1. Cognitive Influence on Conditioning

2. Cognition and Classical Conditioning
Early behaviorists believed learned behaviors could be reduced to mindless mechanisms.

3. Cognition and Classical Conditioning
However, more recent research has shown animals can learn predictability.
Animals can learn to expect that the CS signals the arrival of the US.
Example: Dogs being fed at a certain time of day seem to interpret owners actions as preparing their food.

4. Cognition and Classical Conditioning
Cognition matters even more with people
People receiving therapy for alcohol use disorder given alcohol spiked with a nauseating drug know it is the drug, not the alcohol causing the nausea.
So it is not simply CS-US association, but also the thought that counts.

5. Cognition and Operant Conditioning
Animals on a fixed interval reinforcement schedule respond more and more frequently as time approaches when a response will produce a reinforcer.
Strict behaviorists would object to talk of “expectations,” yet that is the way the animals behave.

6. Cognition and Operant Conditioning
Examples of cognition’s role in learning:
Cognitive maps: a mental representation of a layout of one’s environment.
Activity: Draw the campus and the routes you take to get to your classes.

8. Cognition and Operant Conditioning
Examples of cognition’s role in learning:
Latent Learning: learning that occurs but is not apparent until there is an incentive to demonstrate it.
Activity: Get with a partner, figure out an example of latent learning that one of you have experienced. Be prepared to share at least one example.

9. Cognition and Operant Conditioning

10. Cognition and Operant Conditioning
Examples of cognition’s role in learning:
Insight: a sudden realization of a problem’s solution.
Christmas Song Examples
Listen, the celestial messengers produce harmonious sounds. 
Nocturnal time span of unbroken quietness. 
An emotion excited by the acquisition or expectation of good given to the terrestrial sphere. 
Embellish the entryways. 

11. Cognition and Operant Conditioning
Important concepts:
Intrinsic Motivation: the desire to perform a behavior effectively for its own sake
Extrinsic Motivation: the desire to perform a behavior to receive promised rewards or avoid threatened punishment.

12. Coping
Get into a group of 3 – 4 and be ready to answer the following questions:
What is coping?
What circumstances would bring about a need to cope?
(Not an example or story of coping, brainstorm what dynamics take place that would cause one to need to cope.)
What does learning have to do with coping?

13. Coping
Coping: reduce stress using emotional, cognitive or behavioral methods.
How is this related to learning?
It has to do with how much control you believe you have to reduce stress in your life.
Can you learn coping strategies?

14. Learned Helplessness Learned helplessness (Martin Seligman)
The helplessness and passive resignation an animal or human learns when unable to avoid repeated aversive events.
(Negative)

18. Learned Helplessness
Learned helplessness (Martin Seligman)

19. Learned Helplessness
Learned helplessness (Martin Seligman)

20. Locus of Control Complete the handout survey
Give yourself 1 point for each “agree,” points for disagree
Add up your total
0 – 4 = internal locus of control
7 – 10 = external locus of control
5 – 6 = internal for some things, external for others

21. Locus of Control
External locus of control = the perception that chance or outside forces beyond our personal control determine our fate
Internal locus of control = the perception that you control your own fate

22. Psychological Resilience

23. Self-Control
The ability to control impulses and delay short-term gratification for greater long-term rewards.
Like a muscle, self-control weakens after an exertion and replenishes with rest.
Can you increase your self-control?

24. Self-Control Yes! Like a muscle it becomes stronger with exercise.
Performing artists simulate being statues.

25. Self-Control
In the long run, self-control requires attention and energy.
You can grow your daily willpower.

26. Small Group Activity Get into a group of 3 – 4.
Come up with at least 3 ways you can exert more personal control over your learning environment.
Come up with a way you can exert more control over your personal life.
(Be specific)
Choose a spokesperson and be prepared to share out.