
a Skinner box situation.

1081
00:55:55,830 --> 00:55:58,980
And he gave them a new
flavor of water like

1082
00:55:58,980 --> 00:56:00,880
spearmint or something.

1083
00:56:00,880 --> 00:56:03,970
And then he made the
poor rats sick.

1084
00:56:03,970 --> 00:56:09,390
Strapped it to the turntable
of a record player.

1085
00:56:09,390 --> 00:56:10,350
AUDIENCE: [LAUGHTER]

1086
00:56:10,350 --> 00:56:13,720
PROFESSOR: An experiment you
can't do m because you can't

1087
00:56:13,720 --> 00:56:16,700
fit the rat into the CD drive.

1088
00:56:16,700 --> 00:56:18,820
AUDIENCE: [LAUGHTER]

1089
00:56:18,820 --> 00:56:24,620
PROFESSOR: And then the next day
you give the rat a choice.

1090
00:56:24,620 --> 00:56:26,190
You want spearmint water
or you want this

1091
00:56:26,190 --> 00:56:27,810
other new weird flavor.

1092
00:56:27,810 --> 00:56:29,640
And the rat goes to
the other flavor.

1093
00:56:29,640 --> 00:56:32,090
Says forget it, you know,
I'm not going for

1094
00:56:32,090 --> 00:56:34,410
the spearmint water.

1095
00:56:34,410 --> 00:56:36,620
But this is a very specific
form of learning.

1096
00:56:36,620 --> 00:56:38,360
It sometimes called taster
version, which

1097
00:56:38,360 --> 00:56:40,040
is not quite right.

1098
00:56:40,040 --> 00:56:41,100
If you happen to be a sensation

1099
00:56:41,100 --> 00:56:42,360
and perception person.

1100
00:56:42,360 --> 00:56:46,830
Taste, as the sensation that
your tongue does for you, is

1101
00:56:46,830 --> 00:56:49,980
really restricted to sweet,
sour, salty and bitter.

1102
00:56:49,980 --> 00:56:54,290
What you become averse
to is the flavor,

1103
00:56:54,290 --> 00:56:55,780
most of which is smell.

1104
00:56:55,780 --> 00:57:00,250
Or perhaps in human cases, a
larger context like school

1105
00:57:00,250 --> 00:57:02,530
lunch or something like that.

1106
00:57:02,530 --> 00:57:05,770
But there are strong
restrictions on what it is

1107
00:57:05,770 --> 00:57:08,900
that you will develop in a
version two, particular if

1108
00:57:08,900 --> 00:57:11,450
you're a rat.

1109
00:57:11,450 --> 00:57:14,550
So the other version of the
experiment Garcia did was he

1110
00:57:14,550 --> 00:57:18,960
gave rats a new bottled
of water.

1111
00:57:18,960 --> 00:57:23,370
And this one was flashing
lights right.

1112
00:57:23,370 --> 00:57:25,320
Water never did that before.

1113
00:57:25,320 --> 00:57:27,170
Drink the water.

1114
00:57:27,170 --> 00:57:28,360
Get sick.

1115
00:57:28,360 --> 00:57:31,160
The next day you got a choice
between the flashing light

1116
00:57:31,160 --> 00:57:33,350
one, and the one that's making
clicking noises or

1117
00:57:33,350 --> 00:57:34,740
something like that.

1118
00:57:34,740 --> 00:57:36,070
Rat doesn't care.

1119
00:57:36,070 --> 00:57:40,080
This little chunk of brain was
not built to figure out that

1120
00:57:40,080 --> 00:57:42,010
flashing water is a problem.

1121
00:57:42,010 --> 00:57:49,380
This is a chunk of brain that
is there to tell you that it

1122
00:57:49,380 --> 00:57:50,770
knows some things about food.

1123
00:57:50,770 --> 00:57:55,950
Foods have flavors, and if you
get sick some chunk of time

1124
00:57:55,950 --> 00:58:01,230
after eating, you should avoid
that flavor the next time, and

1125
00:58:01,230 --> 00:58:02,460
things associated with
that flavor.

1126
00:58:02,460 --> 00:58:03,510
Also the timing.

1127
00:58:03,510 --> 00:58:05,010
Where did my timing
parameter go?

1128
00:58:05,010 --> 00:58:06,500
The timing is different.

1129
00:58:06,500 --> 00:58:08,910
If you eat something
and get sick

1130
00:58:08,910 --> 00:58:11,410
instantly, nothing happens.

1131
00:58:11,410 --> 00:58:12,510
You don't learn anything.

1132
00:58:12,510 --> 00:58:15,790
Because this little box knows it
takes a while to get sick.

1133
00:58:15,790 --> 00:58:18,130
I think your story was
ate the cupcake, went

1134
00:58:18,130 --> 00:58:19,860
home, got the flu.

1135
00:58:19,860 --> 00:58:23,690
Hours later she's losing it.

1136
00:58:23,690 --> 00:58:26,280
And this little junk of brain
is working back in time.

1137
00:58:26,280 --> 00:58:27,360
It's got its own time window.

