1. Myers’ Psychology for AP®, 2e
David G. Myers
PowerPoint Presentation Slides
by Kent Korek
Germantown High School
Worth Publishers, © 2014
AP® is a trademark registered and/or owned by the College Board ®, which was not involved in the production of, and does not endorse, this product.

2. Unit 6: Learning

3. Unit 06 - Overview How We Learn and Classical Conditioning
Operant Conditioning
Operant Conditioning’s Applications, and Comparison to Classical Conditioning
Biology, Cognition, and Learning
Learning By Observation
Click on the any of the above hyperlinks to go to that section in the presentation.

4. Module 26: How We Learn and Classical Conditioning

6. How Do We Learn?

7. How Do We Learn? Learning Habituation Stimulus Associative learning
Classical conditioning
Operant conditioning
Cognitive learning
Observational learning

8. How Do We Learn? Classical Conditioning

9. How Do We Learn? Classical Conditioning

10. How Do We Learn? Classical Conditioning

11. How Do We Learn? Classical Conditioning

12. How Do We Learn? Classical Conditioning

13. How Do We Learn? Classical Conditioning

14. How Do We Learn? Operant Conditioning

15. How Do We Learn? Operant Conditioning

16. How Do We Learn? Operant Conditioning

17. How Do We Learn? Operant Conditioning

18. Classical Conditioning

19. Classical Conditioning
Ivan Pavlov
John B. Watson
Behaviorism

20. Classical Conditioning Pavlov’s Experiments
Ivan Pavlov
Background
Experimental procedure

21. Classical Conditioning Pavlov’s Experiments
Parts of Classical Conditioning
Neutral Stimulus (NS)
Unconditioned stimulus (US)
Unconditioned response (UR)
Conditioned stimulus (CS)
Conditioned response (CR)

22. Classical Conditioning Pavlov’s Experiments

23. Classical Conditioning Pavlov’s Experiments

24. Classical Conditioning Pavlov’s Experiments

25. Classical Conditioning Pavlov’s Experiments

26. Classical Conditioning Pavlov’s Experiments

27. Classical Conditioning

28. Classical Conditioning

29. Classical Conditioning

30. Classical Conditioning Acquisition
Higher-order conditioning

31. Classical Conditioning Extinction and Spontaneous Recovery

32. Classical Conditioning Extinction and Spontaneous Recovery

33. Classical Conditioning Generalization

34. Classical Conditioning Discrimination

35. Classical Conditioning Pavlov’s Legacy
Classical conditioning applies to other organisms
Showed how to study a topic scientifically

36. John Watson and Baby Albert
Classical Conditioning Pavlov’s Legacy: Applications of Classical Conditioning
John Watson and Baby Albert

37. Module 27: Operant Conditioning

39. Operant Conditioning

40. Operant Conditioning Classical Conditioning Operant conditioning
Respondent behavior
Operant conditioning
Actions associated with consequences
Operant behavior

41. Skinner’s Experiments

42. Skinner’s Experiments
Edward Thorndike’s Law of Effect
B.F. Skinner
Behavioral technology
Behavior control

43. Skinner’s Experiments
Operant Chamber (Skinner Box)
Reinforcement

44. Skinner’s Experiments Shaping Behavior
Successive approximations
Discriminative stimulus

45. Skinner’s Experiments Types of Reinforcers
Positive reinforcement
Negative reinforcement

46. Skinner’s Experiments Types of Reinforcers
Positive reinforcement
Negative reinforcement

47. Skinner’s Experiments Types of Reinforcers
Positive reinforcement
Negative reinforcement

48. Skinner’s Experiments Types of Reinforcers
Positive reinforcement
Negative reinforcement

49. Skinner’s Experiments Types of Reinforcers
Positive reinforcement
Negative reinforcement

50. Conditioned reinforcer Immediate vs delayed reinforcers
Skinner’s Experiments Types of Reinforcers: Primary and Secondary Reinforcers
Primary reinforcer
Conditioned reinforcer
Secondary reinforcer
Immediate vs delayed reinforcers

51. Skinner’s Experiments Reinforcement Schedules
Continuous reinforcement
Partial (intermittent) reinforcement
Schedules
Fixed-ratio schedule
Variable-ratio schedule
Fixed-interval schedule
Variable-interval schedule

