Thinking About Psychology The Science of Mind and Behavior 3e Charles T. Blair-Broeker & Randal M. Ernst PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2012

Development and Learning Domain

Learning and Language

Classical Conditioning Module 14 Classical Conditioning

Module Overview Experiencing Classical Conditioning Components of Classical Conditioning Classical Conditioning Processes Ivan Pavlov’s Discovery Generalization and Discrimination John Watson and the Classical Conditioning of Emotions Cognition and Biological Predispositions Click on the any of the above hyperlinks to go to that section in the presentation.

Experiencing Classical Conditioning Module 14: Classical Conditioning

Learning A relatively permanent change in behavior caused by experience.

Classical Conditioning A type of learning in which a stimulus gains the power to cause a response. The stimulus predicts another stimulus that already produces that response Form of learning by association

Stimulus-Response Stimulus - anything in the environment that one can respond to. Response – any behavior or action.

Stimulus-Response Relationship

Stimulus-Response Relationship

Components of Classical Conditioning Module 14: Classical Conditioning

Unconditioned Stimulus (US) A stimulus that triggers a response reflexively and automatically. Classical conditioning cannot happen with a unconditioned stimulus.

Unconditioned Response (UR) An automatic response to the unconditioned stimulus. The relationship between the UCS and UCR must be reflexive and automatic, not learned

Conditioned Stimulus (CS) A previously neutral stimulus that, through learning, gains the power to cause a response. The CS must be a neutral stimulus before conditioning occurs.

Conditioned Response (CR) The response to the conditioned stimulus. Usually the same behavior as the UCR

Classical Conditioning Processes Module 14: Classical Conditioning

Classical Conditioning Processes: Acquisition Module 14: Classical Conditioning

Acquisition The process of developing a learned response. The subject learns a new response (CR) to a previously neutral stimulus (CS)

Acquisition

Classical Conditioning Processes: Extinction Module 14: Classical Conditioning

Extinction In classical conditioning, the diminishing of a learned response after repeated presentation of the conditioned stimulus alone. In classical conditioning, the continual presentation of the CS without the UCS

Extinction

Ivan Pavlov’s Discovery Module 14: Classical Conditioning

Ivan Pavlov (1849-1936) Russian physiologist and learning theorist famous for discovery of classical conditioning, in which learning occurs through association.

Pavlov’s Method of Collecting Saliva

Pavlov’s Research Apparatus

Pavlov’s Experiment

Pavlov’s Experiment

Pavlov’s Experiment

Generalization and Discrimination Module 14: Classical Conditioning

Generalization Producing the same response to two similar stimuli. The more similar the substitute stimulus is to the original used in conditioning, the stronger the generalized response

Generalization

Discrimination The ability to distinguish between two signals or stimuli and produce different responses. The subject learns that one stimuli predicts the UCS and the other does not.

John Watson and the Classical Conditioning of Emotions Module 14: Classical Conditioning

Behaviorism The theory that psychology should only study observable behaviors, not mental processes. Founded by John Watson

John Watson Founder of behaviorism, the theory that psychology should restrict its efforts to studying observable behaviors, not mental processes

Little Albert 11-month-old infant Watson and Rosalie Rayner, conditioned Albert to be frightened of white rats Led to questions about experimental ethics

Little Albert – Before Conditioning

Little Albert – During Conditioning

Little Albert – After Conditioning

Little Albert - Generalization

Cognition and Biological Predispositions Module 14: Classical Conditioning

Cognition All mental processes associated with thinking, knowing, and remembering. What effect does cognition have on learning?

Robert Rescorla (1940- ) Developed, along with Allan Wagner, a theory that emphasized the importance of cognitive processes in classical conditioning. Pointed out that subjects had to determine (think) whether the CS was a reliable predictor of the UCS

Taste Aversion Subjects become classically conditioned to avoid specific tastes, because the tastes are associated with nausea. John Garcia (1917- )

Module 14: Classical Conditioning Cognition and Biological Predispositions: Cognition and Classical Conditioning Module 14: Classical Conditioning

Module 14: Classical Conditioning Cognition and Biological Predispositions: Taste Aversion and the Role of Biology Module 14: Classical Conditioning

The End

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Teacher Information Domain Coding Key Terms and Definitions in Red Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards. Scientific Inquiry Domain Biopsychology Domain Development and Learning Domain Social Context Domain Cognition Domain Individual Variation Domain Applications of Psychological Science Domain Key Terms and Definitions in Red To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

Teacher Information Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at korek@germantown.k12.wi.us with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek Germantown High School Germantown, WI 53022

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