1138
00:58:27,360 --> 00:58:30,030
It's working back in time
saying, what did we

1139
00:58:30,030 --> 00:58:31,430
eat a few hours ago?

1140
00:58:31,430 --> 00:58:32,780
Cupcakes.

1141
00:58:32,780 --> 00:58:34,200
Don't want to eat the cupcake.

1142
00:58:34,200 --> 00:58:35,350
Very useful thing right.

1143
00:58:35,350 --> 00:58:38,990
If you were grazing, you know,
an omnivore kind of animal,

1144
00:58:38,990 --> 00:58:43,640
very useful thing to have a
device that says don't eat it

1145
00:58:43,640 --> 00:58:46,070
because, you know, last time
you ate it made you sick.

1146
00:58:46,070 --> 00:58:49,250
Oh the other thing when we were
doing this tone, food,

1147
00:58:49,250 --> 00:58:51,260
tone, food pairing over
and over again.

1148
00:58:51,260 --> 00:58:53,830
How many cupcakes did you eat?

1149
00:58:53,830 --> 00:58:54,710
One cup cake.

1150
00:58:54,710 --> 00:58:57,410
And you repeated this
lots of time?

1151
00:58:57,410 --> 00:58:58,310
No.

1152
00:58:58,310 --> 00:58:58,840
Right.

1153
00:58:58,840 --> 00:59:03,660
Because this is a little
association mechanism designed

1154
00:59:03,660 --> 00:59:04,610
to keep you alive.

1155
00:59:04,610 --> 00:59:08,960
And if, you know, eat the
cupcake almost die.

1156
00:59:08,960 --> 00:59:12,850
You know, you don't want a bunch
more pairings of eat the

1157
00:59:12,850 --> 00:59:14,940
cupcake, almost died,
eat the cupcake.

1158
00:59:14,940 --> 00:59:17,200
Oh man that time dead.

1159
00:59:17,200 --> 00:59:19,170
AUDIENCE: [LAUGHTER]

1160
00:59:19,170 --> 00:59:21,940
PROFESSOR: So one try of
learning, which by the way

1161
00:59:21,940 --> 00:59:25,110
when Garcia discovered it, it
was thought to be impossible.

1162
00:59:25,110 --> 00:59:29,760
But it's a special case of an
association learning that

1163
00:59:29,760 --> 00:59:34,310
works in a single trial.

1164
00:59:34,310 --> 00:59:36,960
It has its pitfalls.

1165
00:59:36,960 --> 00:59:40,710
And in fact it's sort of
cognitive impenetrability.

1166
00:59:40,710 --> 00:59:45,020
The fact that it doesn't care
what you know is a problem.

1167
00:59:45,020 --> 00:59:54,490
So except for the seniors here,
of course alcohol has

1168
00:59:54,490 --> 00:59:56,410
not past your lips.

1169
00:59:56,410 --> 01:00:00,390
And even the seniors have
not drunk to excess.

1170
01:00:00,390 --> 01:00:04,690
So what may be news to you is
that if you drink too much

1171
01:00:04,690 --> 01:00:06,058
alcohol you can get sick.

1172
01:00:06,058 --> 01:00:07,890
AUDIENCE: [LAUGHTER]

1173
01:00:07,890 --> 01:00:08,420
PROFESSOR: They knew that.

1174
01:00:08,420 --> 01:00:09,890
OK.

1175
01:00:09,890 --> 01:00:13,130
Anyway drink too much alcohol
you get sick right.

1176
01:00:13,130 --> 01:00:16,810
The question is what do you
develop the aversion to?

1177
01:00:16,810 --> 01:00:20,580
A smart system, rather like
this, you know, the writing

1178
01:00:20,580 --> 01:00:24,010
example, the smart system would
say I just drank, you

1179
01:00:24,010 --> 01:00:27,850
know, 12 screwdrivers in a row
or something like that.

1180
01:00:27,850 --> 01:00:29,570
No more vodka for me.

1181
01:00:29,570 --> 01:00:35,060
The problem is that alcohol has
very minimal flavor to it,

1182
01:00:35,060 --> 01:00:38,200
and what happens is you drink a
screwdriver -- orange juice

1183
01:00:38,200 --> 01:00:40,180
plus vodka or something
like that -- you

1184
01:00:40,180 --> 01:00:41,910
get violently sick.

1185
01:00:41,910 --> 01:00:44,980
I'm not going to touch that
orange juice anymore.

1186
01:00:44,980 --> 01:00:47,070
AUDIENCE: [LAUGHTER]

1187
01:00:47,070 --> 01:00:49,140
PROFESSOR: You know.

1188
01:00:49,140 --> 01:00:52,330
Pile of beers and
a pile pretzels.

1189
01:00:52,330 --> 01:00:55,310
You're violently ill, and
the pretzels just look

1190
01:00:55,310 --> 01:00:57,080
miserable to you.

1191
01:00:57,080 --> 01:00:59,740
so it is a disadvantage.

1192
01:00:59,740 --> 01:01:02,580
It's called clever that this
thing is out there

1193
01:01:02,580 --> 01:01:03,480
to save your life.

