1. Module 9 Classical Conditioning

2. Objectives Students will be able to… Students will be able to… Discuss the stages of Classical Conditioning Discuss the stages of Classical Conditioning Analyze experiments and break them down into the stages. Analyze experiments and break them down into the stages.

3. Question of the Day – Type 1 What behavior have you learned in this classroom that no longer requires you to “think” about it in order to do it? What behavior have you learned in this classroom that no longer requires you to “think” about it in order to do it? How did you learn this behavior? How did you learn this behavior?

4. Terms to know Learning Learning A relatively enduring or permanent change in behavior that results from previous experience with certain stimuli and response A relatively enduring or permanent change in behavior that results from previous experience with certain stimuli and response Behavior Behavior Includes both unobservable mental events (thoughts, images) and observable responses (fainting, salivating, vomiting) Includes both unobservable mental events (thoughts, images) and observable responses (fainting, salivating, vomiting)

5. THREE KINDS OF LEARNING 1. Classical conditioning A kind of learning in which a neutral stimulus acquires the ability to produce a response that was originally produced by different stimulus A kind of learning in which a neutral stimulus acquires the ability to produce a response that was originally produced by different stimulus Ivan Pavlov Ivan Pavlov Conducted experiments with dogs Conducted experiments with dogs Pavlov rang a bell before putting food in a dog’s mouth Pavlov rang a bell before putting food in a dog’s mouth After numerous trials of pairing the food and bell, the dog salivated to the sound of the bell After numerous trials of pairing the food and bell, the dog salivated to the sound of the bell This is a conditioned reflex This is a conditioned reflex

7. THREE KINDS OF LEARNING 2. Operant conditioning Refers to a kind of learning in which the consequences that follow some behavior increase or decrease the likelihood of that behavior’s occurrence in the future Refers to a kind of learning in which the consequences that follow some behavior increase or decrease the likelihood of that behavior’s occurrence in the future E. L. Thorndike E. L. Thorndike Experimented with cats in the puzzle box Experimented with cats in the puzzle box Experimented with cats in the puzzle box Experimented with cats in the puzzle box Law of effect Law of effect Says that if some random actions are followed by pleasurable consequences or reward, such actions are strengthened and will likely occur in the future Says that if some random actions are followed by pleasurable consequences or reward, such actions are strengthened and will likely occur in the future

8. THREE KINDS OF LEARNING

9. 3. Cognitive learning A kind of learning that involves mental processes, such as attention and memory; may be learned through observation or imitation, and may not involve any people performing any observable behaviors A kind of learning that involves mental processes, such as attention and memory; may be learned through observation or imitation, and may not involve any people performing any observable behaviors Albert Bandura – Bobo Doll Albert Bandura – Bobo DollBobo DollBobo Doll Found that children who had watched a film of an adult modeling aggressive behavior played more aggressively than children who had not seen the film Found that children who had watched a film of an adult modeling aggressive behavior played more aggressively than children who had not seen the film Bandura’s study demonstrated that we can learn through observation or imitation Bandura’s study demonstrated that we can learn through observation or imitation

10. PROCEDURE: CLASSICAL CONDITIONING Step 1: Choosing stimulus and response Step 1: Choosing stimulus and response Neutral stimulus Neutral stimulus some stimulus that causes a sensory response, such as being seen, heard, or smelled, but doesn’t produce the reflex being tested some stimulus that causes a sensory response, such as being seen, heard, or smelled, but doesn’t produce the reflex being tested Unconditioned stimulus Unconditioned stimulus USC; some stimulus that triggers or elicits a physiological reflex, such as salivation or eye blink USC; some stimulus that triggers or elicits a physiological reflex, such as salivation or eye blink Unconditioned response Unconditioned response UCR; unlearned, innate, involuntary physiological reflex elicited by the unconditioned stimulus UCR; unlearned, innate, involuntary physiological reflex elicited by the unconditioned stimulus

11. PROCEDURE: CLASSICAL CONDITIONING (CONT’D) Step 2: Establishing classical conditioning Step 2: Establishing classical conditioning Neutral stimulus Neutral stimulus trial; pair neutral stimulus (bell) with the unconditioned stimulus (food) trial; pair neutral stimulus (bell) with the unconditioned stimulus (food) neutral stimulus presented first, then short time later, the unconditioned stimulus neutral stimulus presented first, then short time later, the unconditioned stimulus Unconditioned stimulus Unconditioned stimulus seconds after the tone begins, present the UCS seconds after the tone begins, present the UCS Unconditioned response Unconditioned response UCS (food) elicits the UCR (salivation) UCS (food) elicits the UCR (salivation)

