Note to Instructor: Internet connection is required to access media assets. No connection? Request a CD/DVD for Wiley owned CyberPsych assets. The following Media-Enriched PowerPoint slides include the core concepts and key terms of Chapter 6 in Visualizing Psychology. Before presenting these slides, delete all instructor information slides by pressing “delete” on your keyboard. These slides also include links to simulations, animations, and resources on the World Wide Web (www). Please return to this Instructor Companion Site for frequent updates and replacements of broken links. ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Note to Instructor (Continued): Media-Rich Assets WWW Links are dispersed throughout the PowerPoint slides where appropriate and are indicated by this icon: CyberPsych: Animations are Wiley owned and placed throughout this presentation. The animations are indicated by this icon: CyberPsych: Psychology in the News Video Clips are also Wiley owned and placed throughout this presentation. The video clips are indicated by this icon: ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Note to Instructor (Continued): If you prefer a different background color or design, click on the upper right corner under “design” and select an alternative template. To further personalize and enrich your presentation, check the Visualizing Psychology Instructor Companion Site at www.wiley.com/college/carpenter for supplemental figures, tables, key terms, etc. ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Note to Instructor (Continued): Each topic on the Lecture Outline slide (#6) has been linked for your convenience. When in “presentation mode,” simply click on the topic and you will link directly to the slide(s) of interest. Finally, the last slide of each topic includes a “home” icon , which will return you to the original Lecture Outline slide. This feature enables you to present chapter topics in any order. Ease of navigation and flexibility in presentation are key elements of an enriched PowerPoint presentation. Enjoy! ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Visualizing Psychology by Siri Carpenter & Karen Huffman PowerPoint  Lecture Notes Presentation Chapter 6: Learning Siri Carpenter, Yale University Karen Huffman, Palomar College ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Lecture Overview Classical Conditioning Operant Conditioning Cognitive-Social Learning The Biology of Learning Conditioning and Learning in Everyday Life ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Introductory Definitions Learning: relatively permanent change in behavior or mental processes resulting from practice or experience Conditioning: process of learning associations between environmental stimuli and behavioral responses ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Classical Conditioning Ivan Pavlov Classical Conditioning: learning that occurs when a neutral stimulus (NS) becomes paired (associated) with an unconditioned stimulus (UCS) to elicit a conditioned response (CR) ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Pavlov’s Original Experiment ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Classical Conditioning--Key Terms Neutral Stimulus (NS): before conditioning doesn’t naturally elicit response of interest Unconditioned Stimulus (UCS): elicits UCR without previous conditioning Unconditioned Response (UCR): unlearned reaction to UCS occurring without prior conditioning ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Classical Conditioning--Key Terms (Continued) Conditioned Stimulus (CS): previously NS that, through repeated pairings with UCS, now causes a CR Conditioned Response (CR): learned reaction to a CS occurring because of previous repeated pairings with an UCS ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Pause and Reflect: Why Study Psychology? It helps you understand and enjoy popular cartoons! ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Classical Conditioning (Continued) Conditioned Emotional Response (CER): emotional responses are classically conditioned to a previously neutral stimulus (NS) John B. Watson ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Watson and Rayner Created a Conditioned Emotional Response (CER)--Fear of Rats ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Classical Conditioning’s Basic Principles ALL Snakes bite! Stimulus Generalization: learned response to stimuli that are similar to the original conditioned stimuli (CS) ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Classical Conditioning’s Basic Principles (Continued) Now I know that some snakes are nice! Stimulus Discrimination: learned response to a specific stimulus, but not to other, similar stimuli ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Extinction: UCS withheld when CS presented leads to gradual weakening or suppression of a previously conditioned response (CR) Spontaneous Recovery: reappearance of a previously extinguished conditioned response (CR) ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Classical Conditioning’s Basic Principles (Continued) Higher-Order Conditioning: neutral stimulus (NS) becomes a conditioned stimulus (CS) through repeated pairings with a previously conditioned stimulus (CS) ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Classical Conditioning’s Basic Principles (Continued) Higher-Order Conditioning ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Pause and Reflect: Check & Review Using Pavlov’s classic experiment with the salivating dog, can you label the NS, UCS, UCR, CS, and CR? Compare and contrast stimulus generalization and stimulus discrimination. ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning Operant Conditioning: learning in which voluntary responses are controlled by their consequences ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning (Continued) Thorndike’s Contribution Law of Effect: probability of an action being repeated is strengthened when followed by a pleasant or satisfying consequence ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning (Continued) B. F. Skinner ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles Reinforcement: strengthening a response ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles (Continued) Primary Reinforcers: normally satisfy an unlearned biological need (e.g., food) Secondary Reinforcers: learned value (e.g., money, praise) ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles (Continued) Positive Reinforcement: adding (or presenting) a stimulus, which strengthens a response and makes it more likely to recur (e.g., praise) ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles (Continued) Negative Reinforcement: taking away (or removing) a stimulus, which strengthens a response and makes it more likely to recur (e.g., headache removed after taking an aspirin) ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles (Continued) ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles: Four Partial Schedules of Reinforcement 1. Fixed Ratio (FR): reinforcement occurs after a predetermined set of responses; the ratio (number or amount) is fixed 2. Variable Ratio (VR): reinforcement occurs unpredictably; the ratio (number or amount) varies ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued) 3. Fixed Interval (FI): reinforcement occurs after a predetermined time has elapsed; the interval (time) is fixed 4. Variable Interval (VI): reinforcement occurs unpredictably; the interval (time) varies ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued) ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Pause and Reflect: Check & Review If you want to increase the overall number of responses, which schedule of reinforcement should you choose? ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles (Continued) Shaping: reinforcement by a series of successively improved steps leading to desired response ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles (Continued) Punishment: weakening a response ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles (Continued) Positive Punishment: adding (or presenting) a stimulus that weakens a response and makes it less likely to recur (e.g., shouting) ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Operant Conditioning’s Basic Principles (Continued) Negative Punishment: taking away (or removing) a stimulus that weakens a response and makes it less likely to recur (e.g., restriction) ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Pause and Reflect: Check & Review Using the chart on the following slide, can you fill in the blanks with the appropriate terms? ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