1194
01:01:03,480 --> 01:01:08,220
Unfortunately in civilization,
we have figured out clever

1195
01:01:08,220 --> 01:01:11,710
ways to misuse it I'm afraid.

1196
01:01:15,320 --> 01:01:18,020
Well since it says example two
of superstitious behavior, let

1197
01:01:18,020 --> 01:01:20,050
me say a quick word about
superstitious behavior.

1198
01:01:20,050 --> 01:01:21,920
This is the best time to
see what Skinner called

1199
01:01:21,920 --> 01:01:25,210
superstitious behavior, because
all you have to do is

1200
01:01:25,210 --> 01:01:26,660
watch baseball.

1201
01:01:29,400 --> 01:01:32,700
The Law of Effect said if
something good happens, you're

1202
01:01:32,700 --> 01:01:35,470
going to do what you were
doing just beforehand.

1203
01:01:35,470 --> 01:01:37,630
Think about baseball.

1204
01:01:37,630 --> 01:01:39,160
What something good
that can happen?

1205
01:01:39,160 --> 01:01:40,300
You get up to the plate.

1206
01:01:40,300 --> 01:01:40,990
You hit the ball.

1207
01:01:40,990 --> 01:01:42,040
It goes over the fence.

1208
01:01:42,040 --> 01:01:46,720
And you get to run
around and stuff.

1209
01:01:46,720 --> 01:01:49,750
Well what were you doing
just before?

1210
01:01:49,750 --> 01:01:52,770
Well, you know, maybe you
wiped off your shoes or

1211
01:01:52,770 --> 01:01:54,330
something like that.

1212
01:01:54,330 --> 01:01:58,590
So next time you come
up to the plate, you

1213
01:01:58,590 --> 01:02:00,090
wipe off your shoes.

1214
01:02:00,090 --> 01:02:02,170
Don't think anything about it.

1215
01:02:02,170 --> 01:02:04,510
Pretty soon you're doing
this all the time.

1216
01:02:04,510 --> 01:02:07,350
Some sports writer ask you, you
know, how come you wipe

1217
01:02:07,350 --> 01:02:08,660
off the shoes every time?

1218
01:02:08,660 --> 01:02:10,950
The plate's slippery or
some story like that.

1219
01:02:10,950 --> 01:02:12,830
You got no idea why it is.

1220
01:02:12,830 --> 01:02:16,950
But it's probably been shaped
into place by the

1221
01:02:16,950 --> 01:02:22,100
contingencies of
reinforcement.

1222
01:02:22,100 --> 01:02:25,040
The second best place
to see this in my

1223
01:02:25,040 --> 01:02:29,300
experience is at exams.

1224
01:02:29,300 --> 01:02:30,940
Look around at exams perhaps.

1225
01:02:30,940 --> 01:02:34,690
Look at yourself at exams and
say, look at those three

1226
01:02:34,690 --> 01:02:37,250
neatly lined up pencils.

1227
01:02:37,250 --> 01:02:40,650
Points exactly lined up there.

1228
01:02:40,650 --> 01:02:44,490
The coke has to be exactly to
the left of the test paper,

1229
01:02:44,490 --> 01:02:47,830
and the snickers bar has
to be right there yeah.

1230
01:02:47,830 --> 01:02:50,570
You know, or I'm
going to flunk.

1231
01:02:50,570 --> 01:02:51,950
AUDIENCE: [LAUGHTER]

1232
01:02:51,950 --> 01:02:57,400
PROFESSOR: Again, if you're
asked about it, the answers oh

1233
01:02:57,400 --> 01:02:59,220
I don't know it just makes
me feel comfortable or

1234
01:02:59,220 --> 01:03:00,110
something like that.

1235
01:03:00,110 --> 01:03:03,760
But it's again sort of
superstitious behavior perhaps

1236
01:03:03,760 --> 01:03:07,860
shaped into place by this
sort of this Law of

1237
01:03:07,860 --> 01:03:11,950
Effect kind of work.

1238
01:03:17,440 --> 01:03:20,430
Let me say a bit more about how
this applies out in the

1239
01:03:20,430 --> 01:03:21,750
real world.

1240
01:03:21,750 --> 01:03:26,720
Schedules of reinforcement are
the sorts of things that we do

1241
01:03:26,720 --> 01:03:28,170
to ourselves all the time.

1242
01:03:28,170 --> 01:03:29,700
For example in child rearing.

1243
01:03:29,700 --> 01:03:32,120
Is that actually the next
example on the handout maybe?

1244
01:03:32,120 --> 01:03:33,750
Yeah it says something about
parents and children.

1245
01:03:42,540 --> 01:03:47,380
Suppose that you were a little
kid, which you once upon a

1246
01:03:47,380 --> 01:03:48,850
time you were.

1247
01:03:48,850 --> 01:03:52,610
and you want a cookie.

1248
01:03:52,610 --> 01:03:55,170
So you say, can I
have a cookie?

1249
01:03:55,170 --> 01:03:57,330
And your mom gives
you a cookie.

1250
01:03:57,330 --> 01:03:58,730
And that's good.

