1. Chapter 6 Learning & Conditioning

2. Discussion Question: What is learning?

3. Learning: Relatively permanent change in behavior due to experience Does NOT include temporary changes due to disease, fatigue, injury, maturation, or drugs, since these do NOT qualify as learning even though they can alter behavior Learning

4. Classical Conditioning A type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus. How could the following be examples of CC:  Songs?  Food?  Clothing?  Old Schools?

5. Classical Conditioning Ivan Pavlov  Russian physiologist who studied digestion  Used dogs to study salivation when dogs were presented with meat powder  Reflex: Automatic, non-learned response  Pavlov’s Dogs Pavlov’s Dogs  The Office Altoid Experiment The Office Altoid Experiment  Clockwork Orange

6. Pavlovian Terms Neutral Stimulus: Stimulus that does not evoke a response Conditioned Stimulus (CS): Stimulus that evokes a response because it has been repeatedly paired with an unconditioned stimulus Unconditioned Stimulus (UCS): A stimulus innately capable of eliciting a response

7. Pavlovian Terms cont’d Unconditioned Response (UCR): An innate reflex response elicited by an unconditioned stimulus (UCS) Conditioned Response (CR): A learned response elicited by a conditioned stimulus

8. Classical conditioning apparatus

9. Pavlov’s Dog NS- Bell (because is causes no response before training) CS- Bell (after pairing with meat) UCS- Meat Powder (dog naturally likes) UCR- Salivate (dog salivates at meat- relex) CR- Salivate (dog salivates at bell)

10. Figure 6.2 The sequence of events in classical conditioning

11. Figure 6.3 Classical conditioning of a fear response

12. Classical Conditioning: More Terminology Trial = pairing of UCS and CS Acquisition = initial stage in learning Stimulus contiguity = occurring together in time and space

13. Classical Conditioning: More Terminology 3 types of Classical Conditioning  Simultaneous conditioning: CS and UCS begin and end together  Short-delayed conditioning: CS begins just before the UCS, end together  Trace conditioning: CS begins and ends before UCS is presented

14. Processes in Classical Conditioning Extinction Spontaneous Recovery Stimulus Generalization Discrimination Higher-order conditioning

15. Generalization versus Discrimination Bitten by this Afraid of this Bitten by this Not afraid of this

16. Figure 6.7 Acquisition, extinction, and spontaneous recovery

17. Figure 6.10 Higher-order conditioning

18. Operant Conditioning Edward L. Thorndike (1913)  Law of Effect  The probability of a response is altered by the effect it has; responses that lead to desired effects are repeated; those that lead to undesired effects are not

19. B.F. Skinner B.F. Skinner (1953) – principle of reinforcement  Operant chamber  Commonly referred to as a “Skinner Box”“Skinner Box”  Voluntary Responses  Reinforcement contingencies (rules)  Big Bang Theory Big Bang Theory

20. Figure 6.12 Reinforcement in operant conditioning

21. Figure 6.13 Skinner box and cumulative recorder

22. Basic Processes in Operant Conditioning Acquisition Shaping  Successive Approximations or baby steps toward goal Extinction Stimulus Control  Generalization  Discrimination

23. Figure 6.14 A graphic portrayal of operant responding

24. Table 6.1 Comparison of Basic Processes in Classical and Operant Conditioning

25. Reinforcement: Consequences that Strengthen Responses Primary Reinforcers  Satisfy biological needs  Food, water, warmth, sex, affection Secondary Reinforcers  Conditioned reinforcement  $, grades, attention, flattery, praise, applause

26. Consequences: Reinforcement and Punishment Increasing a response:  Positive reinforcement = response followed by rewarding stimulus  Negative reinforcement = response followed by removal of an aversive stimulus  Escape learning  Avoidance learning Decreasing a response:  Punishment  Problems with punishment

27. Reinforcement Positive Reinforcement: When a response is followed by a reward or other positive event Negative Reinforcement: When a response is followed by the removal of an unpleasant event (e.g., the bells in Fannie’s car stop when she puts the seatbelt on); ends discomfort

28. Punishment Punishment is defined as a consequence that follows an operant response that decreases (or attempts to decrease) the likelihood of that response occurring in the future.

29. Positive Punishment In an attempt to decrease the likelihood of a behavior occurring in the future, an operant response is followed by the presentation of an aversive stimulus. This is positive punishment. If you stroke a cat's fur in a manner that the cat finds unpleasant, the cat may attempt to bite you. Therefore, the presentation of the cat's bite will act as a positive punisher and decrease the likelihood that you will stroke the cat in that same manner in the future.

30. Negative Punishment In an attempt to decrease the likelihood of a behavior occurring in the future, an operant response is followed by the removal of a positive stimulus. This is negative punishment. When a child "talks back" to his/her mother, the child may lose the privilege of watching her favorite television program. Therefore, the loss of viewing privileges will act as a negative punisher and decrease the likelihood of the child talking back in the future.

31. PositiveNegative Reinforcement Getting Money Food Hugs Treats Praise Changing the batteries in smoke detector to make it stop beeping Taking off uncomfortable clothing Tylenol for a headache Punishment Spanking Hitting Yelling Pinching Time-out Grounding No TV No Sex

32. Figure 6.18 Positive reinforcement versus negative reinforcement

33. Schedules of Reinforcement Continuous reinforcement Intermittent (partial) reinforcement  Ratio schedules  Fixed  Variable  Interval schedules  Fixed  Variable

34. Figure 6.17 Schedules of reinforcement and patterns of response

35. Figure 6.19 Escape and avoidance learning

36. Figure 6.20 Comparison of negative reinforcement and punishment

37. Changes in Our Understanding of Conditioning Biological Constraints on Conditioning  Instinctive Drift  Conditioned Taste Aversion  Preparedness and Phobias Cognitive Influences on Conditioning  Signal relations  Response-outcome relations Evolutionary Perspectives on learning

38. Figure 6.22 Conditioned taste aversion

39. Observational Learning: Basic Processes Albert Bandura (1977, 1986)  Observational learning  Vicarious conditioning 4 key processes  attention  retention  reproduction  motivation acquisition vs. performance

43. Figure 6.25 Observational learning