1. Learning = 7-9 % of AP Exam

2. you must work on your own to complete it
Rat Maze Activity
Time yourself as you complete the maze starting at the ear and ending at the tail
you must work on your own to complete it
receive a piece of candy when maze completed if you beat your previous time
Try again—you can complete as many mazes as possible in the time allotted

3. A Demonstration in Instrumental Learning and Operant Conditioning
Rat Mazes
A Demonstration in Instrumental Learning and Operant Conditioning
This is an example of
trial and error learning
instrumental learning/conditioning
Thorndike = response to a stimulus is strengthened when they are instrumental in producing rewards
operant conditioning
B. F. Skinner = positive reinforcers strengthen a response if experienced after the response occurs
Each time a completed maze was handed in, candy was received as positive reinforcement

4. Homework =
perform your own classical or operant conditioning experiment or observation
Turn it into a video project for extra credit (see sample below)

5. What is Learning? Learning refers to the
relatively permanent change in subject’s behavior to a given situation
brought about by repeated experience in that situation
We learn by association (Associative Learning)
Our minds naturally connect events that occur in sequence
learning that two events occur together

6. Classical Conditioning VS Operant Conditioning
Process of learning based on producing positive consequences and avoiding negative ones
Measured by rate of response
Skinner (pigeons)
Classical
Neutral stimulus is paired with a stimulus that elicits response
Eventually the neutral stimulus causes the response
Pavlov (dog saliva)
Watson (little Albert)

7. Lemonade Experiment in Classical Conditioning

8. Classical (AKA Pavlovian) Conditioning
We learn to associate two stimuli

9. Classical Conditioning Terms
Unconditioned Stimulus (UCS)
stimulus that unconditionally--automatically and naturally--triggers a response
Unconditioned Response (UCR)
unlearned, naturally occurring response to the unconditioned stimulus
Conditioned Stimulus (CS)
originally irrelevant stimulus that, after association with an unconditioned stimulus, triggers a conditioned response
Conditioned Response (CR)
learned response to a previously neutral conditioned stimulus
Acquisition
the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus (CS) comes to elicit a conditioned response

10. Pavlov’s Classic Experiment
Pavlov’s Classic Experiment
Before Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation) No
salivation
During Conditioning
After Conditioning
UCS (food
in mouth) CS
(tone)
Neutral
stimulus
(tone)
UCR
(salivation)
CR (salivation)

11. A Classic Study John B. Watson Conditioned “emotion”
Fear response in humans (1920)
Little Albert
Crash Couse link:

12. UCS==== UCR

13. N UCS====== UCR

14. Repeated pairings. . . CS (originally irrelevant!) === CR

15. SO. . . Who gives the shots? WHY?

16. Extinction The gradual weakening and eventual disappearance of the CR
Involves repeatedly presenting the CS without pairing it with the UCS (like if you hear the name Pavlov over the weekend)

17. Spontaneous Recovery
Occurs when a previously extinguished CR suddenly reappears after a period of no training

18. Generalization Tendency to respond to stimuli similar to the CS.
Ex. A child who has been bit by a dog may fear all dogs.
After 9/11, people responded anxiously to the sight or sound of planes.
Generalization can be adaptive
toddlers are taught to fear moving cars in the street and would respond similarly to trucks and motorcycles.

19. Discrimination
Occurs when stimuli similar to the CS do NOT produce a CR
The more similar the stimuli are to the CS, the greater the difficulty of discrimination
Being able to recognize these differences is adaptive.
Ex. Confronted by a pit bull, your heart may race; confronted by a golden retriever, it likely will not.

20. A song on classical conditioning for your enjoyment…

21. Classical Conditioning
Quick review of the differences between Classical and Operant Conditioning:
Operant Conditioning
Classical Conditioning
UCS + UCR + CS + CR
Acquisition
Extinction
Spontaneous Recovery
Biological Predisposition
Pavlov
Watson
Voluntary (nonreflexive), goal seeking
Association of response with consequence
Responding decreases especially when consistent reinforcement stops
Instinctive drift = Best learned behaviors are similar to natural behaviors
Skinner
Thorndike

22. Operant Conditioning
We learn to associate a response and its consequence
Type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment
Law of Effect
Thorndike’s principle that behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely

23. Operant Conditioning Shaping
operant conditioning procedure in which reinforcers guide behavior toward desired goal
Reinforcer (shaper)
any event that strengthens the behavior it follows
Punishment (shaper)
Event that decreases the behavior it follows

24. Principles of Reinforcement
Primary Reinforcer
innately reinforcing stimulus
i.e., satisfies a biological need (food for hunger)
Conditioned Reinforcer
stimulus that gains its reinforcing power through its association with primary reinforcer