1251
01:03:58,730 --> 01:04:02,250
The next time you say, can I
have a cookie, and it's just

1252
01:04:02,250 --> 01:04:03,530
before dinner , SO
SHE says no.

1253
01:04:03,530 --> 01:04:05,400
So what do you?

1254
01:04:05,400 --> 01:04:07,650
Well maybe you extinguish the
behavior immediately.

1255
01:04:07,650 --> 01:04:09,840
And you're a perfect model
child, and you end up at, you

1256
01:04:09,840 --> 01:04:12,750
know, like MIT or
something like.

1257
01:04:12,750 --> 01:04:15,690
Can I have a cookie?

1258
01:04:15,690 --> 01:04:17,500
Please can I have a cookie?

1259
01:04:17,500 --> 01:04:19,450
Pretty please can
I have a cookie?

1260
01:04:19,450 --> 01:04:22,290
Eventually your mom will say,
oh here have a cookie right.

1261
01:04:22,290 --> 01:04:23,370
All right so what
have you done?

1262
01:04:23,370 --> 01:04:27,260
We now moved you from an FR1
to an FR something else, or

1263
01:04:27,260 --> 01:04:30,100
actually it's probably a VR
schedule of some sort.

1264
01:04:30,100 --> 01:04:32,590
So now you're going to be
emitting cookie behavior at a

1265
01:04:32,590 --> 01:04:35,120
much more rapid right.

1266
01:04:35,120 --> 01:04:35,730
Can I have a cookie?

1267
01:04:35,730 --> 01:04:36,330
Can I have a cookie?

1268
01:04:36,330 --> 01:04:37,140
Please can I have a cookie?

1269
01:04:37,140 --> 01:04:37,710
I want a cookie.

1270
01:04:37,710 --> 01:04:38,890
I want a cookie right now.

1271
01:04:38,890 --> 01:04:41,690
AUDIENCE: [LAUGHTER]

1272
01:04:41,690 --> 01:04:43,140
PROFESSOR: Eventually, you
know, your parents

1273
01:04:43,140 --> 01:04:43,880
get tired of this.

1274
01:04:43,880 --> 01:04:46,870
They decide they're going
to cut you off here.

1275
01:04:46,870 --> 01:04:48,420
But you're now up
here somewhere.

1276
01:04:48,420 --> 01:04:51,050
How's that extinction
curve look?

1277
01:04:51,050 --> 01:04:54,380
Oh man, it goes out to about,
you know, age 23 or

1278
01:04:54,380 --> 01:04:55,436
something like that.

1279
01:04:55,436 --> 01:04:56,350
AUDIENCE: [LAUGHTER]

1280
01:04:56,350 --> 01:04:59,390
PROFESSOR: Plus parents
are not good at this.

1281
01:04:59,390 --> 01:05:01,470
So what you do is can
I have a cookie?

1282
01:05:01,470 --> 01:05:01,950
Can I have a cookie?

1283
01:05:01,950 --> 01:05:02,560
Can I have a cookie?

1284
01:05:02,560 --> 01:05:03,420
Can I have a cookie?

1285
01:05:03,420 --> 01:05:04,600
I really want a cookie.

1286
01:05:04,600 --> 01:05:06,260
OK have a cookie.

1287
01:05:06,260 --> 01:05:06,620
OK.

1288
01:05:06,620 --> 01:05:11,730
So now we're on VR 2064
kind of schedule.

1289
01:05:11,730 --> 01:05:14,400
And everybody's going nuts.

1290
01:05:14,400 --> 01:05:17,420
The other place you see a
similar sort of example is

1291
01:05:17,420 --> 01:05:18,460
sleeping through the night.

1292
01:05:18,460 --> 01:05:20,840
The kid cries right.

1293
01:05:20,840 --> 01:05:21,880
You go and comfort the kid.

1294
01:05:21,880 --> 01:05:23,760
Put the kid back down
go to sleep.

1295
01:05:23,760 --> 01:05:26,080
Eventually you decide this
little monster needs to sleep

1296
01:05:26,080 --> 01:05:27,840
through the night, because
like I need to

1297
01:05:27,840 --> 01:05:29,050
sleep through the night.

1298
01:05:29,050 --> 01:05:35,200
So I'm going to not get
up when he cries.

1299
01:05:35,200 --> 01:05:39,500
He's crying, I can't sleep.

1300
01:05:39,500 --> 01:05:41,120
Crying for like an hour.

1301
01:05:41,120 --> 01:05:43,520
AUDIENCE: [LAUGHTER]

1302
01:05:43,520 --> 01:05:45,970
PROFESSOR: Oh maybe
just this time.

1303
01:05:45,970 --> 01:05:46,390
All right.

1304
01:05:46,390 --> 01:05:48,970
Now you've rewarded him for
crying for an hour, rather

1305
01:05:48,970 --> 01:05:51,770
than for crying for a
couple of seconds.

1306
01:05:51,770 --> 01:05:56,590
And again you end up with a
similar sort of problem.

1307
01:05:56,590 --> 01:05:59,240
My eldest actually had
this to an absolute

1308
01:05:59,240 --> 01:06:00,220
art when he was little.

