Warm UpWarm Up

Set up new table of contents/title Set up new table of contents/title page - page 1page - page 1

Page 2- Page 2- Warm UpWarm Up Think of 3 things you have learned Think of 3 things you have learned

to hate and write down why you to hate and write down why you hate it/them. What stimuli has to be hate it/them. What stimuli has to be present for you to hate it/them and present for you to hate it/them and what is your response to that stimuliwhat is your response to that stimuli

Chapter 8 pt. 1: Learning Chapter 8 pt. 1: Learning and Classical Conditioningand Classical Conditioning

How Do We Learn?How Do We Learn?Learning is defined as a Learning is defined as a relatively relatively

permanent change in an permanent change in an organism’s behavior due to organism’s behavior due to experienceexperience (nurture). (nurture).

Most learning is Most learning is associative associative learning:learning: learning that certain learning that certain events occur togetherevents occur together. .

There are 3 main types of Learning:There are 3 main types of Learning:1. 1. Classical ConditioningClassical Conditioning 2. 2. Operant ConditioningOperant Conditioning3. 3. Observational LearningObservational Learning

All Living Animals Learn All Living Animals Learn Through AssociationThrough Association

Behaviorism focuses on Behaviorism focuses on LearningLearning

John WatsonJohn Watson is generally considered the is generally considered the father of father of behaviorismbehaviorism..

Behaviorism focused on:Behaviorism focused on:

1.1. Making psychology an Making psychology an objective objective sciencescience

2.2. Studying behavior without Studying behavior without reference to mental processesreference to mental processes (early behaviorists like Watson (early behaviorists like Watson will ignore cognition but most will ignore cognition but most recognize its importance today.)recognize its importance today.)

John Watson: the Father of John Watson: the Father of BehaviorismBehaviorism

Focused Focused on on external external behaviorbehavior

Believed Believed Nurture Nurture was was more more importanimportant than t than naturenature..

Give me a dozen healthy infants, well-formed, and my own

specified world to bring them up in

and I'll guarantee to take any one at

random and train him to become any type of specialist I

might select – doctor, lawyer,

artist, merchant-chief and, yes, even

beggar-man and thief….

Type of Learning 1: Classical Type of Learning 1: Classical Conditioning (Pavlovian Conditioning)Conditioning (Pavlovian Conditioning)

Terms you must understand:Terms you must understand:1.1. UnconditionedUnconditioned means it is unlearned means it is unlearned

and comes naturally.and comes naturally. Ex:Ex: salivating salivating when presented with food. when presented with food.

2.2. ConditionedConditioned means it is learned and means it is learned and the response does not come naturallythe response does not come naturally. . Ex:Ex: getting up when school bell rings. getting up when school bell rings.

3.3. Response:Response: is a behavior done in is a behavior done in response to the stimulus, like response to the stimulus, like salivatingsalivating..

4.4. Stimulus:Stimulus: external thing that may external thing that may cause a behavior like a bell or foodcause a behavior like a bell or food. .

Father of Classical Father of Classical Conditioning is Ivan PavlovConditioning is Ivan Pavlov

Russian physician/ Russian physician/ neurophysiologistneurophysiologist

Was Was studying studying digestive enzymes in digestive enzymes in dogs when he dogs when he accidentally realized accidentally realized the importance of the importance of associative learningassociative learning which would which would consume his research consume his research for rest of his life.for rest of his life.

Classical ConditioningClassical Conditioning (Pavlovian Conditioning) (Pavlovian Conditioning)

Classical ConditioningClassical Conditioning is a type of is a type of learning in which an organism learning in which an organism comes to associate stimulicomes to associate stimuli. Ex: tone . Ex: tone and food.and food.

Begins with a reflex which is Begins with a reflex which is unconditioned (unlearned)unconditioned (unlearned)

A A Neutral StimulusNeutral Stimulus is paired with a is paired with a stimulus that evokes the reflex.stimulus that evokes the reflex.

Eventually the Eventually the neutral stimulus alone neutral stimulus alone will come to evoke the reflexwill come to evoke the reflex. .

Pavlov’s Classic Pavlov’s Classic ExperimentExperiment

Dog in Pavlov’s ApparatusDog in Pavlov’s Apparatus

Pavlov took an untrained dog in a Pavlov took an untrained dog in a harness. Pavlov sounded a tone at harness. Pavlov sounded a tone at certain intervals and every time certain intervals and every time the tone sounded he gave the dog the tone sounded he gave the dog food. The dog salivated when given food. The dog salivated when given the food. After several intervals, the food. After several intervals, Pavlov would sound the tone and Pavlov would sound the tone and the dog would salivate even before the dog would salivate even before the food was given to him.the food was given to him.

