Work on the bell work quietly and individually. BELL WORK #65 Pass up: Nothing.

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Presentation transcript:

Work on the bell work quietly and individually. BELL WORK #65 Pass up: Nothing

Working on (in this order):  Test Correction- your phone CANNOT be used at this time!!!- collected at the end of the class period  Test Reflection- collected tomorrow  Flashcards/psychologist chart for this unit (if any time left in class)  Wait to pass anything up! AGENDA/ANNOUNCEMENTS HW/ Coming up: Test Reflection due tomorrow at the beginning of class! Read pg by Monday! Learning Unit Test- Friday, December 4 th Study guide, graphic organizer (for extra credit), flashcards due Friday, December 4 th ! Goal(s): To self reflect and correct what you missed on the test. TEST Makeups and Corrections- before (7:05 am) and after school (2:30 pm-3:30 pm) (except after school on Friday) this week AND next week.

 Your scantrons  The tests  Your test correction sheets PLACE ON THE SIDE COUNTER:

THOUGHT OF THE DAY 8 th period- place chairs on top of desks please! How can you make sure to utilize your study time best (for our future tests)? Explain. Write your name and ALWAYS explain your answer.

Place any raffle tickets into the raffle ticket box. Today’s prize- a free in class assignment. Work on the bell work quietly. BELL WORK #66 Pass up: Test Reflection (worked on it yesterday in class) Bell Works from this week!

Test Associative Learning Notes Classical Conditioning Notes Experiment Worksheet AGENDA/ANNOUNCEMENTS HW/ Coming up: Read pg by Monday! The Amazing Water Bottle Demonstration Worksheet due Tuesday at the beginning of class! Learning Unit Test- Friday, December 4 th Study guide, graphic organizer (for extra credit), flashcards due Friday, December 4 th ! Goal(s): Be able to explain associate learning, the Pavlovian experiment, and classical conditioning terms. TEST Makeups and Corrections- before (7:05 am) and after school (2:30 pm-3:30 pm) (except after school on Friday) this week AND next week.

WHAT IS LEARNING? Learning itself refers to a relatively durable change in behavior or knowledge that is due to experience. ★ Classical Conditioning ★ Operant Conditioning ★ Observational Learning (Latent, Abstract, Insight) Most learning is... Associative Learning: Realization that certain events occur together.

Classical Conditioning Ivan Pavlov developed the framework for CC: Learning to associate one stimulus with another, i.e. “Stimulus-to-Stimulus Learning” “Next time there is a revolution, get up earlier!”

HOW IS THE FEAR OF LIGHTNING A SIMPLE CLASSICAL CONDITIONING SITUATION? We associate 2 stimuli: We see lightning... & then hear thunder (speed of light is faster than the speed of sound) Lightning... THUNDER Eventually, you see lightning and then flinch... anticipating the second stimulus. You have paired lightning & thunder. And you have learned that when there is lightning, thunder may follow. At any one time, all around the world, there are 2,000 thunderstorms happening, producing over a 100 lightning strikes a second. That's over 8 million lightning bolts every day unleashing the power of 2 million tons of TNT.

For the sake of classical conditioning… Conditioned= learned

Unconditioned= NOT learned; natural

Unconditioned Stimulus (UCS):a stimulus that naturally & automatically triggers a response. Unconditioned Response (UCR): the unlearned, naturally occurring response to the UCS.

Conditioned Response (CR): the learned response to a previously neutral stimulus. Conditioned Stimulus (CS): an originally irrelevant stimulus (aka neutral stimulus) that, after association with the UCS, comes to trigger a response.

THINGS TO REMEMBER:  The responses (UR & CR) are always the same.  The NS and the CS are always the same. The NS becomes the CS through learning.

We associate 2 stimuli: We see lightning... & then hear thunder. (speed of light is faster than the speed of sound) Lightning... THUNDER Eventually, you see lightning & then flinch... anticipating the second stimulus. You have paired lightning & thunder. And you have learned that when there is lightning, thunder may follow. UCS: Thunder UCR: Fear NS: Lightning CS: Lightning Pairing UCS & CS = CR: Fear UCS: ? UCR: ? NS: ? CS: ? CR: ? After repeated episodes.... creating ‘Conditioning’:

Pavlov spent the rest of his life outlining his ideas. He DISCOVERED 5 critical terms that together make up classical conditioning: ★ Acquisition ★ Extinction ★ Spontaneous Recovery ★ Generalization ★ Discrimination

Acquisition The initial stage of learning. The phase where the neutral stimulus is associated with the UCS. Therefore the neutral stimulus comes to elicit the CR, thus becoming the CS. Does timing matter ? The CS should come right before the UCS. They should be very close together in timing.

Extinction The diminishing of a conditioned response. Will eventually happen when the UCS does not follow the CS.

Spontaneous Recovery Reappearance, after a rest period, of an extinguished conditioned response, the conditioned response returns.

Generalization The tendency, once a response has been conditioned, for stimuli similar to the CS to elicit similar responses.

Discrimination Learned ability to distinguish between a CS & other stimuli that does not signal UCS.

 I need two volunteers  1 brave volunteer!  Squirting in the face will be involved, but I will give you some positive reinforcement for having helped me out!  1 to record!

 I sprayed right after I said CAN.  The UNCONDITIONED stimulus has to be presented right after!

 Start working on it with a partner. THE AMAZING WATER BOTTLE DEMONSTRATION WORKSHEET

THOUGHT OF THE DAY 8 th period- place chairs on top of desks please! What is the hardest concept to understand from classical conditioning? Explain. Write your name and ALWAYS explain your answer.