1. Do Now 3/24 What is a phobia? Do you have any phobias? Based on what you learned about classical conditioning last class, do you have any theories on how these things might be related? 1

2. Do-Now 4/8 Think about your behavior when you were a child, how did your parents respond when you misbehaved? How did you learn the correct behavior? (or did you???) Maybe you have a younger sibling/cousin and you see how their behavior is addressed? Describe some of the methods. 2

3. 3 What is Learning? A relatively permanent change in behavior that results from experience

4. 4 Classical Conditioning: Examples Sound of a dentist’s drill: sweaty palms Smell of nostalgic perfume: smiling Sight of certain restaurant: nausea Noise of a can opener: cat comes running Smell of a hospital: weakened immunity How does this happen?

5. 5 Classical Conditioning Discovered (accidentally) by Ivan Pavlov Components –Unconditioned Stimulus Unconditioned Response –Conditioned Stimulus Conditioned Response

6. 6 Unconditioned stimulus (US) a stimulus (or cause) that, naturally triggers a response- EX. such as water to cats- Look- Water

7. 7 Unconditioned response (UR) An unlearned, natural response to the unconditioned stimulus, such as a cat’s getting angry when wet MOW!! I hate you all!

8. 8 Conditioned stimulus: (CS) an originally unimportant stimulus that, after “the incident” comes to trigger a conditioned response Good place to wash kitty Bad place to wash kitty

9. 9 Conditioned response: (CR) the learned response to a previously neutral stimulus

10. 10 Pavlov’s Observation Studied digestion in dogs Presented meat powder and measured salivation Dogs started salivating before food was presented Why?

11. 11 Pavlov’s Experiment: Phase 1 Food (US)- causes salivation (UR) reflex, right? Sound (CS) causes nothing (CR)

12. 12 Pavlov’s Experiment: Phase 2 CS is repeatedly paired with the US –A tone is sounded before the food is presented

13. 13 Pavlov’s Experiment: Phase 3 Eventually, the CS causes a CR –Or hearing the tone by itself causes salivation

14. 14

15. Crash Course Conditioning 15

16. 16 Classical Conditioning: Conditioned Emotional Response Avoidance learning Conditioned phobias –Little Albert Generalization- learning can adapt to other similar circumstances. Purpose: Biological preparedness –Easy to develop a snake phobia –Hard to develop a car door phobia

17. Little Albert Experiment Watson's Experiment...kinda creepy 17

18. 18 Classical conditioning Applied There is no choice involved for the subject Very hard to unlearn Very powerful! Can be accidental Is at the heart of all addictions, phobias and panic disorders

19. Now, on the topic of Phobias…let’s play some Guess….. That… Phobia! 19

20. Claustrophobia 20

21. Fear of confined spaces 21

22. Anthrophobia 22

23. Fear of plants 23

24. Carnophobia 24

25. Fear of meat 25

26. Photophobia 26

27. Fear of light 27

28. Triskaidekaphobia 28

29. Fear of thirteen 29

30. Gynophobia 30

31. Fear of women/girls 31

32. Xenophobia 32

33. Fear of outsiders (strangers) 33

34. Taurophobia 34

35. Fear of bulls 35

36. Dextrophobia 36

37. Fear of Objects at the right side of the body 37

38. 10 crazy phobias that actually exist 38

39. 39 Classical Conditioning Applied Drug overdoses “Triggers” Anxiety disorders Advertising: sex appeal Taste aversion Conditioning and the immune system

40. 40 addiction Starts as a choice but becomes classical conditioning

41. 41 Operant Conditioning A type of learning where behavior is strengthened if followed by reinforcement or weakened if followed by punishment. There is a choice involved in this by the subject. This learning is much more complex than classical learning Easy to stop/ unlearn (called extinction)

42. Do-Now (4/10) Provide an example of: –Positive reinforcement –Negative reinforcement –Positive punishment –Negative punishment Next, consider some superstitions that you have (if any?) how do you think that they developed? 42

43. Big Bang Theory 43

44. 44 Operant Conditioning Developed by hair guru BF Skinner

45. 45 Skinner and Operant Learning The mouse is learning to get food by pressing the food lever in the Skinner box and receiving a food reward. He trained all kinds of animals to do cool tricks by using food, lights, voltage, etc.

46. 46 Who wants a pet monkey? Random…

47. Do-Now (On your own piece of paper) Provide an example of: 1.Positive reinforcement 2.Negative reinforcement 3.Positive punishment 4.Negative punishment May I please have 4 or 5 volunteers to help me pass back papers 47

48. 48

49. 49 Operant Conditioning: Principles Stimulus Response Reinforcement- strengthens behaviors –Positive reinforcement –Negative reinforcement Punishment- weakens behaviors (causes extinction) Extinction-

50. 50 Reinforcement Reinforcement increases the probability desired behaviors. Continuous reinforcement (rewarding every correct response) results in fast learning, but has quick extinction (like trying to start a car). Partial reinforcement keeps us responding vigorously for longer (like a video game). Variable ratio reinforcement leads to the highest rates of responding greatest resistance to extinction (like gambling).

