Chapter 5: Classical Conditioning: Underlying Processes S-S vs S-R Learning Theoretical Explanations

Slides:

Advertisements

Similar presentations

Classical conditioning Reminder of basic effect What makes for effective conditioning? How does Classical conditioning work?

Advertisements

Facebook Group: The group is called: Psych281 Spring08 Available only to University of Alberta network Sorry to be rude but… Please don’t add me as a friend.

Compensatory-Response Model

Pavlovian (Classical) Conditioning. Example: “Bell” and Food CS US URCR Later Trials CS US UR First Few Trials Time CS = bell US = food UR = salivation.

Siegel, 1976 Demonstration of addiction, tolerance and withdrawal or Cues are EVERYWHERE!

Chapter 4 – Classical Conditioning: Mechanisms Important characteristics of the CS and US –1) Novelty of CS and US Latent Inhibition –association account.

Chapter 6: Learning (Behaviorism)  Classical Conditioning  Operant Conditioning  Observational Learning.

Factors Influencing Respondent & Operant Learning: Part 2 Lesson 10.

Classical Conditioning Pavlov’s experiment - psychic secretions. Pavlov was a Russian physiologists who studied digestion. He won the Nobel prize in physiology.

Procedures Based on Principles of Respondent Conditioning

Underlying Processes in Classical Conditioning

Copyright © 2011 Pearson Education, Inc. All rights reserved. Procedures Based on Principles of Respondent Conditioning Chapter 14.

Chapter 3: Elicited Behaviors and Classical Conditioning Elicited Behaviors Simple Mechanisms of Learning Classical Conditioning.

Chapter 5: Classical Conditioning: Underlying Processes and Applications 1 Aversion Therapy.

PSY 402 Theories of Learning Chapter 9 – Motivation.

Avoidance Conditioning Combining Classical and Operant Conditioning Classical and operant conditioning often take place in the same situation. We saw this.

Blue Gouramis Highly Territorial But Needs to Mate 3. What are the CS and US?

PSY 402 Theories of Learning Chapter 4 – Theories of Conditioning.

Classical Conditioning – Ch. 5 September 16, 2005 Class #11.

PSY 402 Theories of Learning Chapter 9 – Motivation.

Negative Reinforcement

PSY 402 Theories of Learning Chapter 3 – Nuts and Bolts of Conditioning (Mechanisms of Classical Conditioning)

Pavlovian Conditioning: Basic Concepts

Innate Knowledge (what an organism is born with) Experience leads to changes in knowledge and behavior Learning refers to the process of adaptation Of.

Write the Q and your name: Outline and evaluate the biological model as an explanation for the maintenance of one addictive behaviour. (4 marks + 4 marks)

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division.

Classical Conditioning

Classical Conditioning Chapter 6- Section 1 Learning is achieved through experience. If we are born knowing how to do it, it is not the result of learning.

Chapter 4 Classical Conditioning: Mechanisms

Classical Conditioning I. Classical Conditioning.

Theoretical Analysis of Classical Conditioning Thomas G. Bowers, Ph.D. Penn State Harrisburg.

Psychology 2250 Last Class Characteristics of Habituation and Sensitization -time course -stimulus-specificity -effects of strong extraneous stimuli (dishabituation)

The End of Classical Conditioning!!. That brings us to WHY does Classical Conditioning exist? Perhaps it is there to help get us ready for things that.

Psychology of Learning EXP4404 Chapter 3: Pavlovian (Classical) Conditioning Dr. Steve.

Current Theoretical Approaches and Issues in Classical Conditioning Psychology 3306.

CLASSICAL CONDITIONING. LEARNING Learning is a relatively permanent change in an organism’s behavior due to experience. Conditioning = Learning.

Learning A relatively permanent change in –behavior, –knowledge, –capability, or –attitude –that is acquired through experience –and cannot be attributed.

Conditioning / I. Learning / A. Any relatively permanent change in behavior as a result of practice or experience. Changes due to growth or maturation.

Chapter 5 Learning. What is Learning? Learning: experience leads to a relatively permanent change in behavior Learning: experience leads to a relatively.

Classical Conditioning Underlying Processes and Practical Application.

Experimental Evidence  Rats drink little saccharin water at first but increase over time.  Loud tones (110 db) produce different responses depending.

Innate Knowledge (what an organism is born with) Experience leads to changes in knowledge and behavior Learning refers to the process of adaptation Of.

Classical conditioning (Pavlov – 1899, 1927).

