Module 20 (7 th ) Module 21 (8 th ) Classical Conditioning

Juggle? Can you???... LEARNING Ride a bike? Drive stick shift? Train your dog? That means this took place!!! Tie your shoe? Bake a cake?

Three Types of Learning 1. Classical Conditioning 2. Operant Conditioning 3. Observational Learning 1

Definition Learning is a relatively permanent change in an organism’s behavior due to experience. We learn to: 1.Expect & prepares for significant events like food or pain (classical) 2.Repeat acts that bring good results or avoid acts that bring bad results (operant) 3.Watch others to learn new behaviors (observational) 2, 3

What is Behaviorism? Psychological perspective that emphasizing the role of learning and experience in determining behavior. the study of psychology should focus purely on observable behaviors and NOT unobservable thoughts. 4, 5

 John B. Watson  Founder of behaviorism  A strict behaviorist believes that babies are tabula rasa (blank slate)  John Locke (nurture) 6, 7

One way we learn… ‘Learning by Association’ – people learn to associate a particular response with a particular stimulus. e.g. When asked a question (stimulus) in class you have learned to automatically put your hand up (response) 8

ByPkUhttp:// ByPkU 7l3Bwhttp:// 7l3Bw Sequences of action triggered by biological factors which occur in a fixed systematic pattern behavior as a result of instincts Fixed Action Patterns 9

 Associative Learning  learning that two events occur together  Can you name all the songs in order on a CD…  “know” which one is next???  What follows?  O'er the ramparts we watched were so gallantly streaming?..  And the rocket's red glare, the bombs bursting in air 10

Stimulus-Stimulus Learning Learning to associate one stimulus w/another. 11

Classical Conditioning It all started with: Ivan Pavlov 1. studied digestive secretions 2. stumbles on Classical Conditioning 12

3. Pavlov creates ideas of conditioning as a way of learning 4. His work became foundation for later behaviorists like John Watson and B. F. Skinner. 12

Classical Conditioning 1. occurs when a stimulus that naturally elicits a response (an unconditioned stimulus) is paired with another stimulus that does not initially elicit this response. 2. Over time the second stimulus (the conditioned stimulus) comes to elicit the response as well. 13

Classical Conditioning PRECEDES –An INVOLUNTARY behavior is determined by what PRECEDES it  a response and its consequences 14

Terms in Classical Conditioning  Unconditioned Stimulus (UCS)  The stimulus (change) that naturally triggers the unconditioned response (UCR)  The food in mouth will cause salivation 15

Terms in Classical Conditioning  Unconditioned Response (UCR)  unlearned, naturally occurring response to the unconditioned stimulus  salivation when food is in the mouth 15

 Conditioned Stimulus (CS)  originally neutral stimulus (NS) that, after association with an unconditioned stimulus, comes to trigger a conditioned response Terms in Classical Conditioning 15

 Conditioned Response (CR)  learned response to a previously neutral stimulus Terms in Classical Conditioning 15

Conditions Necessary for Classical Conditioning 1. There must be a reflex action 2. UCS leads to UCR 3. The CS must precede the UCS 4. Repetition of the NS + UCS sequence leads to formation of the CS  CR 16

Identifying Parts - Pavlov 1. Unconditioned Stimulus (UCS) Food 2. Unconditioned Response (UCR) Salivation 3. Conditioned Stimulus (CS) Bell 4. Conditioned Response (CR) Salivation 17

Pavlov’s Experiments Before conditioning food (Unconditioned Stimulus, UCS) produces salivation (Unconditioned Response, UCR). The tone (neutral stimulus) does not. 18

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 During conditioning, neutral stimulus (tone) and UCS (food) are paired resulting in salivation (UCR).  After conditioning neutral stimulus (now Conditioned Stimulus (CS) elicits salivation (now Conditioned Response (CR) 18

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Bell Food Salivation l Bell Salivation

Pavlov Visits “The Office” 27

Pavlov spent his life outlining his ideas acquisition generalization spontaneous recovery discrimination extinction 19 He came up with 5 critical terms that together make up classical conditioning.