BEFORE CONDITIONING

During ConditioningDuring Conditioning

After ConditioningAfter Conditioning

The process leading up to this is known as acquisition

Components of Classical Components of Classical ConditioningConditioning

Unconditioned Stimulus (UCS)Unconditioned Stimulus (UCS)effective stimulus that effective stimulus that

unconditionally-automatically and unconditionally-automatically and naturally- triggers a responsenaturally- triggers a response

Food in mouthFood in mouthUnconditioned Response (UCR)Unconditioned Response (UCR)

unlearned, naturally occurring unlearned, naturally occurring automatic response to the automatic response to the unconditioned stimulusunconditioned stimulussalivation when food is in the mouth salivation when food is in the mouth

Components of Classical Components of Classical ConditioningConditioning

Conditioned Stimulus (CS)Conditioned Stimulus (CS)previously neutral stimulus that, after previously neutral stimulus that, after

association with an unconditioned association with an unconditioned stimulus, stimulus, comes to trigger a comes to trigger a conditioned responseconditioned response

ToneTone Conditioned Response (CR)Conditioned Response (CR)

learned response to a previously learned response to a previously neutral conditioned stimulusneutral conditioned stimulus

Salivating to the toneSalivating to the tone

An experimenter sounds a An experimenter sounds a tone just before delivering an tone just before delivering an air puff to your eye. After air puff to your eye. After several repetitions, you blink several repetitions, you blink to the tone alone.to the tone alone.UCSUCSUCRUCRCSCSCRCR

Other Terms Pavlov Used To Other Terms Pavlov Used To Describe Process of Describe Process of

ConditioningConditioning

1. Acquisition 1. Acquisition

2. Extinction2. Extinction

3. Spontaneous Recovery3. Spontaneous Recovery

4. Generalization 4. Generalization

5. Discrimination5. Discrimination

Acquisition and ExtinctionAcquisition and ExtinctionAcquisition:Acquisition: the initial stage of the initial stage of learning, during which a learning, during which a response is established and response is established and gradually strengthenedgradually strengthened..

When a neutral stimulus causes a When a neutral stimulus causes a conditioned response.conditioned response.

Tone = SalivationTone = Salivation

Extinction: Extinction: the diminishing of a the diminishing of a conditioned response.conditioned response. When When bell no longer makes dog salivate.bell no longer makes dog salivate.

Spontaneous RecoverySpontaneous RecoverySpontaneous RecoverySpontaneous Recovery refers refers

to the reappearanceto the reappearance, after a , after a rest period, of an extinguished rest period, of an extinguished conditioned response.conditioned response.

Generalization vs. Generalization vs. DiscriminationDiscrimination

Generalization:Generalization: tendency for a tendency for a stimuli similar to CS to evoke stimuli similar to CS to evoke similar responsessimilar responses. . Ex:Ex: doesn’t have doesn’t have to be same tone to make dog’s to be same tone to make dog’s salivate…they generalize.salivate…they generalize.

Discrimination:Discrimination: the ability to the ability to distinguish between a CS and other distinguish between a CS and other stimuli that do not signal an UCS.stimuli that do not signal an UCS.

Ex:Ex: dogs wouldn’t salivate to a dogs wouldn’t salivate to a whistle since it was too different from whistle since it was too different from the tone.the tone.

Effectiveness of Proper Effectiveness of Proper ConditioningConditioning

Conditioning works best when a Conditioning works best when a Conditioned Stimulus is presented Conditioned Stimulus is presented before a Unconditioned Stimulus before a Unconditioned Stimulus which is called which is called forward forward conditioningconditioning

Why do you think Why do you think backwards backwards conditioningconditioning (when Unconditioned (when Unconditioned stimulus is presented before stimulus is presented before conditioned stimulus) is usually conditioned stimulus) is usually ineffective? ineffective?

Other Examples of Classical Other Examples of Classical ConditioningConditioning

John WatsonJohn Watson conducted the conducted the Little AlbertLittle Albert study in 1920 in study in 1920 in which he attempted to modify the which he attempted to modify the behavior of a 9 month old infant. behavior of a 9 month old infant. Started with white rat which Started with white rat which infant originally did not fear. infant originally did not fear.

After experiment, Little Albert After experiment, Little Albert feared white rats, rabbits, feared white rats, rabbits, Santa Claus, cotton wool, etcSanta Claus, cotton wool, etc..

Generalization: Generalization:

                                               

    

Other Examples of Classical Other Examples of Classical ConditioningConditioning

UCS(passionate kiss) UCR

(sexualarousal)

CS(onionbreath)

CS(onion breath) CR

(sexualarousal)

UCS(passionate Kiss) UCR

(sexualarousal)

Other Examples of Classical Other Examples of Classical Conditioning: Nausea in Cancer Conditioning: Nausea in Cancer

PatientsPatientsUCS(drug)

UCR(nausea)

CS(waiting room)

CS(waitingroom) CR

(nausea)

UCS(drug)

UCR(nausea)

Criticism of Old School Criticism of Old School Behaviorists: They Ignore Behaviorists: They Ignore

CognitionCognition Studies proved that Studies proved that subjects attitudes subjects attitudes

did matter when attempting to create did matter when attempting to create conditioned responses in themconditioned responses in them. .

