Table of Contents Chapter 6 Learning Table of Contents Learning Classical conditioning Operant/Instrumental conditioning Observational learning Ivan Pavlov Classical conditioning Terminology Unconditioned Stimulus (UCS) Conditioned Stimulus (CS) Unconditioned Response (UCR) Conditioned Response (CR) Table of Contents Slide # 3 Phobias and Conditioning Phobias are irrational fears of specific objects, animals, or situations People acquire phobias through conditioning Table of Contents Slide # 4 Classical Conditioning A learning procedure in which subjects make associations between a natural stimulus and a neutral stimulus Ivan Pavlov Tuning fork/salivation Table of Contents Slide # 5 The Experiment A neutral stimulus can replace a natural stimulus if its presented just before that stimulus Food = unconditioned stimulus (US) Salivation = unconditioned response (UR) Table of Contents Slide # 6 Other Terms Conditioned stimulus (CS) = tuning fork Salivation = conditioned response (CR) Conditioned responses are learned, not natural or reflexive Table of Contents Demonstration of Pavlovs Dog Table of Contents Classical Conditioning: More Terminology Trial = pairing of UCS and CS Acquisition = initial stage in learning Stimulus contiguity = occurring together in time and space 3 types of Classical Conditioning Simultaneous conditioning: CS and UCS begin and end together Short-delayed conditioning: CS begins just before the UCS, end together Trace conditioning: CS begins and ends before UCS is presented Classical Conditioning in Everyday Life Conditioned fears Other conditioned emotional responses Conditioning and physiological responses Conditioning and drug effects Table of Contents Processes in Classical Conditioning Extinction Spontaneous Recovery Stimulus Generalization Discrimination Higher-order conditioning Applications of classical conditioning Pavlov and persuasion Table of Contents Slide # 12 Classical Conditioning and Pleasant Response Advertising campaigns use classical conditioning Pairing a healthy, young, pretty model with a product John Watson Table of Contents Slide # 13 Positive Emotions A song on the radio Scent, fragrance, or perfume Passing a bakery Table of Contents Slide # 14 Applications: Drug Addiction Withdrawal/cold turkey Cues or triggers in the environment Avoidance of cues Table of Contents Slide # 15 Taste Aversions John Garcia explained the role of classical conditioning in creating taste aversions Timing/single instance Table of Contents Slide # 16 Taste Aversion: An Application Aversions can have survival benefits How to protect sheep from coyotes without killing the coyotes Table of Contents Slide # 17 Principles of Classical Conditioning Acquisition of a conditioned response occurs gradually Timing is very important The intensity of the US Table of Contents Slide # 18 Generalization Occurs when a subject responds to a second stimulus similar to the original (CS) without any conditioning Table of Contents Slide # 19 Discrimination The ability to respond differently to different stimuli Generalization and discrimination are each a part of everyday life Table of Contents Slide # 20 Extinction The gradual weakening and eventual disappearance of a conditioned response The response disappears but is not forgotten (spontaneous recovery) Reconditioning Table of Contents XX 6.7 Table of Contents Slide # 22 John B. Watson The case of Little Albert Fear response Ethics Table of Contents XXX 6.8 Table of Contents XX 6.10 Table of Contents Operant Conditioning or Instrumental Learning Edward L. Thorndike (1913) the law of effect puzzle box and learning curve B.F. Skinner (1953) principle of reinforcement Operant chamber Skinner Box Emission of response Reinforcement contingencies antecedents, behaviors, and consequences (ABC) Cumulative recorder F 6.13b http://www.youtube.com/watch?v=AepqpTtKbwo&feature=relatedhttp://www.youtube.com/watch?v=AepqpTtKbwo&feature=related Table of Contents XX 6.12 Table of Contents Figure 6.13 Skinner box and cumulative recorder Table of Contents Basic Processes in Operant Conditioning Acquisition Shaping animal examples Extinction Stimulus Control Generalization Discrimination Remote controlled rat Table of Contents XX 6.14 Table of Contents Table 6.1 Comparison of Basic Processes in Classical and Operant Conditioning Table of Contents Reinforcement: Consequences that Strengthen Responses Delayed Reinforcement Longer delay, slower conditioning Primary Reinforcers Satisfy biological needs Secondary Reinforcers Conditioned reinforcement Table of Contents Schedules of Reinforcement Continuous reinforcement Intermittent (partial) reinforcement Ratio schedules Fixed Variable Interval schedules Fixed Variable Schedules of reinforcement and everyday life F 6.16 Table of Contents XX 6.17 Table of Contents Consequences: Reinforcement and Punishment Increasing a response: Positive reinforcement = response followed by rewarding stimulus Negative reinforcement = response followed by removal of an aversive stimulus Escape learning Avoidance learning Decreasing a response: Punishment Problems with punishment third variable problem and correlation between punishment and aggression F 6.21 Table of Contents XX 6.18 Table of Contents XX 6.19 Table of Contents XX 6.20 Table of Contents Changes in Our Understanding of Conditioning Biological Constraints on Conditioning Breland and Breland (1961) misbehavior of organisms Instinctive Drift Conditioned Taste Aversion Garcia & Koelling (1966) Preparedness and Phobias Cognitive Influences on Conditioning Signal relations Response-outcome relations Latent learning Evolutionary Perspectives on learning Table of Contents XX 6.22 Table of Contents Observational Learning: Basic Processes Albert Bandura (1977, 1986) Observational learning Vicarious conditioning Bandura, Ross, & Ross (1963) featured study 4 key processes attention retention reproduction Motivation acquisition vs. performance Table of Contents xxx 6.24 Table of Contents p. 245 Bandura, Ross, & Ross (1963) featured study - p. 245 246 Figure v=vdh7MngntnI&feature=related Table of Contents Observational Learning and the Media Violence Controversy Studies demonstrate that exposure to TV and movie violence increases the likelihood of physical aggression, verbal aggression, aggressive thoughts, and aggressive emotions The association between media violence and aggression is nearly as great as the correlation between smoking and cancer F 6.26 third variable problem Table of Contents Figure Comparison of the relationship between media violence and aggression to other correlations. Table of Contents Modify your own behavior? Figures 6.28 and 6.29