1. What are you doing today?
Goals for the Day:
What are you doing today?
We will begin the LEARNING UNIT – Today we will begin to talk about Classical Conditioning
Let’s get started:
Grab your computer and sign-in to your and click on One Note
Go to the COLLABORATION SPACE SECTION – Find your name and that will be where you answer the following question:

2. Answer in your section in the collaboration space
Important Question:
Who is the one person you have learned the most from in your life? Why?
Answer in your section in the collaboration space

3. Next Assignment:
Switch computers with the person next to you. You will be their scribe (write the info for them)
There is a PowerPoint – Are you superstitious? – in the collaboration space page – Ask each other the questions and tally the NO’s.

4. LEARNING

5. Classical Conditioning
Stimulus, Response, Neutral Stimulus, Conditioned Stimulus, and Conditioned Response

6. Who developed classical conditioning?
Ivan Pavlov – 1904 Nobel Prize Winner in Physiology

7. Here’s What He Used….. Stimulus Conditioned Stimulus (CS)
Unconditioned Stimulus (UCS)
Neutral Stimulus (NS)
Unconditioned Response (UCR)
Conditioned Response (CR)

8. Diagram This Situation...
Connor loves Chocolate Chip Cookie Dough ice cream from Scoops. He never paid much attention to the ice cream scooper they used to scoop the ice cream with until one day the scooper flew out of the server’s hand and hit him in the head and gave him a terrible headache. Now every time, he walks by scoops, he gets a splitting headache.
In the story above, list the following:
Neutral Stimulus (NS): _______________
Response (R): ______________________________
Unconditioned Stimulus (UCS): __________________
Unconditioned Response (UCR): _________________
Conditioned Stimulus (CS): ___________________
Conditioned Response (CR): ___________________

9. Tough to do when you don’t know what the terms mean
Tough to do when you don’t know what the terms mean. So let’s learn what they mean….

10. A STIMULUS is something that causes a response
What’s a STIMULUS?
A STIMULUS is something that causes a response

11. Unconditioned Stimulus
A stimulus that you did not have to be TAUGHT to react to
You react by instinct

12. Unconditioned Response
A response that you DID NOT have to be trained to react to

13. A stimulus that you have to be TAUGHT to reach to
Conditioned Stimulus
A stimulus that you have to be TAUGHT to reach to

14. A response that you have to be TAUGHT to reach to
Conditioned Response
A response that you have to be TAUGHT to reach to

15. A stimulus that doesn’t mean anything to you yet
Neutral Stimulus
A stimulus that doesn’t mean anything to you yet

16. Classical Conditioning
Pavlov studied how a person could control a dog’s behavior
He especially focused on dog drool

17. Classical Conditioning
Pavlov wanted the dogs to drool every time he rang a bell =

18. What’s happening here? = Unconditioned Stimulus (UCS)
Unconditioned Response (UCR) =

19. Now the Learning Process…

20. What’s happening here?
Pavlov then RANG THE BELL as he showed the dog food….
And THE DOG DROOLED! + =
Unconditioned Stimulus (UCS)
Unconditioned Response (UCR)
Neutral Stimulus (NS)

21. So ultimately….. + =
Neutral Stimulus (NS) becomes a Conditioned Stimulus
(CS)
Unconditioned Stimulus (UCS)
Unconditioned Response (UCR) becomes a Conditioned Response (CR)

22. So ultimately…..
After awhile, Pavlov only had to ring the bell and the dog would drool! =
Conditioned Stimulus
(CS)
Conditioned Response
(CR)

23. Diagram This Situation...
Connor loves Chocolate Chip Cookie Dough ice cream from Scoops. He never paid much attention to the ice cream scooper they used to scoop the ice cream with until one day the scooper flew out of the server’s hand and hit him in the head and gave him a terrible headache. Now every time, he walks by scoops, he gets a splitting headache.
In the story above, list the following:
Neutral Stimulus (NS): _______________
Response (R): ______________________________
Unconditioned Stimulus (UCS): __________________
Unconditioned Response (UCR): _________________
Conditioned Stimulus (CS): ___________________
Conditioned Response (CR): ___________________
Ice Cream Scooper
Nothing
Getting Hit in Head
Splitting Headache
Seeing Scooper
Splitting Headache

24. So ultimately…..
You will see the terms of Classical Conditioning everywhere now that you know about them.

25. Extensions of Classical Conditioning

26. What are extensions?
After “discovering” classical conditioning, Pavlov spent of his life expanding upon his ideas. He cam up with some “extensions” that further develop/add on his theory.

