Tuesday, December 10 Return Quiz Discuss Schedules of Reinforcement Guided Practice Learning Review Sheets due tomorrow (These are OPTIONAL assignments) Start Prewriting Learning Target: Differentiate between the different schedules of reinforcement and identify when it is best to use each.

Monday, December 9 Collect ACT Bell Ringers Discuss Punishment then do guided practice Quiz Discuss Schedules of Reinforcement Ch. 6 Test: Wednesday, December 11 Homework: Learning Review Worksheets Due: Wednesday, 12/11 (These are OPTIONAL) Learning Target: Differentiate between reinforcement and punishment.

Friday, December 6 ACT Bell Ringers Discuss Reinforcement Guided Practice Ch. 6 Test: Wednesday, Dec. 11 Learning Target: Differentiate between positive reinforcement and negative reinforcement

Thursday, December 5 Return Classical Conditioning worksheet This was MANDATORY Complete T chart Learning CER ACT Bell Ringer Learning Target: Contrast Classical Conditioning with Operant Conditioning

Wednesday, December 4 Collect Classical Conditioning worksheet This was MANDATORY Review Principles of Conditioning Demonstration Mind Reading Game Contrast Classical and Operant Conditioning Learning Target: Describe the classical conditioning paradigm

Tuesday, December 3 Review Classical Conditioning Collect Ch. 6 Guided Reading (This was an OPTIONAL assignment). Reading the chapter is MANDATORY Discuss the Principles of Conditioning MANDATORY Homework: Classical Conditioning Worksheet Due 11/4 Learning Target: Describe the classical conditioning paradigm

Monday, December 2 Homework Ch. 6 Guided Reading Due tomorrow 12/3(This is an OPTIONAL assignment). Reading the chapter is MANDATORY Complete Classical Conditioning Guided Practice: Classical Conditioning in Action Begin Discussing the Principles of Conditioning Learning Target: Describe the classical conditioning paradigm

Tuesday, November 26 Ticket to enter: What is Learning? Discuss Classical Conditioning Chapter 6 Guided Reading: Due Tues 12/3., (This is an OPTIONAL assignment) Reading the Chapter is MANDATORY Learning Target: Describe the classical conditioning paradigm

Friday, December 7 Return Ch. 6 Test Grade Analysis Introduce Ch. 14 Ch. 14 Vocabulary Assignment This is a MANDATORY assignment Due: Monday, December 10

Thursday, December 6 Ch. 6 Test

Chapter 6 Learning

Wednesday, November 11 Handout ACT Reading Collect Ch. 6 Reviews Review for Ch. 6

TICKET TO ENTER What is learning? How can you tell if someone has learned? Describe a good learning experience you’ve had (in or out of school). How did you learn? Describe a time you taught someone something. How did you teach them?

Learning: A relatively permanent change in behavior due to experience or practice What words are important in that definition? Relatively permanent Change in behavior Practice

1). Classical Conditioning Ivan Pavlov: Pavlov was a Russian physiologist whose pioneering studies of the digestive system led to decades of research to identify the principles of classical conditioning

1). Classical Conditioning Labeling the parts of classical conditioning Unconditioned Response: A simple unlearned response. A reflex Examples:

1). Classical Conditioning Labeling the parts of classical conditioning Unconditioned Stimulus: A stimulus that triggers a response reflexively or automatically Examples:

1). Classical Conditioning Labeling the parts of classical conditioning Neutral Stimulus: Does not elicit (bring about) the unconditioned response

1). Classical Conditioning When has conditioning occurred? Conditioning has occurred when the neutral stimulus ALONE elicits (causes) the unconditioned response

1). Classical Conditioning Labeling the parts of classical conditioning Conditioned Stimulus: The conditioned stimulus is the previously neutral stimulus that, through conditioning (learning) gains the power to cause the response

1). Classical Conditioning Labeling the parts of classical conditioning Conditioned Response: The conditioned response is the previously unconditioned response. It is elicited by (caused by) the conditioned stimulus.

