2. Work on the bell work quietly and individually. BELL WORK #67 Pass up: Nothing

3. Classical Conditioning Notes Videos Classical Conditioning Applications AGENDA/ANNOUNCEMENTS HW/ Coming up: The Amazing Water Bottle Demonstration Worksheet due tomorrow at the beginning of class! Read pg. 193-214 by Wednesday after Thanksgiving break (Dec. 2)! A Peaceful Thanksgiving Dinner due the day of the test! Learning Unit Test- Friday, December 4 th Study guide, graphic organizer (for extra credit), flashcards due Friday, December 4 th ! Goal(s): Be able to explain classical conditioning and its real life implications. TEST Makeups/Corrections- before (7:05 am) and after school (2:30 pm- 3:30 pm) this week.

4. IN YOUR NOTES …ANSWER THE FOLLOWING QUESTIONS- WRITE BOTH THE QUESTION AND THE ANSWER. ● Answer the following questions- write BOTH the question and the answer. 1.What is higher-order conditioning (pg. 185)? 2.Who was Rosalie Rayner (pg. 187)? 3.What is a conditioned emotional reaction (CER)? 4.How are many phobias acquired (pg. 189)? 5.What is the classical conditioning of drug cravings? Explain it by summarizing the part of the reading titled classical conditioning of drug cravings on pg. 190.

5. IN YOUR NOTES …ANSWER THE FOLLOWING QUESTIONS- WRITE BOTH THE QUESTION AND THE ANSWER. 1.What are conditioned taste aversions (pg. 190)? Explain them in as much detail as you can by summarizing the reading about them on pg. 190-191. 2.Who was the first psychologist to demonstrate CC in the acquisition of taste aversions (pg. 190)? 3.What are some survival benefits of conditioned taste aversions (pg. 190)? 4.Summarize each of the four paragraphs under A Cognitive Perspective on Classical Conditioning. Be sure that your 4 summaries (there are 4 paragraphs) include an answer to this question: What did Robert Rescorla say about predictability and how it affects classical conditioning (pg. 187)?

6. IN YOUR NOTES …ANSWER THE FOLLOWING QUESTIONS- WRITE BOTH THE QUESTION AND THE ANSWER. 1.According to Robert Ader and Nicholas Cohen, how does classical conditioning extend to the workings of the immune system? Explain (pg. 191). 2.How do you think the process of extinction (pg. 184) can help someone in curing a phobia? Explain.

7. THOUGHT OF THE DAY 8 th period- place chairs on top of desks please! What is the hardest thing for you to remember about classical conditioning? How can you learn it better (maybe some kind of mnemonic device)? Explain. Write your name and ALWAYS explain your answer.

8. Work quietly on the bell work. BELL WORK #68 Pass up: Bell Works from this week!

9. Go over the quiz Classical Conditioning Go over worksheet/notes John Watson’s Little Albert Experiment Notes Video Classical Conditioning Examples AGENDA/ANNOUNCEMENTS HW/ Coming up: Read pg. 193-214 by Wednesday after Thanksgiving break (Dec. 2)! A Peaceful Thanksgiving Dinner due the day of the test! Learning Unit Test- Friday, December 4 th Study guide, graphic organizer (for extra credit), flashcards due Friday, December 4 th ! Goal(s): To review your knowledge of classical conditioning and apply it to real life possible scenarios.

10. LET’S GO OVER YOUR NOTES FROM YESTERDAY!

11. LET’S GO OVER THE AMAZING WATER BOTTLE DEMONSTRATION WORKSHEET!

12. John B. Watson - Classical Conditioning Founder of Behaviorism. Took Pavlov’s ideas and put them to new & more rigorous tests. “Little Albert” & Generalization Watson demonstrated that he could create fear in a child in response to a neutral stimulus (a rat). Paired a rat with a fear-inducing stimulus (a loud noise), the child eventually became fearful of related stimuli = Generalization

