Classical Conditioning (Corresponds to mod. 15) DeLossa/Psych 2 Lowell High School

Conditioning  Classical Conditioning: Learning by Association  Operant Conditioning: Learning by Reinforcement

Key Vocabulary: Classical Conditioning (types of stimulus)  stimulus (S). Anything in the environment that can cause a response in an individual.  unconditioned stimulus (UCS). A stimulus that triggers an automatic, reflexive responsive.  neutral stimulus (NS). A stimulus that does not create a specific response, except to focus attention.  conditioned stimulus (CS). A previously neutral stimulus that has, through learned behavior, gained the power to cause a specific conditioned response.

Key Vocabulary: Classical Conditioning (types of response)  response (R). Any action or behavior that results from a stimulus.  unconditioned response (UCR).The automatic, reflexive response to the unconditioned stimulus.  conditioned response (CR). The learned response to a conditioned stimulus.

Basic Processes of Classical Conditioning 1. Acquisition: The process of developing a learned response. 2. Extinction: The loss or diminution of the learned response. This usually happens when the CS is not followed by the UCS. 3. Spontaneous recovery: The sudden reappearance of an extinguished CR, usually after a period of latency.

Собаки Ивана Павлова (link to video: )  Pavlov ’ s experiments with dogs ’ salivation and his ability to condition salivation by using a tuning for was the initial work that opened up an understanding of classical conditioning. (late 19 th century)

What are generalization and discrimination ( classical conditioning )  Generalization: A process whereby an individual produces the same response to separate stimuli.  Discrimination: A process whereby an individual produces different responses to separate stimuli.

Classically Conditioned Emotion  Watson, Rayner and Little Albert  Induced fear of rats. (Alert! Massive ethical issues…)  link to video: [taken down, look instead at:

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Taste Aversion ( classical conditioning )  The taste of something can become a CR depending on the affects of an UCS (say, if you get sick right after eating a certain food or smell something else terrible)  Garcia and Koelling did important work in this area (1960s)

The Role of Cognition ( classical conditioning )  Although Behavioralists would like CC to be all about environmental stimuli, it is impossible for CC to work without a cognitive component: the expectation of predictable outcomes.

Biological Predisposition ( classical conditioning )  CC does not translate to all species in every way. We have certain biological predispositions that other species may not have. Likewise, certain things that we would expect to see (like conditioned behavior after a car crash) aren ’ t there, likely because a biological predisposition for technological outcomes may not exist.

A final thought on Classical Conditioning  It is very good at explaining some learned behaviors, especially in novel situations. It is NOT very good at explaining every learned behavior, or learned behavior over longer periods of time.

Class Exercise on CC  Solo (5 mins): Think of one behavior you acquired or one thing you learned when you were young (before ~ 4 th grade) by classical conditioning. Write out a description of what the stimuli and response(s) were.  Small group (5 mins): Explain your example for feedback. Refine your description on the basis of others ’ descriptions.

Class Exercise on CC (con ’ t)  Full class (10 mins): We ’ ll run through a few examples. What common elements do we see?  Homework (due Wednesday): Look for an example of CC over the next two days in the environment around you. Write up a 1-2 paragraph description of it.