1309
01:06:00,220 --> 01:06:01,440
Of course he didn't
know it again.

1310
01:06:01,440 --> 01:06:03,880
Because all nice unconscious
and reflexive stuff.

1311
01:06:03,880 --> 01:06:09,290
He came into the world built so
that if he cried for more

1312
01:06:09,290 --> 01:06:11,170
than a few minutes,
he also threw up.

1313
01:06:11,170 --> 01:06:12,600
AUDIENCE: [LAUGHTER]

1314
01:06:12,600 --> 01:06:12,900
PROFESSOR: All right.

1315
01:06:12,900 --> 01:06:15,070
So it's, you know, besides it's
time for him to sleep

1316
01:06:15,070 --> 01:06:15,590
through the night.

1317
01:06:15,590 --> 01:06:18,930
He's crying you're saying, oh
man if he doesn't go back to

1318
01:06:18,930 --> 01:06:23,260
sleep in a second not only am
I going to go nuts, but I'm

1319
01:06:23,260 --> 01:06:26,590
going to have to do
the laundry again.

1320
01:06:26,590 --> 01:06:30,400
But if I reward him then.

1321
01:06:30,400 --> 01:06:35,070
I don't think they've sleep
through the night yet.

1322
01:06:35,070 --> 01:06:38,890
Is this encouraging yet?

1323
01:06:38,890 --> 01:06:40,590
Mara is getting so
depressed there.

1324
01:06:43,390 --> 01:06:45,890
All right that you're
not babies anymore.

1325
01:06:45,890 --> 01:06:49,500
Let's give an example of the
relevance of this that might

1326
01:06:49,500 --> 01:06:54,260
have something to do closer
to adult behavior.

1327
01:06:54,260 --> 01:06:56,710
One of the interesting realms
where these schedules of

1328
01:06:56,710 --> 01:07:00,580
reinforcement may have an
unintentional, well none of it

1329
01:07:00,580 --> 01:07:03,650
has intention to it, an
unfortunate negative

1330
01:07:03,650 --> 01:07:09,830
consequence is a phenomenon
known in at least in the

1331
01:07:09,830 --> 01:07:14,750
research on sexual behavior
as getting to yes.

1332
01:07:14,750 --> 01:07:16,300
What is this about?

1333
01:07:16,300 --> 01:07:24,430
Typically in heterosexual
relationships the request,

1334
01:07:24,430 --> 01:07:29,410
verbal or otherwise, for some
sort of positive reinforcement

1335
01:07:29,410 --> 01:07:33,720
of a sexual nature comes from
the guy and is delivered to

1336
01:07:33,720 --> 01:07:36,100
the woman in some fashion.

1337
01:07:36,100 --> 01:07:41,040
Typically that request, verbal
or otherwise, is

1338
01:07:41,040 --> 01:07:43,850
met with a no initially.

1339
01:07:43,850 --> 01:07:48,380
If the relationship develops
over time of course,

1340
01:07:48,380 --> 01:07:51,880
eventually odds are that
there will be a yes.

1341
01:07:51,880 --> 01:07:53,040
Well what does that
sound like?

1342
01:07:53,040 --> 01:07:56,950
That some sort of a variable
schedule of reinforcement.

1343
01:07:56,950 --> 01:07:59,180
Oh why might that be the case?

1344
01:07:59,180 --> 01:08:00,890
We'll talk about this more
later in the term.

1345
01:08:00,890 --> 01:08:06,270
But there is interesting
evidence that guys are not

1346
01:08:06,270 --> 01:08:09,830
some, you know, unbridal
bag of hormones

1347
01:08:09,830 --> 01:08:10,380
AUDIENCE: [LAUGHTER]

1348
01:08:10,380 --> 01:08:13,820
PROFESSOR: But that they
actually fall in love faster

1349
01:08:13,820 --> 01:08:16,160
than women do.

1350
01:08:16,160 --> 01:08:21,440
So, you know, it's the Romeo
and Juliet thing right.

1351
01:08:21,440 --> 01:08:25,320
You know, he's allegedly
in love with Rosalind.

1352
01:08:25,320 --> 01:08:30,950
He goes and see Juliet, and two
seconds later it's oh she

1353
01:08:30,950 --> 01:08:32,940
doth teaches the torches
to burn bright and all

1354
01:08:32,940 --> 01:08:34,190
that sort of stuff.

1355
01:08:34,190 --> 01:08:35,390
Woo, he's gone.

1356
01:08:35,390 --> 01:08:36,490
AUDIENCE: [LAUGHTER]

1357
01:08:36,490 --> 01:08:40,240
PROFESSOR: And when he walks
out of the party later, and

1358
01:08:40,240 --> 01:08:43,080
meets his friend the
psychologist who does a survey

1359
01:08:43,080 --> 01:08:45,340
kind of thing.

1360
01:08:45,340 --> 01:08:49,620
He will report he feels
like he's in love.

1361
01:08:49,620 --> 01:08:51,640
And I don't know what
yet, Juliet may

1362
01:08:51,640 --> 01:08:52,820
be a different example.

1363
01:08:52,820 --> 01:08:54,820
I mean they all end up dead
and things like that.

