Before Class… Pick up each of the two worksheets on the cart Submit any late work you may have for me Get a RED book from the shelf Begin to work on the Little Albert worksheet using page #156 in the book

Section 1: Classical Conditioning “Learning is achieved through experience.”

Concept of association(s) Stimulus – something that produces a reaction Ex) sad movie Response – an observable reaction to a stimulus Ex) feeling – Start to cry

Stimulus  Response This is conditioning – a type of learning that involves stimulus-response connections in which the response is conditional on the stimulus Classical conditioning – a type of learning in which a neutral stimulus comes to elicit an unconditioned response when the neutral stimulus is repeatedly paired with a stimulus that normally causes an unconditioned response Confused yet?

Ivan Pavlov Russian physiologist studying digestion in dogs Discovered dogs salivated before meat was placed on tongue Studied “problem” Trained dogs to salivate at the sound of a bell

The Letters of Learning 1) Unconditioned stimulus (US) – a stimulus that causes a response that is automatic and not learned Ex) meat 2) Unconditioned response (UR) – automatic response to an US Ex) salivation (a natural reflex) 3) Conditioned stimulus (CS) – a learned stimulus because of pairing with an US Ex) bell 4) Conditioned response (CR) – a learned response to a stimulus that was previously neutral or meaningless Ex) salivation

Adapting to the environment Conditioning helps people and animals alike to adapt to their environment which is quite useful for many reasons

Taste Aversion Learned avoidance of a particular food One trial learning –Only takes one time of getting ill to avoid a food

Extinction The disappearance of a CR when an US no longer follows a CS No meat  no salivation

Spontaneous Recovery The reappearance of an extinguished response after some time has passed Usually weaker CR

Generalization The act of responding in the same ways to stimuli that seem to be similar, even if the stimuli are not identical Circle  other geometric figures

Discrimination The act of responding differently to stimuli that are not similar to each other

Flooding A person is exposed to the harmless stimulus until fear responses to that stimulus are extinguished Unpleasant

Systematic Desensitization A pleasant, relaxed state is associated with gradually increasing anxiety-triggering stimuli Takes longer, more pleasant

Counterconditioning A pleasant stimulus is paired repeatedly with a fearful one, counteracting the fear “Cookie treatment”

Section 2: Operant Conditioning

Operant Conditioning Cause Effect Relationship Operant conditioning – learning that is strengthened when behavior is followed by positive reinforcement –Learning is based on results –Engage in behavior  Positive consequences –Avoid behavior  Negative consequences

B. F. Skinner Developed the “Skinner box” –Rat  lever  food –The food positively reinforced the rat for pressing the lever! –The rat learned to press lever for food.

Reinforcement Reinforcement – the process by which a stimulus increases the chances that the preceding behavior will occur again –By chance (unintentional) –Through training (intentional) Knowledge of results is key to learning!

Primary vs. Secondary Reinforcers Primary reinforcers – reinforcers that function due to the biological makeup of the organism Ex) food, water, warmth (not taught) Secondary reinforcers - reinforcers that acquire their value through being paired with established reinforcers Ex) money, attention, social approval (learned)

Positive vs. Negative Reinforcers Positive reinforcers – increase the frequency of the behavior they follow when they are applied Ex) food, fun activities, social approval Vary person to person Not always effective Negative reinforcers – increase the frequency of the behavior they follow when they are removed Ex) discomfort, fear, social disapproval

Rewards and Punishment Rewards Increase frequency of the behavior they follow “Token economy” “Reinforcement” is more scientific than “reward” Often used interchangeably Punishment – an unwanted event that decreases the frequency of the behavior they follow when they are applied –Neg. reinforcement encourages –Punishment discourages Ex) ineligibility for student athletes

Strong punishment can work, but isn’t recommended because… It doesn’t teach alternate acceptable behavior It only works if guaranteed It pushes people to leave rather than change It can create anger and hostility It could have undesirable effects It could be imitated (cycle of abuse) Could backfire (increase, rather decrease, undesirable behavior) Best bet  REWARD GOOD BEHAVIOR!!

Schedule of reinforcement when and how often the reinforcement can occur Continuous reinforcement – the reinforcement of a behavior every time the behavior occurs –Best way to learn, BUT.. Not always practical or possible Easily disappears if reinforcement stops Partial reinforcement a behavior is not reinforced every time it occurs –Behavior tends to last longer after reinforcement ends –Ex) movies

2 Types of Interval Reinforcement Schedules (Based on amount of time) 1)Fixed-interval schedule – a fixed amount of time must elapse between reinforcements ~ Regardless of the behavior performed Ex) Quiz every Friday 2) Variable-interval schedule – varying amounts of time go by between reinforcements ~ Timing of reinforcement is unpredictable Ex) Pop quizzes

2 Types of Ration Reinforcement Schedules (Based on ratio of response to reinforcement) 1)Fixed-ratio schedule reinforcement is provided after a fixed number of correct responses have been made ~ If ratio is too high, it’s ineffective 2) Variable-ratio schedule – reinforcement is provided after a variable number of correct responses have been made ~ Unpredictable, so response rate is high

Extinction in Operant Conditioning Extinction results from repeated performance of the response without reinforcement Behaviors can be spontaneously recovered

Applications of Operant Conditioning 1)Shaping – a way of teaching complex behaviors in which one first reinforces small steps in the total activity Ex) teaching a child how to ride a bike

2) Chaining – each step of a sequence must be learned and must lead to the next until the final action is achieved

3) Programmed learning - Based on shaping - ANY task can be broken down into smaller steps, shaped individually, and then combined to form the whole task - Methods: - Books, worksheets, computer programs

4) Classroom discipline - Extinction - More successful with younger children - Removal from peer/teacher approval - Ex) timeout, ISS room