LEARNINGAN INTRODUCTION TO CLASSICAL AND OPERANT CONDITIONING

OBJECTIVE• I can explain how learning occurs.• I can explain how learning has impacted

my behavior.

• Essential Question: How does learning occur and shape my behavior?

TODAY’S LEARNING INTENTIONS• We are learning about different theories about how

humans learn to behave.

• We should be able to use key terms about learning to help explain a change in a person or animal’s behavior.

• This is because we want to be able to explain how our environment impacts our behavior.

WARM UPAGREE OR DISAGREE?

WHAT IS LEARNING?• A long term change in behavior that is based on our

experiences.

THE BIOLOGY OF LEARNING• In the brain, learning occurs as we build neural pathways

based on your new experiences. As you practice those skills/ideas/perceptions, those pathways are strengthened.

BONICA’S DOGS

PAVLOV’S DOGS• Pavlov was a Russian doctor studying the digestive

systems of dogs.• One day, he realized that the dogs would begin to salivate

before they actually had food in front of them.• He wondered, if the dogs could be taught to salivate

without the presence of food.

PAVLOV SIMUALATION• Play the simulation to see if you can get the Dog to

salivate without the presence of food.• Pavlov Simulation

PAVLOV’S DOGS• Pavlov began to ring a bell before bringing the Dogs’

dinner to them.• Dogs learned to associate the sound of the bell with the

anticipated food.• He found that after a few weeks, dogs began to salivate at

the mere sound of the bell.

BEFORE CONDITIONING• Neutral Stimulus: A naturally occurring event that does

not lead to a particular behavior. (The Bell)• Unconditioned Stimulus: A stimulus that leads to a

naturally occurring, reflexive response in the absence of learning. (The Food)

• Natural Response: An untrained or reflexive response to a stimulus in the absence of learning. (The Salvation)

CONDITIONING KEY TERMS• Paired Stimulus: The process of connecting a neutral

stimulus with that of an unconditioned stimulus. (Bell & Meat)

• Conditioned Response: The process of demonstrating an action associated with a new stimulus (salvation).

• Conditioned Stimulus: A new association between the neutral stimulus with the conditioned response.

CLASSICAL CONDITIONING• A type of learning in which one learns to link two or more

stimuli and anticipate events.

BABY ALBERT• Key Question: How does learning occur in humans

• Lil' Baby Albert Video

GENERALIZATION• Baby Albert began to generalize his fear of white rats to

other furry and white objects.• Generalization: The tendency to respond in the same way

to different but similar stimuli.

COMPLETING NOTES• Work for the next three minutes to complete your notes by…

• Checking with a neighbor to fill any pieces of information that you may have missed.

• Write study questions in the side box.

• Highlight any key terms.

• Circle key ideas.

• Write questionmarks next to any areas that you still don’t understand.

OPERANT CONDITIONING

• A type of learning in which behavior is strengthened or diminished based on the consequence of that behavior.

REINFORCEMENT

POSITIVE REINFORCEMENT

• Something positive is given.• Gold Star• Cookies• Compliment• Good Feelings• Happiness

NEGATIVE REINFORCEMENT

• Something negative is taken away.• No Homework• No Chores• Beeping in Car• Crying child

Reinforcement: A consequence that makes a behavior more likely to happen again.

WHEN REINFORCEMENT WORKS• Reinforcements work when they are…

• Immediate• Continually reinforced• Are intrinsically motivating

• Reinforcements can cause problems when they…• Rely too heavily on extrinsic rewards.• Are inconsistent

PUNISHMENTS

POSITIVE PUNISHMENTS• Giving an unpleasant

consequence.• Extra Chores• Traffic Ticket• Physical Pain

NEGATIVE PUNISHMENTS

• Taking away a pleasant consequence.• Detention• Cell Phone Taken Away• Bed without Dinner

Punishment: A consequence that makes a behavior less likely.

THE PROS & CONS OF PUNISHMENT• Punishments are most effective when they are…

• Appropriate and thoughtful• Consistently enforced• Enforced immediately following the behavior• Helpful in teaching what to do.• Not sources of additional wanted attention

• Punishment does not work when they are...• Mindless or inappropriate• Sources of anxiety, pain, rage, or fear• Inconsistenly enforced• Delayed• Dependent on the presense of the enforcer• Unclear or do not teach a lesson• Sources of additional attention.

EXTINCTION• Extinction is the disappearance of a

previously learned behavior when the behavior is not reinforced. 

COMPLETING NOTES• Work for the next three minutes to complete your notes by…

• Checking with a neighbor to fill any pieces of information that you may have missed.

• Write study questions in the side box.

• Highlight any key terms.

• Circle key ideas.

• Write questionmarks next to any areas that you still don’t understand.

CLASSICAL & OPERANT CONDITIONING• TedED: The Difference Between Classical & Operant Cond

itioning

BIG BANG CONDITIONINGSheldon the Teacher

• What was Sheldon’s goal by giving chocolates?

• To what extent do you think Sheldon would be successful in changing behavior in real life?

• Where have you seen similar techniques?

• What does this show about human behavior?

LEARNING SKITS• Your team are a group of experts on learning that has been

hired by the Tualatin High School to improve their school community.

• Each team will be assigned with a different problem within our school that you are tasked with fixing using principles from Classical & Operant Conditioning.

• Create a short demonstration skit that will help the school put in place procedures to help make TuHS a better school.• Identify the problem you are addressing.• Demonstrate what steps should be taken to change the

behavior of TuHS students.• Be creative & have fun.• Be prepared to present.