1. LEARNING

2. What is learning?
Lasting changes in behavior that occur as a result of practice or other past experience
Must have a continuing effect
Performance is important…demonstrate knowledge
Different from reflex, instinct, and maturation. HOW?

3. Three Main Types of Learning
Classical Conditioning
Operant Conditioning
Observational Learning
Other forms of Learning
Latent Learning
Abstract Learning
Insight Learning

4. Basic terminology Stimulus Response Motivation
Anything that produces a change or sensation in a human or animal
Causes a response
Becomes the independent variable
Response
Observable activity of a human or animal
Becomes the dependent variable
Motivation
Goal both inside and outside of an organism that causes any behavior

5. How do we learn? Most learning is associative learning
Learning that certain events occur together.

6. Stimulus-Stimulus Learning
Learning to associate one stimulus
with another.

7. Stimulus-Stimulus Learning
Learning to associate one stimulus
with another.

8. Response-Consequence Learning
Learning to associate a response
with a consequence.

9. Response-Consequence Learning
Learning to associate a response
with a consequence.

10. Classical Conditioning
It all started with:
Ivan Pavlov

12. Unconditioned Stimulus (US): a stimulus that naturally and automatically triggers a response.
Unconditional Response (UR): the unlearned, naturally occurring response to the US.

13. Conditioned Stimulus (CS): an originally irrelevant stimulus that, after association with the US, comes to trigger a response.
Conditioned Response (CR): the learned response to a previously neutral stimulus.

16. Come up with your own examples of Classical Conditioning
Lab time

17. Pavlov spent the rest of his life outlining his ideas
Pavlov spent the rest of his life outlining his ideas. He came up with 5 critical terms that together make up classical conditioning.
Acquisition
Extinction
Spontaneous Recovery
Generalization
Discrimination

18. Acquisition Does timing matter? The initial stage of learning.
The phase where the neutral stimulus is associated with the UCS so that the neutral stimulus comes to elicit the CR (thus becoming the CS).
Does timing matter?
The CS should come before the US
They should be very close together in timing.

19. Extinction The diminishing of a conditioned response.
Will eventually happen when the US does not follow the CS.
Is extinction permanent?

20. Spontaneous Recovery
The reappearance. After a rest period, of an extinguished conditioned response.

21. Generalization
The tendency, once a response has been conditioned, for stimuli similar to the CS to elicit similar responses.

22. Discrimination
The learned ability to distinguish between a CS and other stimuli that does not signal US.

23. John B. Watson
“Give me a dozen healthy infants, allow me to control the environment, and I can make them into anything you want.”
Baby Albert experiment

24. Mary Cover Jones Studied under Watson
Conducted an experiment with “Little Peter”
Afraid of rabbits
Able to extinguish his fear
Developed an extinction procedure to reduce people’s fears
Systematic desensitization
Relaxation techniques
Exposed gradually to whatever stimulus they fear while they are relaxed or paired with a pleasant stimulus

25. Classical Conditioning – “Little Peter’s” Direct Conditioning
RABBIT (CS) Before direct conditioning, a RABBIT somehow had become a
conditioned stimulus (CS) with the ability to elicit a powerful fear reaction (CR) in Peter, i.e., he had an already established rabbit-provoked conditioned fear response when Mary Cover Jones found him.
FOOD (UCS) Before direct conditioning, FOOD, as usual, evoked a nearly opposite
emotion, viz., pleasure. FOOD does cause salivation, but it is its ability to evoke higher
cognitive states such as enjoyment, relaxation, and pleasing emotional feelings that was to be called into play here.
RABBIT (CS) + FOOD (UCS)  RELAXATION & PLEASURE (UCR)
During direct conditioning, the RABBIT & FOOD (e.g., candy) are repeatedly paired with each other.
After direct conditioning, Peter’s “fear was eliminated in favor of a positive response.” [MCJ]
RABBIT (CS)  Non-fearful behavior, relaxation, etc.(CR)
Anthony A. Walsh, Ph.D.,
Psychology 100, Introduction to Psychology

26. Practical Applications of Classical Conditioning
Counter-conditioning
Consists of conditioning the stimulus to a different response
Used to get rid of undesirable, learned behaviors, i.e.. Nail biting
Drug induced nausea when drinking
Draw-back: treats symptom rather than cause
Removing phobias--Flooding
Less desirable method to extinguish fear
Expose individual to the harmless stimulus until the fear responses are extinguished
Systematic desensitization is preferred method
Avoidance conditioning
Organism is taught to avoid a stimulus
Electric shock on cows to keep them pinned in
Advertising

28. Other examples of how advertising uses classical conditioning?
Bonus opportunity
Find examples in magazines and bring them in and explain how cc is used
Find clips from TV or You Tube and bring them in to explain