52. Skinner’s Experiments Reinforcement Schedules

53. Skinner’s Experiments Reinforcement Schedules

54. Skinner’s Experiments Reinforcement Schedules

55. Skinner’s Experiments Reinforcement Schedules

56. Skinner’s Experiments Reinforcement Schedules

57. Skinner’s Experiments Reinforcement Schedules

58. Skinner’s Experiments Reinforcement Schedules

59. Skinner’s Experiments Reinforcement Schedules

60. Skinner’s Experiments Reinforcement Schedules

61. Skinner’s Experiments Reinforcement Schedules

62. Skinner’s Experiments Punishment
Positive punishment
Negative punishment

63. Skinner’s Experiments Punishment
Positive punishment
Negative punishment

64. Skinner’s Experiments Punishment
Positive punishment
Negative punishment

65. Skinner’s Experiments Punishment
Positive punishment
Negative punishment

66. Skinner’s Experiments Punishment
Positive punishment
Negative punishment

67. Skinner’s Experiments Punishment
Negatives of using punishment
Punished behavior is suppressed not forgotten
Punishment teaches discrimination
Punishment can teach fear
Physical punishment may increase aggression

68. Skinner’s Legacy

69. Skinner’s Legacy
Controversies surrounding Skinner’s Operant Conditioning

70. Module 28: Operant Conditioning’s Applications, and Comparison to Classical Conditioning

72. Application of Operant Conditioning

73. Application of Operant Conditioning
At school
In sports
At home
For self improvement

74. Contrasting Classical and Operant Conditioning

75. Contrasting Classical and Operant Conditioning

76. Contrasting Classical and Operant Conditioning

77. Contrasting Classical and Operant Conditioning

78. Contrasting Classical and Operant Conditioning

79. Contrasting Classical and Operant Conditioning

80. Contrasting Classical and Operant Conditioning

81. Contrasting Classical and Operant Conditioning

82. Contrasting Classical and Operant Conditioning

83. Contrasting Classical and Operant Conditioning

84. Contrasting Classical and Operant Conditioning

85. Contrasting Classical and Operant Conditioning

86. Contrasting Classical and Operant Conditioning

87. Contrasting Classical and Operant Conditioning

88. Contrasting Classical and Operant Conditioning

89. Contrasting Classical and Operant Conditioning

90. Contrasting Classical and Operant Conditioning

91. Module 29: Biology, Cognition, and Learning

92. Biological Constraints on Conditioning

93. Biological Constraints on Conditioning

94. Biological Constraints on Conditioning

95. Biological Constraints on Conditioning

96. Biological Constraints on Conditioning

97. Natural Selection and Learning
Biological Constraints on Conditioning Limits on Classical Conditioning
John Garcia
Conditioned Taste Aversion
Biologically primed associations
Natural Selection and Learning
Genetic predisposition

98. Biological Constraints on Conditioning Limits on Classical Conditioning

99. Biological Constraints on Conditioning Limits on Classical Conditioning

100. Biological Constraints on Conditioning Limits on Classical Conditioning

101. Biological Constraints on Conditioning Limits on Classical Conditioning

102. Biological Constraints on Conditioning Limits on Operant Conditioning
Naturally adapting behaviors
Instinctive drift

103. Cognition’s Influence on Conditioning

104. Predictability of an event Stimulus associations
Cognition’s Influence on Conditioning Cognitive Processes and Classical Conditioning
Predictability of an event
Expectancy
Stimulus associations

105. Latent learning Insight Cognitive map Intrinsic motivation
Cognition’s Influence on Conditioning Cognitive Processes and Operant Conditioning
Latent learning
Cognitive map
Insight
Intrinsic motivation
Extrinsic motivation

106. Influences on Conditioning

107. Influences on Conditioning

108. Influences on Conditioning

109. Influences on Conditioning

110. Influences on Conditioning

111. Learning and Personal Control

112. Learning and Personal Control
Cope
Problem-focused coping
Emotion-focused coping

113. Learning and Personal Control Learned Helplessness
Learned helplessness (Martin Seligman)

114. Learning and Personal Control Learned Helplessness
Learned helplessness (Martin Seligman)

115. Learning and Personal Control Learned Helplessness
Learned helplessness (Martin Seligman)

116. Learning and Personal Control Learned Helplessness
Learned helplessness (Martin Seligman)

117. External locus of control Internal locus of control
Learning and Personal Control Learned Helplessness: Internal Versus External Locus of Control
External locus of control
Internal locus of control

118. Learning and Personal Control Learned Helplessness: Depleting and Strengthening Self-Control

119. Module 30: Learning by Observation

121. Mirrors and Imitation in the Brain

122. Mirrors and Imitation in the Brain
Observational learning
Social learning
Modeling
Bandura’s Bobo Doll Experiment

123. Mirrors and Imitation in the Brain

124. Mirrors and Imitation in the Brain

125. Mirrors and Imitation in the Brain

126. Mirrors and Imitation in the Brain
Mirror neurons

127. Mirrors and Imitation in the Brain
Cognitive imitation

128. Applications of Observational Learning

129. Prosocial effects Antisocial effects
Applications of Observational Learning Prosocial versus Antisocial Effects
Prosocial effects
Antisocial effects

130. The End

131. Definition Slides

132. Learning
= the process of acquiring new and relatively enduring information or behaviors.

133. Habituation
= an organism’s decreasing response to a stimulus with repeated exposure to it.

134. Associative Learning
= learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequence (as in operant conditioning).

