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CLASSICAL CONDITIONING
Pavlov and Physiology
1. researched the digestive system
Ivan Pavlov
(1849-1936)
2. In one experiment, noticed that dog would
salivate at site of Pavlov or assistant even if
food was not being carried
a. salivation is part of digestion
b. salivation occurs naturally
3. Pavlov learned that receiving food can be conditioned
Association: pairing of information
OUTLINE OF CLASSICAL CONDITIONING
conditioned
response
stimulus
unconditioned
response
response
unconditioned
stimulus
unconditioned
stimulus
conditioned
stimulus
unconditioned
response
neutral stimulus
EMOTIONAL CONDITIONING
1. Can emotions be the result of association and learning?
John B. Watson
The “Father of Psychology”
1878-1958
“Little Albert” Experiment
An unexpected loud noise can make people startled.
2. Can a response spread from one stimulus to another?
3. Can the conditioned behavior permanent?
EMOTIONAL CONDITIONING
1. Can emotions be the result of association and learning?
John B. Watson
The “Father of Psychology”
1878-1958
“Little Albert” Experiment
An unexpected loud noise can make people startled.
2. Can a response spread from one stimulus to another?
3. Can the conditioned behavior permanent?
Yes: “Little Albert” was made to fear rats
Yes - Generalization: a response spreads from
one specific stimulus to another stimulus that
represents another
Probably not – extinction: loss of association
over time
spontaneous recovery: the sudden
reappearance of an extinction can occur
CLASSICAL CONDITIONING:
EVERDAY APPLICATIONS
ex: conditioned taste aversion
Biological Preparedness
Learning certain associations with few pairings for as a
survival skill.
EMOTIONAL CONDITIONING
Mary Cover Jones
1897-1987
Removal of Fears
Can you remove emotions or phobias?
YES -associating something pleasant with an anxiety
Phobias: INTENSE fear of situation
vicarious conditioning:
classical conditioning of reflex
response or emotion by
watching reaction of others.
OPERANT CONDITIONING
Behavior determined by our environment
BF Skinner
1904-1990
Skinner Boxes
Edward L. Thorndike
1874-1949
OUTLINE OF OPERANT CONDITIONING
response
How we learn from voluntary responses
responsereinforcement
OPERANT CONDITIONING PROCESSES
Primary Reinforcement
Necessary for psychological or physical survival
Secondary Reinforcement
Anything that represents a primary reinforcer
Positive Reinforcement Negative Reinforcement Punishment
Strengthens the
tendency to repeat a
response by following it
with something
pleasant
Strengthens the
tendency to repeat a
response by following it
with something
unpleasant
Weakens the tendency
to repeat a response by
following it with
unpleasant
consequences
OPERANT CONDITIONING PROCESSES
Generalization
A behavior that spreads from one situation to a similar one
Discrimination
Learning to tell the difference from one event to another.
Shaping Chaining
Refining a response by
reinforcing closer
approximations
Reinforcing the
connection between the
parts of a sequence
Extinction
General disappearance of a response
Schedules of Reinforcement
What is the proper frequency of reinforcement for long-lasting learning to take place?
SOCIAL LEARNING
Albert Bandura
(1925-
Observational Learning
Social Learning
Learning from the behavior of others
A form of social learning; subject observes and imitates behavior
of others
Bobo Doll Experiment
Can violence be learned via modeling?
Can violence learned be modified
through reinforcements and
punishments?
COGNITIVE PSYCHOLOGY AND LEARNING
Cognitive Approach
“there is no such thing as a ‘simple’ organism”
Study of learning that emphasizes abstract mental processes and previous knowledge
(cognitive = “knowledge-using”)
COMPLEXITIES OF LEARNING
Latent Learning
Rats without receiving reinforcement were learning, but not demonstrated.
EC Tolman
(1886-1959)
TOLMEN’S RAT MAZE
Does learning have to be observable (Behaviorism)?
Challenged by Tolman
Learning that is not obvious, but goes on under the surface.
KOHLER EXPERIMENTS
Innate Learning
instinct; used for problem-solving
Is all learning mechanical (Behaviorism?)
Challenged by Kohler
COMPLEXITIES OF LEARNING
Learned Helplessness
Tendency to fail to act to escape from a situation
because of a history of repeated past failures.
Dr. Martin
Seligman
(1942 - )
Seligman’s Dogs (1975)
FACTORS THAT INFLUENCE LEARNING
The Self
Intelligence
Past Experiences
Emotions
Motivation
Rewards and Punishments
Guidance and Feedback
Novelty
Learning takes place more readily when it matches your
self-concept.
You tend to relate what you see, hear and feel to past
experiences.
Intelligence is the sum of many specific abilities; how
you apply one (or more) influences your learning.
When you want to do it, you’ll learn faster.
Can help (enthusiasm)
or hurt (anxiety).
Rewards more effective than punishments;
best together.
Learning occurs more rapidly if
you are given shown or guided through process.
Dull routine interferes with learning;
unexpected factors add to learning experience.
Expectancies
Our ability to perform an action
and to get the desired reward.
Reinforcement Value
A preference for certain types of
reinforcements over others.