Ex:Ex: ½ told that being conditioned was ½ told that being conditioned was wise, sensible, and intelligent while wise, sensible, and intelligent while other half was told the other half was told the reverse….reverse….positive instructions positive instructions assisted conditioning while assisted conditioning while negative instructions undermined negative instructions undermined the processthe process

DrugsDrugs

Criticism of Old School Behaviorists: Criticism of Old School Behaviorists: They Ignore Biological PredispositionsThey Ignore Biological Predispositions

Watson and Pavlov believed any animal Watson and Pavlov believed any animal (including humans) could be conditioned (including humans) could be conditioned where ANY neutral stimulus paired with a where ANY neutral stimulus paired with a unconditioned stimulus could easily unconditioned stimulus could easily produce a conditioned response. produce a conditioned response.

Proved wrong by Proved wrong by taste aversion studiestaste aversion studies Biology influences learning Biology influences learning Conditioning occurs easier with some Conditioning occurs easier with some

stimuli than othersstimuli than others The response does not have to follow the The response does not have to follow the

stimuli immediatelystimuli immediately

The biological predispositions of The biological predispositions of each species dispose it each species dispose it to learn to learn the particular associations the particular associations that enhance its survivalthat enhance its survival

Garcia’s Taste Aversion Garcia’s Taste Aversion StudiesStudies

Set up experiment with rats. Set up experiment with rats. Exposed them to sights, sounds, and Exposed them to sights, sounds, and tastes (CS) and later also tastes (CS) and later also gave gave them radiation or drugs that led them radiation or drugs that led to nausea and vomiting (UCR). to nausea and vomiting (UCR).

Even if sickened hours later, rats Even if sickened hours later, rats avoided the particular flavor of water avoided the particular flavor of water but did NOT develop aversions to the but did NOT develop aversions to the sights or sounds. sights or sounds.

Taste Aversion became known as Taste Aversion became known as the “Garcia Effect.”the “Garcia Effect.”

Importance of Taste Aversion Importance of Taste Aversion StudiesStudies

1.) 1.) Violated behaviorists principle Violated behaviorists principle that any stimulus could serve as a that any stimulus could serve as a CS.CS.

Flowers Flowers

2.) Shows that nature prepares the 2.) Shows that nature prepares the members of each species to learn those members of each species to learn those things crucial to their things crucial to their survival.survival.

3.) Are exceptions to classical 3.) Are exceptions to classical conditioning rules: conditioning rules: UCS does not UCS does not always have to follow CS always have to follow CS immediatelyimmediately. .

Some Real World Some Real World Applications of Classical Applications of Classical

ConditioningConditioning1.  1.  Crack cocaine users feel craving Crack cocaine users feel craving when they encounter cues when they encounter cues associated with highsassociated with highs (people, (people, places, etc). So drug and rehab places, etc). So drug and rehab counselors advise them to steer clear counselors advise them to steer clear of these places and people…make new of these places and people…make new friends, move. friends, move.

2.  2.  Alcohol with drug that induces Alcohol with drug that induces vomiting cut down drinking.vomiting cut down drinking.

Classical conditioning is especially Classical conditioning is especially useful for understanding which one useful for understanding which one of the following examples of of the following examples of learning?learning?1.1.A dog that has learned to “sit” for a A dog that has learned to “sit” for a

food rewardfood reward2.2.A psych student who is learning how A psych student who is learning how

memory worksmemory works3.3.A child who, after a painful dental visit, A child who, after a painful dental visit,

has developed a fear of the dentisthas developed a fear of the dentist4.4.An executive who is afraid that she will An executive who is afraid that she will

lose her joblose her job

The responses in classical The responses in classical conditioning were originallyconditioning were originally1.1.Innate reflexesInnate reflexes

2.2.New behaviorsNew behaviors

3.3.Premeditated behaviorsPremeditated behaviors

4.4.Random actsRandom acts

– If you learned to fear electrical If you learned to fear electrical outlets after getting a painful outlets after getting a painful shock, what would be the CS?shock, what would be the CS?1.1.The electrical outletThe electrical outlet2.2.The painful shockThe painful shock3.3.The fearThe fear4.4.The time period between seeing The time period between seeing

the outlet and getting the shockthe outlet and getting the shock

Which of the following would be Which of the following would be most likely to be an most likely to be an unconditioned stimulus (UCS) unconditioned stimulus (UCS) involved in classical involved in classical conditioning?conditioning?1.1.FoodFood2.2.A flashing lightA flashing light3.3.MusicMusic4.4.MoneyMoney