13. HTTPS://WWW.NEWSCIENTIST.COM/ARTICLE/DN26307-BABY-USED-IN- NOTORIOUS-FEAR-EXPERIMENT-IS-LOST-NO-MORE/

14. UCS - UCR - NS - CS - CR - ??????????

15. UCS - UCR - NS - CS - CR - Loud Noise Fear, crying, madness, misery Rat Fear, crying, madness, misery Credit to: Welle's Wacky World of PsychologyWelle's Wacky World of Psychology A Blog for Psychology Students, Enthusiasts, & the Crazy

16. John B. Watson in his experiment with Little Albert, an 11 month old baby, studied how emotions are learned. He presented a white rat (NS) & a loud noise (UCS) to Little Albert. After several pairings, Albert showed fear (CR) of the white rat. Later, Albert generalized the fear t o stimuli that were similar to CS, such as a beard.

17. After conditioning… Is this study ethical? Standards set by the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research (late 1970s): Watson's experiment would not have been allowed for numerous reasons including its unethical context. It is now measured immoral to evoke reactions of fear in humans under laboratory circumstances, except if the participant has given an informed approval to being purposely horrified as part of the experiment.

18. Experiments should not cause human participants to suffer unnecessary distress or be physically harmed. Welfare of human participants must always be the paramount consideration in any form of research, & this is especially true with specially protected groups such as children.

19. “Albert” or Douglas Merritte died on May 10, 1925 of hydrocephalus (developed in 1922). Condition was congenital (from birth). Hydrocephalus ("water on the brain") : Abnormal accumulation of cerebrospinal fluid (CSF) in the ventricles, or cavities, of the brain. May cause increased intracranial pressure inside the skull & progressive enlargement of the head, convulsion, tunnel vision, & mental disability. “Little Albert” was a very ill infant who, perhaps because of the hydrocephalus he had had since birth, could not see well &, according to his relatives, never learned to walk or talk. There is evidence that John B. Watson knew of this illness. Watson & Rayner's (1920) report reveals little evidence either that Albert developed a rat phobia or even that animals consistently evoked his fear (or anxiety) during Watson and Rayner's experiment. It may be useful for modern learning theorists to see how the Albert study prompted subsequent research [...] but it seems time, finally, to place the Watson and Rayner data in the category of "interesting but uninterpretable" results.

20. YOUTUBE: FINDING LITTLE ALBERT: A SECRET HISTORY - BBC FOUR

21. Generalization The tendency, once a response has been conditioned, for stimuli similar to the CS to elicit similar responses. The classical conditioning theory of phobic disorder states that the learned fear to a CS generalizes (transfers) to other stimuli, with the greatest amount of transfer occurring to stimuli that are most similar to the CS.

22. Discrimination Learned ability to distinguish between a CS & other stimuli that does not signal UCS. Classical conditioning theory of phobic disorder: individuals learn to discriminate between a CS that is followed reliably by a fear-inducing UCS & stimuli that, although similar, are rarely or never followed by the UCS. For example, in the case of the dog that is fearful of all men because it has been treated cruelly by a particular man, it probably will learn to feel fear only to the man who abused it if most other men the dog meets treat it kindly.

23. A FRIEND HAS LEARNED TO ASSOCIATE THE SOUND OF A DENTIST’S DRILL TO A FEARFUL REACTION BECAUSE OF A PAINFUL EXPERIENCE SHE HAD GETTING A ROOT CANAL. IN THIS EXAMPLE, WHAT IS THE:  UCS? Pain from the drill  UCR? Fear  CS? Sound of the drill  CR? Fear

24. A BMW COMMERCIAL HAS LOTS OF PRETTY PEOPLE IN IT. PEOPLE WHO WATCH THE COMMERCIAL FIND THE PEOPLE PLEASING TO LOOK AT. WITH REPEATED VIEWING, THEY BEGIN TO ASSOCIATE THE CAR WITH THE PLEASANT FEELING.  UCS? Pretty people  UCR? Feeling good  CS? Sight of BMW  CR? Feeling good

25.  Complete the worksheet.  We will go over them in about 8 minutes! CLASSICAL CONDITIONING EXAMPLES

26. Is extinction permanent?

27. THOUGHT OF THE DAY 8 th period- place chairs on top of desks please! What are some differences between classical and operant conditioning? Explain. Write your name and ALWAYS explain your answer.