Acquisition The initial stage in classical conditioning during which association between a neutral stimulus and a UCS takes place. The CS needs to come half a second before the UCS to cause acquisition. 19

30 Stimulus Generalization A response can be generalized to other like stimuli 19

Spontaneous Recovery After a rest period an extinguished CR (salivation) spontaneously recovers and if CS (tone) persists alone CR becomes extinct again. 19

32 Stimulus Discrimination the learned ability to distinguish between a CS and other stimuli that do not signal a UCS. 19

33 Extinction When a UCS (food) does not follow a CS (tone) CR (salivation) starts to decrease and at some point goes extinct. 19

1. Acquisition: strength of response increases rapidly 2. Extinction: CR declines until extinguished 3. Rest period: time w/no CS  spontaneous recovery occurs  weakened response (CR) 4. CS alone  behavior is extinguished 5. Another Rest Period: SR but even weaker

UCS (sting) UCR FEAR NS (bee) CS (bee) Apiphobia – a fear of bees + CR FEAR association This can happen after one bad experience – ONE TRIAL LEARNING

Little Albert John Watson – Father of Behaviorism Little Albert – 11 month old orphan Showed him a white rat. No fear. Made a loud noise. Albert cried. Showed him a white rat then made a loud noise. Albert cried. Repeated several times. Eventually Albert cried at white rat alone. 21

37 Identify the Parts – Little Albert Unconditioned Stimulus (UCS) Loud noise Unconditioned Response (UCR) Fear/crying Conditioned Stimulus (CS) White rat Conditioned Response (CR) Fear/crying 22

Before After

Importance of Pavlov’s Work 1. classical conditioning is a basic form of learning 2. CC is one way that all organisms adapt to their environment 3. process such as learning can be studied objectively 4. suggests scientific model 23

Cognitive Processes Early behaviorists believed that learned behaviors of various animals could be reduced to mindless mechanisms. Cognition seen as unnecessary No longer is true! 24

1. Animal learns an expectancy (an awareness of how likely the UCS will occur! ) 2. shock always preceded by tone… 3. Then sometimes by light; animal will react with fear to the tone but NOT the light… 4. Although light followed by shock, it adds no new info 5. The more predictable the association, the stronger the conditioned response 25 Results of Robert Rescorla – Cognitive Processes

Higher-order Conditioning 1. CS + UCS  UCR ( tone + food  salivation) 2. CS  CR (tone  salivation) 3. New CS + CS  CR ( light + tone; stimuli association; 8-10 times) 4. New CS  CR ( light  salivation) 26

Higher-Order Conditioning

CC can ignore cognition  limited success! Therapy for alcoholism Antabuse is mixed in the alcohol CS – Alcohol  CR – nausea UCS – antabuse  UCR – nausea What if person is aware that the drug is causing the nausea – cognition!! weakens association between alcohol feeling sick!!! 28 Classical Conditioning in Therapy

John Garcia – Biological Predispositions Dr. John Garcia discovered a process that is similar to Classical Conditioning. It is called aversion conditioning. Learning enables an organism to adapt to its environment 29

Taste Aversion Conditioning sometimes these responses happen because of a NEUTRAL STIMULUS (NS) – one that normally doesn’t cause a reaction. e.g. NS = burger. You may once have been sick after eating one. you then ASSOCIATE the burger(NS) with the response (vomiting) Next time you have a burger it makes you feel sick!! You have been Classically Conditioned 29

John Garcia - Biological Predispositions 1. Challenged all associations learned equally well 2. Avoided drinking water in plastic bottles in radiation chamber 3. CC  link water (CS) to the sickness (UCR) triggered by the radiation 4. Rats get particular taste, sound, or sight (CS) 5. Then gave radiation (UCS)  sickness (UCR ) 29

John Garcia - Biological Predispositions John Garcia Results - two important findings: 1.Garcia showed that duration between CS and US can be long (hours)  conditioning 2.Biologically adaptive: CS (taste) led to conditioning and not others (light or sound). 29