Pavlov’s Experiment

Practice UCS UCR (Before Conditioning) NS + UCS UCR (Acquisition Phase) CS CR (After Conditioning) http://www.youtube.com/watch?v=nE8pFWP5QDM

1). Classical Conditioning Principles of Conditioning (These same principles also apply to operant conditioning) Stimulus Generalization: The organism responds NOT ONLY to the conditioned stimulus (CS) but also to similar stimuli

1). Classical Conditioning Stimulus Generalization Example: (Little Albert)

1). Classical Conditioning Principles of Conditioning Stimulus Discrimination: The organism responds ONLY to the stimulus it was conditioned to. (The organism responds differently to different stimuli)

1). Classical Conditioning Principles of Conditioning Extinction: After repeated presentation of the conditioned stimulus (CS) without the unconditioned stimulus (UCS) the conditioned response (CR) fades away and eventually stops.

1). Classical Conditioning Principles of Conditioning Spontaneous Recovery: After extinction, and a lapse of time, the conditioned response reappears The two factors needed for spontaneous recovery to occur are: 1. extinction 2. rest period (lapse of time)

1). Classical Conditioning Principles of Conditioning Counter Conditioning: A new response is conditioned to an old stimulus

2) Operant Conditioning Classical Conditioning vs. Operant Conditioning Bhvr is involuntary 1. Bhvr. is voluntary Organism is passive 2. Organism is active R+ comes BEFORE 3. R+ comes AFTER Learn through 4. Learn from associating 2 stimuli consequences of behavior

2) Operant Conditioning Laws of Effect (E.L. Thorndike): Positive Law of Effect: If a behavior is followed by a satisfying state of affairs, the likelihood of the behavior occurring again increases. Negative Law of Effect: If a behavior is followed by an unpleasant state of affairs, the likelihood of the behavior occurring again decreases

2) Operant Conditioning Reinforcement: Reinforcement ALWAYS increases the likelihood of a behavior

2) Operant Conditioning Primary Reinforcement: something that is naturally rewarding, such as food (if you are hungry), warmth (if you are cold), and water (if you are thirsty). Primary reinforcers are inherently valued. They return the body to homeostasis

2) Operant Conditioning Secondary Reinforcement: something you have learned is rewarding because it’s been paired with a primary reinforcer. Examples are

2) Operant Conditioning Positive Reinforcement: Something pleasant is added in order to increase a response http://www.youtube.com/watch?v=guroaQRFsX4

2) Operant Conditioning Negative Reinforcement: Something unpleasant is removed in order to increase a response …

2) Operant Conditioning Punishment: Always decreases the likelihood of a response Something unpleasant that decreases the likelihood of a response

2) Operant Conditioning Some disadvantages of using punishment: Punishment doesn’t teach acceptable behavior Punishment can create anger and hostility Punishment can only work when it is guaranteed

2) Operant Conditioning Negative Reinforcement vs. Punishment Something unpleasant is Something unpleasant REMOVED PRESENTED Behavior INCREASES in Behavior DECREASES likelihood in likelihood

2) Operant Conditioning Schedules of Reinforcement: when and how often the reinforcement occurs Continuous Partial/Intermittent

2) Operant Conditioning Continuous Reinforcement Schedules: Each and every correct behavior is reinforced (This is extremely rare in everyday life) Examples:

2) Operant Conditioning Partial/Intermittent Reinforcement: Only some response are rewarded Variable: changes Fixed: unchanging Interval: time Ratio: # of responses

2) Operant Conditioning Fixed Ratio: The number of responses needed for reinforcement is unchanging Examples: Variable Ratio: The number of responses needed for reinforcement changes

2) Operant Conditioning Fixed Interval: The time between reinforcement is unchanging Examples: Variable Interval: The time between reinforcement changes

Can you predict when reinforcement is coming? Yes=Fixed No=Variable If you do the behavior more, will you get more reinforcement? Yes=Ratio No=Interval

2) Operant Conditioning

2) Operant Conditioning Behaviors are learned most rapidly when reinforced on a continuous reinforcement schedules However, behaviors extinguish the fastest when reinforced on a continuous schedule

2) Operant Conditioning Behaviors reinforced on partial schedules of reinforcement (especially variable schedules) are the most difficult to extinguish because it takes the organism a long time to figure out the reinforcement has stopped

2) Operant Conditioning Guided Practice Being rewarded for very third correct answer. Giving a rat pellet of food for pressing a bar on the AVERAGE of every two minutes. Giving a student a blow pop every time he/she provides a correct answer. Paying telemarketers a bonus for every 5 sales he/she makes in excess of the company’s quota. Trying to reach a friend by telephone when you get a busy signal.

2) Operant Conditioning Shaping: Reinforcing behaviors that move closer and closer to the target behavior When is shaping used? Shaping is used when trying to teach a complex or difficult task