1364
01:08:54,820 --> 01:09:01,710
But typically sheet will be
slower to report that she

1365
01:09:01,710 --> 01:09:03,980
feels like she's in love.

1366
01:09:03,980 --> 01:09:07,430
So he's sitting there saying,
you know, I'm in love and I'm

1367
01:09:07,430 --> 01:09:08,790
going to be with her forever.

1368
01:09:08,790 --> 01:09:11,100
And if I'm going to be with her
forever, there's certain

1369
01:09:11,100 --> 01:09:14,810
things that we might
be interested in.

1370
01:09:14,810 --> 01:09:17,650
And she's saying, I just met him
five minutes ago, I mean

1371
01:09:17,650 --> 01:09:19,280
what is this about?

1372
01:09:19,280 --> 01:09:20,760
AUDIENCE: [LAUGHTER]

1373
01:09:20,760 --> 01:09:21,280
PROFESSOR: Anyway.

1374
01:09:21,280 --> 01:09:26,980
The result is some sort of a
variable ratio schedule of

1375
01:09:26,980 --> 01:09:28,030
reinforcement.

1376
01:09:28,030 --> 01:09:33,610
And in most cases this works
itself out just fine.

1377
01:09:33,610 --> 01:09:36,690
But suppose the relationship
doesn't go particularly well.

1378
01:09:36,690 --> 01:09:39,050
Suppose for example --

1379
01:09:39,050 --> 01:09:41,880
well where's my extinction
curve?

1380
01:09:41,880 --> 01:09:43,100
Here's a good extension curve.

1381
01:09:43,100 --> 01:09:44,970
So you're up here somewhere on
this variable variable ratio

1382
01:09:44,970 --> 01:09:47,120
schedule of reinforcement.

1383
01:09:47,120 --> 01:09:51,290
And let's say she decides that
this is not a relationship

1384
01:09:51,290 --> 01:09:54,040
that she's interested
in anymore.

1385
01:09:54,040 --> 01:10:01,280
It takes him now an extremely
long time potentially to get

1386
01:10:01,280 --> 01:10:07,570
the hint and stop, you know,
pressing that key in the

1387
01:10:07,570 --> 01:10:09,500
Skinner box.

1388
01:10:09,500 --> 01:10:14,240
And we'll talk later about
the ambiguous nature of

1389
01:10:14,240 --> 01:10:16,340
communications in this regard.

1390
01:10:16,340 --> 01:10:18,760
If he's not sure whether she
is saying yes or no or

1391
01:10:18,760 --> 01:10:20,720
whatever, you can end
up in trouble.

1392
01:10:20,720 --> 01:10:24,980
And this an example, you know,
where these sort of rules of

1393
01:10:24,980 --> 01:10:30,110
association learning suddenly
become relevant in behavior

1394
01:10:30,110 --> 01:10:33,840
that's much more complicated
than whether or not you're

1395
01:10:33,840 --> 01:10:38,330
pecking a response key
in a Skinner box.

1396
01:10:38,330 --> 01:10:43,520
It's that kind of application,
the possibility of going from

1397
01:10:43,520 --> 01:10:46,930
these very simple behaviors to
much more complicated, much

1398
01:10:46,930 --> 01:10:52,480
more richer behaviors that drove
what was the leading

1399
01:10:52,480 --> 01:10:55,560
school of psychology in the
first half the 20th century in

1400
01:10:55,560 --> 01:10:58,070
the US, which was known
as behaviorism.

1401
01:10:58,070 --> 01:11:03,230
Which was the doctrine that
basically said, look classical

1402
01:11:03,230 --> 01:11:05,250
conditioning, operant
conditioning, a couple other

1403
01:11:05,250 --> 01:11:10,440
bits, those are the
atoms of behavior.

1404
01:11:10,440 --> 01:11:14,760
And we can build up the
molecules and the rest of the

1405
01:11:14,760 --> 01:11:17,340
organism out of those atoms.

1406
01:11:17,340 --> 01:11:18,760
That's all we need.

1407
01:11:22,380 --> 01:11:25,100
So I put this quote from John
Watson who's the founder of

1408
01:11:25,100 --> 01:11:28,110
American behaviorism on there,
where he says, you know, we

1409
01:11:28,110 --> 01:11:30,140
can write a psychology.

1410
01:11:30,140 --> 01:11:32,550
Define it as the science
of behavior.

1411
01:11:32,550 --> 01:11:34,980
That was a move by
itself right.

1412
01:11:34,980 --> 01:11:39,110
No science of behavior and
mental life, or no signs of

1413
01:11:39,110 --> 01:11:40,700
human mental life
or something.

1414
01:11:40,700 --> 01:11:44,820
The science of behavior of
observable behavior, never go

1415
01:11:44,820 --> 01:11:46,150
back on our definition.

1416
01:11:46,150 --> 01:11:49,270
Never use terms like
consciousness, mental states,

1417
01:11:49,270 --> 01:11:51,590
mind, content and so on.