27. What are the extensions?
Acquisition
Extinction
Spontaneous Recovery
Generalization
Discrimination
Higher-Order Conditioning

28. Acquisition
The Preliminary stage of LEARNING – This is when the person first CONNECTS the events together in their minds (It goes from unconditioned to conditioned)

29. Extinction The WITHDRAWING of a conditioned response.
Occurs when you stop pairing the US and NS/CS and time passes

30. You have to connect the CS and NS again for it to re-appear
Spontaneous Recovery
The RECURRENCE of a conditioned response after a rest period following extinction.
You have to connect the CS and NS again for it to re-appear

31. Generalization
When stimuli similar to the neutral stimulus BRING FORTH SIMILAR RESPONSES as the neutral stimulus.
“Yay! I love when Mr. C feeds me canned food! NOM NOM NOM NOM NOM NOM NOM NOM”
“Wait a second… IS THAT A CAN I HEAR???”
“Yay! I’m about to get food! …Where is it???”

32. Discrimination
When an organism DOESN’T RESPOND TO SIMILAR STIMULI as the neutral stimulus.
Opposite of generalization. Don’t confuse this with social psych’s discrimination.
“Since I’m not being fed I think I’ll go spin instead.”
“Yay! I love when Mr. C feeds me canned food! NOM NOM NOM NOM NOM NOM NOM NOM”
“I just heard Mr. C open a can of soda.
Not gonna fall for that one, bro.”

33. Higher-Order Conditioning
After classical conditioning has successfully been established, THE PAIRING OF A SECOND NEUTRAL STIMULUS with the previously conditioned stimulus.

34. Cognitive Processes of CC
Does classical conditioning work as well on humans as it does on animals?
NO, because of our COGNITION and INTELLIGENCE

35. Classical Conditioning and Phobias

36. What are your PHOBIAS? Superstitious
Believing something will happen, good or bad, because change or magic instead of logic or common sense

37. What are your PHOBIAS? Phobia
Being so fearful or something, no matter how rational or irrational, that makes a person do just about anything to avoid it

38. Top Ten Phobias
Phobia

39. 10. Necrophobia – Fear of Death
Top Ten Phobias
10. Necrophobia – Fear of Death

40. 9. Brontophobia – Fear of lighting/thunder
Top Ten Phobias
9. Brontophobia – Fear of lighting/thunder

41. 8. Mysophobia – Fear of Germs/Dirt
Top Ten Phobias
8. Mysophobia – Fear of Germs/Dirt

42. 7. Emetophobia – Fear of Vomit
Top Ten Phobias
7. Emetophobia – Fear of Vomit

43. 6. Claustrophobia – Fear of Confinement
Top Ten Phobias
6. Claustrophobia – Fear of Confinement

44. 5. Agoraphobia – Fear of Open spaces/crowds
Top Ten Phobias
5. Agoraphobia – Fear of Open spaces/crowds

45. 4. Aerophobia – Fear of Flying
Top Ten Phobias
4. Aerophobia – Fear of Flying

46. 3. Acrophobia – Fear of Heights
Top Ten Phobias
3. Acrophobia – Fear of Heights

47. 2. Glossophobia – Fear of Public Speaking
Top Ten Phobias
2. Glossophobia – Fear of Public Speaking

48. 1. Arachnophobia – Fear of Spiders
Top Ten Phobias
1. Arachnophobia – Fear of Spiders

49. Phobic Anxiety Disorder
Typical Symptoms include:
Dizziness, rapid heartbeat, trembling, or other uncontrollable physical response
Sensation of terror, dread or panic
Preoccupation of thoughts; inability to change focus from the feared situation
Intense desire to flee the situation

50. Reducing Fears and Phobias
Flooding
A person is exposed to the harmless stimulus until fear responses to that stimulus are extinguished

51. Reducing Fears and Phobias
Counterconditioning
A pleasant stimulus is paired repeatedly with a fearful one, counteracting the fear

52. Reducing Fears and Phobias
Bell and Pad Methods
US = Bell
UR = Wake-up and preventing urination
CS = Blatter Tension
CR = Wake-up and preventing urination

53. All of these are Classical Conditioning
John B. Watson and Little Albert
US = Loud bar sound
UR = Fear/Crying
CS = White Rat
CR = Fear/Crying

54. Operant Conditioning

55. I was the first person to ask for rewards!!! 
Edward Thorndike
I was the first person to ask for rewards!!! 
Thorndike came up with the LAW OF EFFECT (Rewarded behavior is likely to recur) around 1900.

56. B.F. Skinner is best known for OPERANT CONDITIONING
B.F. Skinner extended and formalized Thorndike’s ideas beginning around 1940.
B.F. Skinner is best known for OPERANT CONDITIONING

57. B.F. Skinner
Operant Conditioning – Learning behavior as a result of effects and consequences.
For example, if our actions result in people getting angry or disliking us, we are being operant conditioned to believe the world is a dangerous place.