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Side Effects of Punishment Judging by this boy’s expression, is he experiencing increased aggression, passive aggressiveness, avoidance behavior, modeling, temporary suppression, or learned helplessness? ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Pause and Reflect: Check & Review Briefly explain how classical conditioning differs from operant conditioning. Give a personal example of positive reinforcement, negative reinforcement, positive punishment, and negative punishment. ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Cognitive-Social Learning Cognitive-Social Theory:  emphasizes thinking and social learning in behavior ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Cognitive-Social Learning (Continued) Kohler’s chimps demonstrated insight learning (sudden understanding of a problem that implies the solution). ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Cognitive-Social Learning (Continued) Tolman’s rats built a cognitive map (a mental image of a three-dimensional space). They also displayed latent learning (hidden learning that exists without behavioral signs). ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Cognitive-Social Learning (Continued) Bandura's Famous Bobo Doll study Observational Learning: learning new behaviors or information by watching others ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Pause and Reflect: Critical Thinking Note the increasing bicep circumference of these G.I. Joe action figures. Are young boys affected by this type of modeling and observational learning? ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Cognitive-Social Learning (Continued) Observational Learning involves four processes ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

The Biology of Learning: Neuroscience and Learning Learning leads to new synaptic connections and alterations in many brain structures. ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

The Biology of Learning: Evolution and Learning Classical Conditioning Taste Aversion: classically conditioned negative associations of food with illness ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

The Biology of Learning: Evolution and Learning (Continued) Biological Preparedness: built-in (innate) readiness to form associations between certain stimuli and responses Instinctive Drift: conditioned responses shift (or drift) back toward innate response pattern ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Conditioning and Learning in Everyday Life Classical Conditioning can be seen in: Marketing Prejudice Medical Treatments Phobias ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Conditioning and Learning in Everyday Life (Continued) Operant Conditioning can be seen in: Prejudice Biofeedback Superstitions ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Conditioning and Learning in Everyday Life (Continued) Cognitive-Social Theory can be seen in: Prejudice Media Influences ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Pause and Reflect: Critical Thinking Has reading Chapter 6, or viewing these Power Point slides, changed your beliefs or attitudes about using punishment to control behavior? Why or why not? ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

Visualizing Psychology by Siri Carpenter & Karen Huffman PowerPoint  Lecture Notes Presentation End of Chapter 6: Learning Siri Carpenter, Yale University Karen Huffman, Palomar College ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology