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2. Note to Instructor (Continued): Media-Rich Assets
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4. Note to Instructor (Continued):
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5. Visualizing Psychology by Siri Carpenter & Karen Huffman
PowerPoint  Lecture Notes Presentation
Chapter 6: Learning
Siri Carpenter, Yale University
Karen Huffman, Palomar College
©John Wiley & Sons, Inc Carpenter/ Huffman: Visualizing Psychology

6. Lecture Overview Classical Conditioning Operant Conditioning
Cognitive-Social Learning
The Biology of Learning
Conditioning and Learning in Everyday Life
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7. Introductory Definitions
Learning: relatively permanent change in behavior or mental processes resulting from practice or experience
Conditioning: process of learning associations between environmental stimuli and behavioral responses
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8. Classical Conditioning
Ivan Pavlov
Classical Conditioning: learning that occurs when a neutral stimulus (NS) becomes paired (associated) with an unconditioned stimulus (UCS) to elicit a conditioned response (CR)
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9. Pavlov’s Original Experiment
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10. Classical Conditioning--Key Terms
Neutral Stimulus (NS): before conditioning doesn’t naturally elicit response of interest
Unconditioned Stimulus (UCS): elicits UCR without previous conditioning
Unconditioned Response (UCR): unlearned reaction to UCS occurring without prior conditioning
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11. Classical Conditioning--Key Terms (Continued)
Conditioned Stimulus (CS): previously NS
that, through repeated pairings with UCS,
now causes a CR
Conditioned Response (CR): learned reaction to
a CS occurring because of previous repeated pairings with an UCS
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12. ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

13. Pause and Reflect: Why Study Psychology?
It helps you understand and enjoy popular cartoons!
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14. Classical Conditioning (Continued)
Conditioned Emotional Response (CER):
emotional responses are classically conditioned to a previously neutral stimulus (NS)
John B. Watson
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15. Watson and Rayner Created a Conditioned Emotional Response (CER)--Fear of Rats
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16. Classical Conditioning’s Basic Principles
ALL Snakes bite!
Stimulus Generalization: learned response to stimuli that are similar to the original conditioned stimuli (CS)
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17. Classical Conditioning’s Basic Principles (Continued)
Now I know that some snakes are nice!
Stimulus Discrimination: learned response to a specific stimulus, but not to other, similar stimuli
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18. Extinction: UCS withheld when CS presented leads to gradual weakening or suppression of a previously conditioned response (CR)
Spontaneous Recovery: reappearance of a previously extinguished conditioned response (CR)
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19. Classical Conditioning’s Basic Principles (Continued)
Higher-Order Conditioning:
neutral stimulus (NS) becomes a conditioned stimulus (CS) through repeated pairings with a previously conditioned stimulus (CS)
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20. Classical Conditioning’s Basic Principles (Continued) Higher-Order Conditioning
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21. Pause and Reflect: Check & Review
Using Pavlov’s classic experiment with the salivating dog, can you label the NS, UCS, UCR, CS, and CR?
Compare and contrast stimulus generalization and stimulus discrimination.
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22. Operant Conditioning Operant Conditioning:
learning in which voluntary responses are controlled by their consequences
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23. Operant Conditioning (Continued)
Thorndike’s Contribution
Law of Effect: probability of an action being repeated is strengthened when followed by a pleasant or satisfying consequence
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24. Operant Conditioning (Continued)
B. F. Skinner
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25. Operant Conditioning’s Basic Principles
Reinforcement: strengthening a response
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26. Operant Conditioning’s Basic Principles (Continued)
Primary Reinforcers: normally satisfy an unlearned biological need (e.g., food)
Secondary Reinforcers: learned value (e.g., money, praise)
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27. Operant Conditioning’s Basic Principles (Continued)
Positive Reinforcement: adding (or presenting) a stimulus, which strengthens a response and makes it more likely to recur (e.g., praise)
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28. Operant Conditioning’s Basic Principles (Continued)
Negative Reinforcement: taking away (or removing) a stimulus, which strengthens a response and makes it more likely to recur (e.g., headache removed after taking an aspirin)
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29. Operant Conditioning’s Basic Principles (Continued)
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30. Operant Conditioning’s Basic Principles: Four Partial Schedules of Reinforcement
1. Fixed Ratio (FR): reinforcement occurs after a predetermined set of responses; the ratio (number or amount) is fixed
2. Variable Ratio (VR): reinforcement occurs unpredictably; the ratio (number or amount) varies
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31. Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)
3. Fixed Interval (FI): reinforcement occurs after a predetermined time has elapsed; the interval (time) is fixed
4. Variable Interval (VI): reinforcement occurs unpredictably; the interval (time) varies
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32. Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)
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33. Pause and Reflect: Check & Review
If you want to increase the overall number of responses, which schedule of reinforcement should you choose?
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34. Operant Conditioning’s Basic Principles (Continued)
Shaping:
reinforcement by a series of successively improved steps leading to desired response
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35. Operant Conditioning’s Basic Principles (Continued)
Punishment: weakening a response
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36. Operant Conditioning’s Basic Principles (Continued)
Positive Punishment: adding (or presenting) a stimulus that weakens a response and makes it less likely to recur (e.g., shouting)
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37. Operant Conditioning’s Basic Principles (Continued)
Negative Punishment:
taking away (or removing) a stimulus that weakens a response and makes
it less likely to recur (e.g., restriction)
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38. Pause and Reflect: Check & Review
Using the chart on the following slide, can you fill in the blanks with the appropriate terms?
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39. ???
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40. Side Effects of Punishment
Judging by this boy’s expression, is he experiencing increased aggression, passive aggressiveness, avoidance behavior, modeling, temporary suppression, or learned helplessness?
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41. Pause and Reflect: Check & Review
Briefly explain how classical conditioning differs from operant conditioning.
Give a personal example of positive reinforcement, negative reinforcement, positive punishment, and negative punishment.
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42. Cognitive-Social Learning
Cognitive-Social Theory: 
emphasizes thinking and social learning in behavior
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43. Cognitive-Social Learning (Continued)
Kohler’s chimps demonstrated insight learning (sudden understanding of a problem that implies the solution).
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44. Cognitive-Social Learning (Continued)
Tolman’s rats built a cognitive map (a mental image of a three-dimensional space). They also displayed latent learning (hidden learning that exists without behavioral signs).
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45. Cognitive-Social Learning (Continued)
Bandura's Famous Bobo Doll study
Observational Learning: learning new behaviors or information by watching others
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46. Pause and Reflect: Critical Thinking
Note the increasing bicep circumference of these G.I. Joe action figures. Are young boys affected by this type of modeling and observational learning?
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47. Cognitive-Social Learning (Continued)
Observational Learning involves four processes
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48. The Biology of Learning: Neuroscience and Learning
Learning leads to new synaptic connections and alterations in many brain structures.
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49. The Biology of Learning: Evolution and Learning
Classical Conditioning
Taste Aversion: classically conditioned negative associations of food with illness
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50. The Biology of Learning: Evolution and Learning (Continued)
Biological Preparedness: built-in (innate) readiness to form associations between certain stimuli and responses
Instinctive Drift: conditioned responses shift (or drift) back toward innate response pattern
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51. Conditioning and Learning in Everyday Life
Classical Conditioning can be seen in:
Marketing
Prejudice
Medical Treatments
Phobias
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52. ©John Wiley & Sons, Inc. 2008 Carpenter/ Huffman: Visualizing Psychology

53. Conditioning and Learning in Everyday Life (Continued)
Operant Conditioning can be seen in:
Prejudice
Biofeedback
Superstitions
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54. Conditioning and Learning in Everyday Life (Continued)
Cognitive-Social Theory can be seen in:
Prejudice
Media Influences
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55. Pause and Reflect: Critical Thinking
Has reading Chapter 6, or viewing these Power Point slides, changed your beliefs or attitudes about using punishment to control behavior? Why or why not?
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56. Visualizing Psychology by Siri Carpenter & Karen Huffman
PowerPoint  Lecture Notes Presentation
End of
Chapter 6: Learning
Siri Carpenter, Yale University
Karen Huffman, Palomar College
©John Wiley & Sons, Inc Carpenter/ Huffman: Visualizing Psychology