135. Stimulus
= any event or situation that evokes a response.

136. Cognitive Learning
= the acquisition of mental information, whether by observing events, by watching others, or through language

137. Classical Conditioning
= a type of learning in which one learns to link two or more stimuli and anticipate events.

138. Behaviorism
= the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not with (2).

139. Neutral Stimulus
= in classical conditioning, a stimulus that elicits no response before conditioning.

140. Unconditioned Response (UR)
= in classical conditioning, an unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth.

141. Unconditioned Stimulus (US)
= in classical conditioning, a stimulus that unconditionally – naturally and automatically – triggers a response (UR).

142. Conditioned Response (CR)
= in classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus (CS).

143. Conditioned Stimulus (CS)
= in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response (CR).

144. Acquisition
= in classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response.

145. Higher-Order Conditioning
= a procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaker) conditioned stimulus. For example, an animal that has learned that a tone predicts food might then learn that a light predicts the tone and begin responding to the light alone. (Also called second-order conditioning.)

146. Extinction
= the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced.

147. Spontaneous Recovery
= the reappearance, after a pause, of an extinguished conditioned response.

148. Generalization
= the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses.

149. Discrimination
= in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus.

150. Operant Conditioning
= a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher.

151. Law of Effect
= Thorndike’s principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely.

152. Operant Chamber
= in operant conditioning research, a chamber (also known as a Skinner Box) containing a bar or key that an animal can manipulate to obtain a food or water reinforcer; attached devices record the animal’s rate of bar pressing or key pecking.

153. Reinforcement
= in operant conditioning, any event that strengthens the behavior it follows.

154. Shaping
= an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior.

155. Discriminative Stimulus
= in operant conditioning, a stimulus that elicits a response after association with reinforcement (in contrast to related stimuli not associated with reinforcement).

156. Positive Reinforcement
= increasing behaviors by presenting positive reinforcers. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response.

157. Negative Reinforcement
= increases behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response
Note: negative reinforcement is NOT punishment.

158. Primary Reinforcer
= an innately reinforcer stimulus, such as one that satisfies a biological need.

159. Conditioned Reinforcer
= a stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as a secondary reinforcer.

160. Reinforcement Schedule
= a pattern that defines how often a desired response will be reinforced.

161. Continuous Reinforcement
= reinforcing the desired response every time it occurs.

162. Partial (intermittent) Reinforcement
= reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement.

163. Fixed-Ratio Schedule
= in operant conditioning, a reinforcement schedule that reinforces a response only after a specific number of responses.

164. Variable-Ratio Schedule
= in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses.

165. Fixed-Interval Schedule
= in operant conditioning, a reinforcement schedule that reinforces a response only after a specific time has elapsed.

166. Variable-Interval Schedule
= in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals.

167. Punishment
= an event that tends to decrease the behavior that it follows.

168. Biofeedback
= a system for electronically recording, amplifying, and feeding back information regarding a subtle physiological state, such as blood pressure or muscle tension.

169. Respondent Behavior
= behavior that occurs as an automatic response to some stimulus.

170. Operant Behavior
= behavior that operates on the environment, producing consequences.

171. Cognitive Map
= a mental representation of the layout of one’s environment. For example, after exploring a maze, rats act as if they have learned a cognitive map of it.

172. Latent Learning
= learning that occurs but is not apparent until there is an incentive to demonstrate it.

173. Insight
= a sudden realization problem’s solution.

174. Intrinsic Motivation
= a desire to perform a behavior effectively for its own sake.

175. Extrinsic Motivation
= a desire to perform a behavior to receive promised rewards or avoid threatened punishment.

176. Coping
= alleviating stress using emotional, cognitive, or behavioral methods.

177. Problem-Focused Coping
= attempting to alleviate stress directly – by changing the stressor or the way we interact with that stressor.

178. Emotion-Focused Coping
= attempting to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs related to one’s stress reaction.

179. Learned Helplessness
= the helplessness and passive resignation an animal or human learns when unable to avoid repeated aversive events.

180. External Locus of Control
= the perception that chance or outside forces beyond our personal control determine our fate.

181. Internal Locus of Control
= the perception that you control your own fate.

182. Self-Control
= the ability to control impulses and delay short-term gratification for greater long-term rewards.

183. Observational Learning
= learning by observing others. Also called social learning.

184. Modeling
= the process of observing and imitating a specific behavior.

185. Mirror Neurons
= frontal lobe neurons that some scientists believe fire when performing certain actions or when observing another doing so. The brain’s mirroring of another’s action may enable imitation and empathy.

186. Prosocial Behavior
= positive, constructive, helpful behavior. The opposite of antisocial behavior.