51. Continuous Reinforcement In continuous reinforcement, the desired behavior is reinforced every single time it occurs. Generally, this schedule is best used during the initial stages of learning in order to create a strong association between the behavior and the response. Once the response if firmly attached, reinforcement is usually switched to a partial reinforcement schedule. 51

52. Partial Reinforcement In partial reinforcement, the response is reinforced only part of the time. Learned behaviors are acquired more slowly with partial reinforcement, but the response is more resistant to extinction.There are four schedules of partial reinforcement: 1)Fixed-ratio 2)Variable-ratio 3)Fixed-interval 4)Variable-interval 52

53. Variable Ratio Reinforcement When a response is reinforced after an unpredictable number of responses. This schedule creates a high steady rate of responding. Gambling and lottery games are good examples of a reward based on a variable ratio schedule. In a lab setting, this might involved delivering food pellets to a rat after one bar press, again after four bar presses, and a third pellet after two bar presses. 53

54. 54 Positive reinforcement when a desired reinforcer is presented after the occurrence of the desired behavior. like Scooby Snacks

55. 55 Negative Reinforcement removal of a negative stimulus following a response Strengthens a behavior Examples: Clean your room to stop parents from yelling at you.

56. 56 Punishment

57. Positive Punishment The concept of positive punishment can difficult to remember, especially because it seems like a contradiction. How can punishment be positive? The easiest way to remember this concept is to note that it involves an aversive stimulus that is added to the situation. For this reason, positive punishment is sometimes referred to as punishment by application. 57

58. Examples of Positive Punishment Because you're late to work one morning, you drive over the speed limit through a school zone. As a result, you get pulled over by a police officer and receive a ticket. Spanking a child Your cell phone rings in the middle of a class lecture, and you are scolded by your teacher for not turning your phone off prior to class. Yelling “No!” at a dog jumping up on a person (adds scold to reduce behavior) Swatting a dog with a newspaper for peeing on the carpet. 58

59. Negative Punishment Negative punishment is often referred to as punishment by removal. –After getting in a fight with his sister over who gets to play with a new toy, the mother simply takes the toy away. –A teenage girl stays out for an hour past her curfew, so her parents ground her for a week. –A third-grade boy yells at another student during class, so his teacher takes away "good behavior" tokens that can be redeemed for prizes. 59

60. 60

61. 61 Punishment Removes unwanted behaviors Punishment is most effective if it has three characteristics: It should occur immediately after the undesired behavior. It must be consistent. It must be aversive without being abusive

62. 62 Problems of punishment –the ability to engage in the problem behavior remains. –Physical punishment causes increased aggressive behavior in the person/ animal being punished. –Through classical conditioning, the person being punished may learn to fear the punisher. –requires continuous observation. –Only tells the subject what not to do.

63. 63 Building Complex Behaviors Shaping/ Chaining –Reinforcing complex behaviors by adding steps to each learned behavior –Used to train animals to do complex tricks

64. 64

65. 65 Classical versus Operant Conditioning Classical conditioning –Lasts a very long time –There is no choice –Uses natural reflexes Operant conditioning –Quickly extinct –There is a choice –Uses conscious thought

66. 66 How to teach a child to manipulate you- NEVER REWARD THE PROMISE OF A BEHAVIOR!!!!! Only reward the behavior itself. (But mom, if you buy me this, I promise I’ll be good…)

67. 67 Generalization/ discrimination Generalization- The subject takes what it has learned and applies it to other circumstances (sometimes unintended). –Applies to operant and classical conditioning Discrimination- Learning precisely what behaviors are rewarded

68. 68 Operant Conditioning: Examples Grades Traffic laws gambling Going to work Playing a sport Potty training Teaching my cat not to play with the water in the toilet bowl.

69. Do-Now 4/13 What is aggressive behavior? What affect does it have on those who observe it? Why? 69

70. Review What are the important studies that we have learned about in this unit? 70

71. Classical Conditioning? Little Albert? Operant Conditioning? Today, we are going to add one more!- Bandura’s “Bobo Doll” Study 71

72. 72 Observational Learning Imitation or Modeling

73. 73 Bandura’s “Bobo Doll” Study

74. 74 Prosocial Effects Role models Model reading, helpful behaviors, nonviolence Consistency is key “Do as I say, not as I do” = children imitate the hypocrisy!

75. 75 Observational Learning Observational learning is learning a behavior by observing or imitating the behavior of others (models). Behavior that has been rewarded is most likely to be imitated. During observational learning, one learns by watching how others behavior is reinforced or punished, not one’s own behavior. Operant learning, on the other hand, is learning directly from one’s own experience.

76. 76 Bandura’s Social Learning Theory People learn social behaviors mainly through observation and cognitive processing of information, rather than through direct experience. For observational learning to occur, one must: Pay attention to a model’s behavior Remember what has been observed Be able to perform the observed behavior Be motivated to perform the observed behavior

77. 77 Aggressive Behavior Children learn aggressive behaviors through observation. Punishment does not seem to prevent the learning of aggression, but only how it is expressed. Nonaggressive responding can also be learned through positive social modeling.

78. 78 Observational Learning Bandura’s Bobo doll study

79. Stage 1: Modeling 24 children (12 boys and 12 girls) watched a male or female model behaving aggressively towards a toy called a 'Bobo doll'. Another 24 children (12 boys and 12 girls) were exposed to a non-aggressive model The final 24 children (12 boys and 12 girls) were used as a control group and not exposed to any model at all. 79

80. Stage 2: Aggression Arousal All the children (including the control group) were subjected to 'mild aggression arousal'. Each child was (separately) taken to a room with relatively attractive toys. As soon as the child started to play with the toys the experimenter told the child that these were the experimenter's very best toys and she had decided to reserve them for the other children. 80

81. Stage 3: Test for Delayed Imitation The next room contained some aggressive toys and some non-aggressive toys. The child was in the room for 20 minutes and their behavior was observed and rated though a one-way mirror. Observations were made at 5-second intervals therefore giving 240 response units for each child. 81

82. 82

83. Bobo Doll Experiment 83

84. 84 Applied social learning

85. 85