1418
01:11:51,590 --> 01:11:54,090
It can be done in terms of
habit formation, habit

1419
01:11:54,090 --> 01:11:56,970
integration, which are
terms for this sort

1420
01:11:56,970 --> 01:11:59,820
of association learning.

1421
01:11:59,820 --> 01:12:06,160
He is basically saying, that
look if you're taking

1422
01:12:06,160 --> 01:12:13,410
chemistry, and you go to the
chemistry prof and say, you

1423
01:12:13,410 --> 01:12:15,030
know, these elements
you've got here,

1424
01:12:15,030 --> 01:12:16,900
they're nice elements.

1425
01:12:16,900 --> 01:12:23,030
But I think I want another 16
kind of constructs to explain

1426
01:12:23,030 --> 01:12:24,960
what's going on here.

1427
01:12:24,960 --> 01:12:27,120
The chemistry professor's going
to look at you and say,

1428
01:12:27,120 --> 01:12:30,910
no sorry these are
the elements.

1429
01:12:30,910 --> 01:12:34,550
Everything can be built
out this stuff.

1430
01:12:34,550 --> 01:12:37,400
You don't like it you
got a problem.

1431
01:12:37,400 --> 01:12:40,230
And the behaviorists were saying
essentially the same

1432
01:12:40,230 --> 01:12:41,760
thing about psychology.

1433
01:12:41,760 --> 01:12:46,420
They thought that a very small
set of atoms in this case,

1434
01:12:46,420 --> 01:12:50,580
these Laws of Association,
were the elementary

1435
01:12:50,580 --> 01:12:53,960
properties, and you
could build up

1436
01:12:53,960 --> 01:12:56,220
everything out of that.

1437
01:12:56,220 --> 01:13:01,900
That carried with it a couple
of an interesting bits of

1438
01:13:01,900 --> 01:13:05,240
ideology that will recur
later in the course.

1439
01:13:05,240 --> 01:13:08,420
One of them was the idea that
you were basically an

1440
01:13:08,420 --> 01:13:09,690
association engine.

1441
01:13:09,690 --> 01:13:11,660
You were there to learn
associations.

1442
01:13:11,660 --> 01:13:18,020
And that everything that was
worth knowing in psychology,

1443
01:13:18,020 --> 01:13:20,400
everything that was worth
studying in psychology, was

1444
01:13:20,400 --> 01:13:22,600
something that was learnable.

1445
01:13:22,600 --> 01:13:28,560
That it was not interesting
beyond, you know, for their

1446
01:13:28,560 --> 01:13:29,870
purposes kind of
trivial things.

1447
01:13:29,870 --> 01:13:35,500
Like you came with eyes
and not radar dishes.

1448
01:13:35,500 --> 01:13:38,360
You know beyond that sort of
thing, it was uninteresting

1449
01:13:38,360 --> 01:13:40,530
what nature had provided
to you.

1450
01:13:40,530 --> 01:13:46,510
Psychology was the effect of
what the interaction of the

1451
01:13:46,510 --> 01:13:50,325
environment and these
atoms of learning.

1452
01:13:50,325 --> 01:13:56,060
That Everybody was essentially
identical until

1453
01:13:56,060 --> 01:13:57,290
this learning started.

1454
01:13:57,290 --> 01:14:00,620
And what got you to MIT was
the contingencies of

1455
01:14:00,620 --> 01:14:05,750
reinforcement over the prior
18 years of your life.

1456
01:14:05,750 --> 01:14:11,850
This resonated with a certain
democratic current in American

1457
01:14:11,850 --> 01:14:15,130
political thought.

1458
01:14:15,130 --> 01:14:19,000
In sort of, you know, grade
school civics lessons form.

1459
01:14:19,000 --> 01:14:21,270
This was the doctrine
that anybody could

1460
01:14:21,270 --> 01:14:23,350
grow up to be president.

1461
01:14:23,350 --> 01:14:29,620
You didn't actually have to
be a Bush to be president.

1462
01:14:29,620 --> 01:14:30,710
Anybody could be president.

1463
01:14:30,710 --> 01:14:36,470
What was important was how the
environment shaped you.

1464
01:14:36,470 --> 01:14:41,860
That's a doctrine in its
strongest form known as

1465
01:14:41,860 --> 01:14:43,110
empiricism.

1466
01:14:46,630 --> 01:14:48,760
That look about right?

1467
01:14:48,760 --> 01:14:49,450
OK.

1468
01:14:49,450 --> 01:15:00,580
The opposite pole is nativism,
the notion that your genetic

1469
01:15:00,580 --> 01:15:05,770
innate endowment is
determinitive.

1470
01:15:05,770 --> 01:15:11,800
And that you're here, because
you were born with, you know,

1471
01:15:11,800 --> 01:15:15,680
you've got the gene for calculus
in there somewhere.

1472
01:15:15,680 --> 01:15:18,470
Some of you may have now decided
you lost it somewhere.

1473
01:15:18,470 --> 01:15:23,310
But you had once upon a time.

1474
01:15:23,310 --> 01:15:29,480
So the notion here is what the
behaviorist thought was they

1475
01:15:29,480 --> 01:15:31,940
were strongly weighted towards
this empiricist,

1476
01:15:31,940 --> 01:15:38,770
environmentally driven
side of things.

