1. ESSENTIALS OF UNDERSTANDING
PSYCHOLOGY
8TH EDITION
By Robert Feldman
Powerpoint slides by Kimberly Foreman

2. CHAPTER FIVE:
LEARNING

3. MODULE 15: Classical Conditioning
What is learning?
How do we learn to form associations between stimuli and responses?

4. Learning
Relatively permanent change in behavior that is brought about by experience

5. The Basics of Classical Conditioning
Type of learning in which a neutral stimulus comes to elicit a response after being paired with a stimulus that naturally brings about that response
Ivan Pavlov

6. The Basics of Classical Conditioning
Neutral stimulus
Unconditioned stimulus (UCS)
Unconditioned response (UCR)
Conditioned stimulus (CS)
Conditioned response
(CR)
Figure 1 of Module 15

7. Applying Conditioning Principles to Human Behavior
“Little Albert”
John B. Watson and Rosalie Rayner (1920)
Phobias
Post-traumatic Stress Disorder (PTSD)

8. Extinction
Occurs when a previously conditioned response decreases in frequency and eventually disappears
Spontaneous Recovery
Reemergence of an extinguished conditioned response after a period of rest and with no further conditioning

9. Generalization and Discrimination
Stimulus Generalization
Occurs when a conditioned response follows a stimulus that is similar to the original conditioned stimulus
Stimulus Discrimination
Occurs if two stimuli are sufficiently distinct from one another that one evokes a conditioned response but the other does not

10. Beyond Traditional Classical Conditioning: Challenging Basic Assumptions
John Garcia
Found that some organisms – including humans – were biologically prepared to quickly learn to avoid foods that smelled or tasted like something that made them sick
Learned taste aversion

11. MODULE 16: Operant Conditioning
What is the role of reward and punishment in learning?
What are some practical methods for bringing about behavior change, both in ourselves and in others?

12. Operant Conditioning
Learning in which a voluntary response is strengthened or weakened, depending on its favorable or unfavorable consequences

13. Thorndike’s Law of Effect
Responses that lead to satisfying consequences are more likely to be repeated
Figure 1 of Module 16

14. The Basics of Operant Conditioning
Reinforcement
Process by which a stimulus increases the probability that a preceding behavior will be repeated
Reinforcer
Primary
Secondary

15. The Basics of Operant Conditioning
Positive Reinforcers
Stimulus added to the environment that brings about an increase in a preceding response
Negative Reinforcers
Unpleasant stimulus whose removal leads to an increase in the probability that a preceding response will be repeated

16. The Basics of Operant Conditioning
Punishment
Stimulus that decreases the probability that a prior behavior will occur again
Positive punishment
Adding something
Negative punishment
Removing something

17. Schedules of Reinforcement
Continuous reinforcement schedule
Reinforced every time it occurs
Partial (intermittent) reinforcement schedule
Reinforced some but not all of the time

18. Schedules of Reinforcement
Fixed-Ratio Schedule
Reinforcement is given only after a specific number of responses
Variable-Ratio Schedule
Occurs after a varying number of responses
Figure 4 of Module 16

19. Schedules of Reinforcement
Fixed-Interval Schedule
Provides reinforcement for a response only if a fixed time period has elapsed
Overall rates of response are relatively low
Variable-Interval Schedule
Time between reinforcements varies around some average rather than being fixed

20. Discrimination and Generalization in Operant Conditioning
Stimulus control training
Behavior is reinforced in the presence of a specific stimulus, but not in its absence
Discriminative stimulus
Signals the likelihood that reinforcement will follow a response

21. Shaping: Reinforcing What Doesn’t Come Naturally
Process of teaching a complex behavior by rewarding closer and closer approximations of the desired behavior
Animal training
Textbook organization

22. Comparing Classical and Operant Conditioning
Figure 5 of Module 16

23. Behavior Analysis and Behavior Modification
Techniques
Identify goals and target behaviors
Design a data-recording system and record preliminary data
Select a behavior-change strategy
Implement the program
Keep careful records after the program is implemented
Evaluate and alter the ongoing program

24. MODULE 17: Cognitive Approaches to Learning
What is the role of cognition and thought in learning?

25. Cognitive Learning Theory
Approach that states learning is best understood in terms of thought processes, or cognitions
People develop an expectation that they will receive a reinforcer after making a response

26. Latent Learning
New behavior is learned but not demonstrated until some incentive is provided for displaying it
Learning occurs without reinforcement

27. Observational Learning: Learning Through Imitation
Learning by watching the behavior of another person, or model
Social cognitive approach
Albert Bandura
Mirror Neurons
Fire when one observes another person carrying out a behavior

28. Violence in Television and Video Games: Does the Media’s Message Matter?
Recent research supports the claim that watching high levels of media violence makes viewers more susceptible to acting aggressively

29. Does Culture Influence How We Learn?
Relational learning style
People master material best through exposure to a full unit or phenomenon
Analytical learning style
People master material best when they can carry out an initial analysis of the principles and components underlying a phenomenon or situation