25. OC Reinforcement:

26. OC Punishment

28. Schedules of Reinforcement
Continuous Reinforcement
reinforcing the desired response each time it occurs (not practical)
4 Partial (Intermitent) Reinforcement Schedules
reinforcing a response only part of the time
results in slower acquisition
greater resistance to extinction
Ratios
(based on # of responses)
Intervals
(time between response)
Fixed-Ratio – reinforces behaviors after set # of responses
(getting paid for every 5th shirt that is produced)
Fixed-Interval – reinforces first response after a fixed time
(cookies, mail(snail))
Variable-Ratio – reinforces after an unpredictable # of responses
(gambling and fishing)
Variable-Interval – reinforces first response after a variable time ( )

29. Schedules of Reinforcement
1= Fixed Ratio (FR)
reinforces a response only after a specified number of responses
faster you respond the more rewards you get
EX: Buy 10 coffees, get one free
2 = Variable Ratio (VR)
reinforces a response after an unpredictable number of responses
EX: winning at poker, playing a slot machine

30. Schedules of Reinforcement
3 = Fixed Interval (FI)
reinforces a response only after a specified time has elapsed
response occurs more frequently as the anticipated time for reward draws near
EX: Allowance every Friday if your chores are completed
4 = Variable Interval (VI)
reinforces a response at unpredictable time intervals
produces slow steady responses
EX: Receiving & Checking

31. Which reinforcement schedule is most efficient?
Research has shown that both of the RATIO schedules produce very high rates of responding (typically higher than interval schedules).
Fixed-interval schedules characteristically from a drop in the rate of responding immediately after each reinforcement.

32. Schedules of Reinforcement
Comic Strips Activity

33. Group Activity: Apply the concepts of operant conditioning to the following scenario:
Operant Conditioning Scenario:
Imagine you are the parent of a child between the ages of 3-12 years old. Think of a behavior you might want to change. Describe how you would use operant conditioning to “guide” your child’s behavior in a positive (i.e., socially acceptable) way.
Age of child:
Describe the behavior you want to shape:
In order to increase the preferred behavior, what will your
POSITIVE reinforcement plan be?
NEGATIVE reinforcement plan be?
In order to decrease the undesired behavior, what will your
POSITIVE punishment plan be?
NEGATIVE punishment plan be?
Which of the 4 schedules of reinforcement would you use and WHY would that be the most effective?

34. A Review of Operant Conditioning: The Gothowitz Deviation

35. Biological Influence on Learning
Learning: Biological & Cognitive
Biological Influence on Learning
Can limit conditioning
Can speed up conditioning

36. Morning sickness during pregnancy + Cabo Beach Grill = ????
TASTE AVERSION!!!

37. Taste Aversions: Why? John Garcia’s Research (1950s)
irradiating rats to see its effect on their behavior
rats didn't want to eat the things they'd been fed shortly before being irradiated
theorized that this was because they were getting nauseous from the radiation
radiated rats were conditioned to link the taste of sweetened water with nausea and avoided it after only ONE trial
When there is a natural aversive (bad!) stimulus, conditioning is immediate!
Evolutionary advantage: prevents us from eating something twice that might be toxic.

38. Keller and Marian Breland
trained raccoons to put coins in a piggy bank
rewarded with food for successful deposits
worked with single coins, but when the researchers gave a raccoon more than one coin, the raccoon would sit and rub the coins together instead
by associating the coins with food, the raccoons' natural instinct to 'wash' food by rubbing it together was activated
Significance = Classical conditioning can be inhibited by a natural biological response

39. Summary: Role of Biology in Learning
Learning is adaptive = increases ability to survive
Biological influence can increase or limit conditioning
EXAMPLES:
Animals can be trained as long as it doesn't override their instinctive behaviors.
Once we've developed distaste for something we associate with getting sick, it's hard to get over it.

40. Cognitive Learning
Emphasizes the role of mental processes such as rule formation and strategies for goal attainment
There are several examples of cognitive learning:
INSIGHT
LATENT
OBSERVATIONAL

41. Insight Learning Insight = acute observation and deduction
Insight Learning as described by Wolfgang Kohler is a sudden awareness of the solution to a problem
Kohler studied chimps
Sultan the Chimp

42. Latent Learning
As described by E. C. Tolman, is learning in the absence of apparent reward
Not demonstrated at the time the learning takes place

43. Observational Learning
Albert Bandura described this as learning by watching another individual and modeling the learned task
Potential to be positive or negative

44. Learned Helplessness Martin Seligman
a decrease in responding that occurs after exposure to uncontrollable aversive events
A tendency to give up