12. PROCEDURE: CLASSICAL CONDITIONING (CONT’D) Step 3: Testing for conditioning Step 3: Testing for conditioning Conditioned stimulus Conditioned stimulus CS; a formerly neutral stimulus that aquires the ability to elicit a response that was previously elicited by the unconditioned stimulus CS; a formerly neutral stimulus that aquires the ability to elicit a response that was previously elicited by the unconditioned stimulus Conditioned response Conditioned response CR; elicited by the conditioned stimulus and similar to, but not identical in size or amount to, the UCS CR; elicited by the conditioned stimulus and similar to, but not identical in size or amount to, the UCS CR; less salivation than the UCR CR; less salivation than the UCR

13. Vocabulary to know – Conditioning Concepts Generalization Generalization When a stimulus is similar to the CS, a similar CR will occur  Smiling face, laugh, sneeze When a stimulus is similar to the CS, a similar CR will occur  Smiling face, laugh, sneeze Discrimination Discrimination Learning NOT to react to a new stimuli Learning NOT to react to a new stimuli Extinction Extinction When a CS is repeatedly presented without the UCR the CR no longer seems to be effected by the CS  EXPOSURE THEORY When a CS is repeatedly presented without the UCR the CR no longer seems to be effected by the CS  EXPOSURE THEORY Spontaneous Recovery Spontaneous Recovery CR reappears after Extinction CR reappears after Extinction

14. ADAPTIVE VALUES & USES Adaptive value Adaptive value Traits that increases chances of survival Traits that increases chances of survival Taste-aversion learning Taste-aversion learning associating a particular sensory cue (smell, tastes, sound, or sight) with getting sick = avoid in future  Food, alcohol associating a particular sensory cue (smell, tastes, sound, or sight) with getting sick = avoid in future  Food, alcohol Preparedness Preparedness Animals and humans are biologically prepared to associate some combos of conditioned and UC stimuli more easily than others. Animals and humans are biologically prepared to associate some combos of conditioned and UC stimuli more easily than others.

15. Classical conditioning and emotion Conditional emotional response Conditional emotional response feeling some positive or negative emotion when experiencing a stimulus that initially accompanied a pleasant or painful event feeling some positive or negative emotion when experiencing a stimulus that initially accompanied a pleasant or painful event Give me an example of this in your life. What part of the brain would this effect? What part of the brain would this effect? Cerebellum – reflex Cerebellum – reflex Amygdala – emotions Amygdala – emotions

16. THREE EXPLANATIONS Stimulus substitution Stimulus substitution The NS substitutes for the UCS The NS substitutes for the UCS Contiguity theory Contiguity theory classical conditioning occurs because two stimuli (NS and the UCS) are paired close together in time (contiguous) classical conditioning occurs because two stimuli (NS and the UCS) are paired close together in time (contiguous) Cognitive perspective Cognitive perspective Learning to predict a relationship between two stimuli such that the occurrence of one stimulus (NS) predicts the occurrence of another (UCS) Learning to predict a relationship between two stimuli such that the occurrence of one stimulus (NS) predicts the occurrence of another (UCS)

17. Study of observable behaviors and the rejection of unobservable mental or cognitive events. Study of observable behaviors and the rejection of unobservable mental or cognitive events.

18. UCS: Loud noise UCS: Loud noise UCR: Fear UCR: Fear NS: White rat NS: White rat CS: White rat CS: White rat CR: Fear CR: Fear

19. Criticized for not unconditioning Albert Criticized for not unconditioning Albert Left Johns Hopkins in 1920 Left Johns Hopkins in 1920 Was hired by J Walter Thompson Agency, a New York-based advertising firm Was hired by J Walter Thompson Agency, a New York-based advertising firm Why? Why?

20. Advertisers often attempt to link positive emotions to the product or brand they are promoting. Travelers commercialTravelers commercial VW commercial VW commercial Travelers commercialVW commercial While PSA commercials use negative emotions. DoggiesDoggies, Texting while driving Texting while driving DoggiesTexting while driving What kind of emotions do you feel? Examples

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