58. B.F. Skinner
Reinforcement – Something that strengthens the response or makes it more likely to recur.

59. Operant Chamber or Skinner Box
Operant Chamber or Skinner Box – contains a bar that an animal can push to obtain a food reinforcer with a recorder of the bar pressing.

60. Shaping
Procedure where reinforces (food), gradually guides an animal’s actions toward a desired behavior

61. The Consequence of Behavior Reinforcement
When your dog begs for food at the table, and you give him/her a scrap. The result in the begging will increase.

62. Positive Reinforcement
Positive and Negative Reinforcement
Positive Reinforcement
A stimulus that increases the frequency of a behavior when it is presented.
Examples:
Hungry rewards with food.
Athletes reward with playing time.
Your 16 reward with Driving.
FUN!

63. Negative Reinforcement
Positive and Negative Reinforcement
Negative Reinforcement
An unpleasant stimulus that increases the frequency of behavior when it is removed or avoided
Examples:
Hot sun, we move to shade.
Tired, we go to sleep.
Take out trash to avoid mom yelling.
Not FUN!

64. Positive and Negative Reinforcement
Behavior:
Studying
Positive Reinforcement
Good Grades
Result:
Increases
Negative
Reinforcement:
Poor Grades

65. Weakening a response by following it with unpleasant consequences.
Punishments
Weakening a response by following it with unpleasant consequences. F

66. Weakening a response by following it with unpleasant consequences.
Punishments
Weakening a response by following it with unpleasant consequences. F

67. Punishments Problems with Punishments
1. Doesn’t erase behavior, just suppresses it
2. Only works when guaranteed and immediate
3. May have bad side effects – resent parent, and no admittance, or opposite effect.
4. May be abusive or imitated as the only way to solve problems
5. Does not teach acceptable behavior

68. Do you agree with spanking in school?
Punishments
Do you agree with spanking in school?

69. Punishments Positive Punishment Same child – 13 days later
Types of Punishments
Positive Punishment
Administer a “bad stimulus” to decrease a behavior.
Example: Spanking, speeding ticket
Same child – 13 days later

70. Punishments Negative Punishment Which punishment hurts more?
Types of Punishments
Negative Punishment
Withdraw a rewarding stimulus to decrease a behavior
Example: take cell phone, or license
Which punishment hurts more?

71. Primary and Secondary Reinforcement
Primary Reinforcement
Reinforcement that uses a physical survival need.
(food, water, and adequate warmth)

72. Primary and Secondary Reinforcement
Reinforcement that comes to represent a primary reinforcer. (Money, attention, social approval)

73. Reinforcement Schedules
Partial or Intermittent Reinforcement
Reinforcing a response only part of the time – 4 types
Fixed-Ratio Schedules (FR) – reinforce behavior after a set number of responses – Example: Coffee card
2. Variable-Ratio Schedules (VR) – reinforce after unpredictable number of responses – Example: Gambling.

74. Reinforcement Schedules
Partial or Intermittent Reinforcement
3. Fixed-Interval Schedule (FI) – reinforce the 1st response after a fixed time period – Example: Checking Mail
4. Variable-Interval Schedules (VI) – reinforce the 1st response after a varying time period. There is no knowing when the waiting is over – Example: .

75. 2. The larger the reinforcer, the more effective
Why do we act stupid???
1. Operant Conditioning is stronger when delivery of the reinforcer is immediate
2. The larger the reinforcer, the more effective

76. Cognitive Factors in Learning

77. Cognitive Factors in Learning
Cognitive Learning
Learning is NOT so mechanic, but we learn because we want to. We seek out knowledge by thinking or watching people.

78. Cognitive Factors in Learning
Two Type of Cognitive Learning
Latent Learning
Observational Learning

79. Cognitive Factors in Learning
Latent Learning
Learning that occurs but remains hidden until there is a need to use it.
Rats learned by roaming the maze
E.C. Tolman

80. Cognitive Factors in Learning
Cognitive Maps
Mental map of a physical area.
Rats created mental map of the maze
E.C. Tolman

81. Cognitive Factors in Learning
Insight and Learning
Insight – A sudden understanding and solving of a problem
Chimps acted as if they understood the problem
Chimps rarely tried a solution that didn’t work out. The animals often reached a solution suddenly
Wolfgang Kohler

82. Cognitive Factors in Learning
Observational Learning
Learning by watching and imitating others.
Mirror Neurons
Fire when performing a certain action, or observing a certain action
Do-er
Watcher

83. Cognitive Factors in Learning
Alfred Bandura
Showed that we acquire knowledge by MODELING
MODELING – the process of observing and imitating a specific behavior.