Learning Part I Learning Classical Conditioning

Unit 1 Review 1. To say that learning has taken place, we must observe a change in a subject’s behavior. What two requirements must this behavioral change.

Current Theoretical Approaches and Issues in Classical Conditioning Psychology 3306.

Dr. Steven I. Dworkin Classical Conditioning: Underlying Processes and Practical Applications Chapter 5.

Chapter 3 Simple Mechanisms of Learning Order of coverage of material Classical Conditioning – basic procedure and definitions Practical Applications.

Behaviorism and Classical Conditioning. The Beginnings  Behaviorism developed out of criticisms of “mentalism”.  The feeling was the psychology was.

An Introduction to THEORIES of LEARNING CHAPTER An Introduction to Theories of Learning, Ninth Edition Matthew H. Olson | B. R. Hergenhahn Copyright ©

PRINCIPLES AND APPLICATIONS OF CLASSICAL CONDITIONING Chapter 4 1.

Classical Conditioning – Ch. 3 Theories of Learning September 7, 2005 Class #7.

Basic Learning Processes Robert C. Kennedy, PhD University of Central Florida

PSY 402 Theories of Learning Chapter 3 – Nuts and Bolts of Conditioning (Mechanisms of Classical Conditioning)

CLASSICAL CONDITIONING Learning process in whichassociations are made between anunconditioned stimulus and aneutral stimulus.

Learning Long lasting, relatively permanent change in behavior due to experience.

What determines the nature of the CR? When a neutral CS is paired with a US what determines the specific characteristics of the CR? Look at why particular.

Stimulus (full bladder)

Unit 4: Memory & Learning

PSY 402 Theories of Learning

مهارتهای آموزشی و پرورشی ( روشها و فنون تدریس) تالیف: دکتر حسن شعبانی.

How do classical and operant conditioning differ?

Classical Conditioning and prediction

Factors Influencing Respondent & Operant Learning

Classical Conditioning

Ch.6 Sect.1: Classical Conditioning

Learning Chapter 6.

Classical Conditioning

Presentation transcript:

Chapter 5: Classical Conditioning: Underlying Processes S-S vs S-R Learning Theoretical Explanations

Two Models of Learning S-R model: NSUSUR CS UR

S-R Learning Second-Order Conditioning : : After extinction of light No bar pressing

Theoretical Explanations Stimulus-Substitution Theory CS acts as a substitute for US “food center”“salivation center” “light center”

Sign Tracking

Situation where Stimulus-Substitution does not explain events Jump (UR)Freeze (CR)

Theoretical Explanations Preparatory-Response Theory CS tells organism to get ready for US

Two Models of Learning S-S model: NSUSUR CS US

S-S Learning Blocking US and CS associated

S-S Learning US Revaluation : US and CS associated

S-R model S-S model Dog : Bite  Fear NS US  UR Dog : Bite  Fear NS US  UR Two Models of Learning

Homeostatic Systems

Theoretical Explanations Preparatory-Response Theory Compensatory-Response Model Unconditioned response to shock: Shock  increased heart rate US UR First few pairings: Tone:Shock  increased heart rate NS US UR Tone  increased heart rate CS CR After repeated pairings: Tone:Shock  increased heart rate NS US UR Tone  decreased heart rate CS CR

Drug Addiction Heroin-related cues: Heroin  Decreased blood pressure NS US UR Heroin-related cues  Increased blood pressure CS UR Heroin  Decreased blood pressure  Increased blood pressure a-process b-process US UR/US UR

Drug Addiction Heroin-related cues: Relaxing effect  Tension a-process b-process NS US UR Heroin-related cues  tension CS CR

Drug Tolerance

Theories: What causes the learning? Stimulus-Substitution Theory CS acts as a substitute for US Preparatory-Response Theory CS tells organism to get ready for US Compensatory-Response Model

Rescorla-Wagner Model Proposes that the US has a limited amount of associative value, and that this value is distributed among the available CSs

Examples 1. Tone (V=0): Food (Max=10)  10 drops of saliva Tone (V=10)  10 drops of saliva

Examples 2. [Loud Tone + Dim Light] (V=0) : Food (Max=10)  10 drops of saliva Loud Tone (V=9)  9 drops of saliva Dim Light (V=1)  1 drops of saliva

Examples 3. [Tone (V=10) + Light (V=0)] : Food (Max=10)  10 drops of saliva Tone (V=10)  10 drops of saliva Light (V=0)  0 drops of saliva