1477
01:15:38,770 --> 01:15:39,650
In a couple of minutes.

1478
01:15:39,650 --> 01:15:42,100
Why am I using the past tense?

1479
01:15:42,100 --> 01:15:44,450
Why aren't we all behaviorists
now?

1480
01:15:44,450 --> 01:15:47,780
There are a number of reasons.

1481
01:15:47,780 --> 01:15:51,690
I suppose the broadest reason is
a course like this is full

1482
01:15:51,690 --> 01:15:54,590
of, you know, on the one
hand position on the

1483
01:15:54,590 --> 01:15:55,200
other hand, you know.

1484
01:15:55,200 --> 01:15:56,720
Empiricism and nativism.

1485
01:15:56,720 --> 01:15:59,070
And I'll give you a
hint for the exam.

1486
01:15:59,070 --> 01:16:02,260
The answer always turns
out to be both right.

1487
01:16:02,260 --> 01:16:05,740
The extreme positions, the
extreme theoretical positions

1488
01:16:05,740 --> 01:16:08,630
in psychology never seem
to quite work out.

1489
01:16:08,630 --> 01:16:12,330
But sort of less trivially.

1490
01:16:20,170 --> 01:16:25,070
The basics of association
learning theory are absolutely

1491
01:16:25,070 --> 01:16:27,230
worth a lecture in
this course.

1492
01:16:27,230 --> 01:16:29,590
And absolutely worth
chapter 4.

1493
01:16:29,590 --> 01:16:32,380
And you'll find on the handouts,
you know, guide for

1494
01:16:32,380 --> 01:16:35,740
reading in chapter 4.

1495
01:16:35,740 --> 01:16:39,520
But they're not all
of psychology.

1496
01:16:39,520 --> 01:16:45,180
Watson's statement says, you
know, we can build a science

1497
01:16:45,180 --> 01:16:48,080
of behavior without ever talking
about, you know,

1498
01:16:48,080 --> 01:16:50,730
consciousness for example.

1499
01:16:50,730 --> 01:16:53,800
But, you know, that's an
interesting topic.

1500
01:16:53,800 --> 01:17:01,620
And if I want to know about it,
I don't want to be told by

1501
01:17:01,620 --> 01:17:04,810
the field's idealogues
that it's not a

1502
01:17:04,810 --> 01:17:07,870
legitimate area of inquiry.

1503
01:17:07,870 --> 01:17:16,430
I don't want to be told that the
feeling aspect of emotion

1504
01:17:16,430 --> 01:17:20,870
is not a legitimate topic
of psychology.

1505
01:17:20,870 --> 01:17:22,820
And that the only thing we can
do is, you know, observe how

1506
01:17:22,820 --> 01:17:26,180
many tears are coming out,
something like that.

1507
01:17:26,180 --> 01:17:29,320
It proved to be an incomplete
psychology.

1508
01:17:29,320 --> 01:17:29,510
In.

1509
01:17:29,510 --> 01:17:33,030
The same way I should say,
that the occupants of the

1510
01:17:33,030 --> 01:17:38,280
nativist poll at the moment are
the most dogmatic of the

1511
01:17:38,280 --> 01:17:40,170
evolutionary psychologists.

1512
01:17:40,170 --> 01:17:43,880
Evolution has wonderful
explanatory power in

1513
01:17:43,880 --> 01:17:44,680
psychology.

1514
01:17:44,680 --> 01:17:48,220
But evolution is not itself
a psychology.

1515
01:17:48,220 --> 01:17:50,470
It's not a complete psychology
by itself.

1516
01:17:50,470 --> 01:17:52,830
It doesn't give you
the richness of

1517
01:17:52,830 --> 01:17:58,420
the field as a whole.

1518
01:17:58,420 --> 01:18:01,440
Another important reason we're
not all behaviorist is it

1519
01:18:01,440 --> 01:18:06,530
turns out to be somewhere
between uninteresting and

1520
01:18:06,530 --> 01:18:12,490
wrong to argue that everything
that was of

1521
01:18:12,490 --> 01:18:14,920
interest was learnable.

1522
01:18:14,920 --> 01:18:17,750
Language, we'll see later in
the course, is an example.

1523
01:18:17,750 --> 01:18:19,710
Course you learn the language
that you speak.

1524
01:18:19,710 --> 01:18:22,890
But you learned it because you
had a brain that was built to

1525
01:18:22,890 --> 01:18:24,610
learn a language.

1526
01:18:24,610 --> 01:18:30,210
And that innate endowment,
that language learning

1527
01:18:30,210 --> 01:18:33,370
endowment, is worth study
in its own right.

1528
01:18:33,370 --> 01:18:34,890
And that wasn't something
that fit into

1529
01:18:34,890 --> 01:18:37,460
the behaviorist program.

1530
01:18:37,460 --> 01:18:41,540
So that's why you're not
a behaviorist now.

1531
01:18:41,540 --> 01:18:43,620
But even if you're not a
behaviorist, you still want to

1532
01:18:43,620 --> 01:18:46,340
read chapter 4.