1. How did you go about trying to make the record play?

2. Functional Fixedness

4. Learning
Learning
relatively permanent change in an organism’s behavior due to experience

5. Test Corrections Vocab: Write the correct answer
Multiple Choice: Write the page # from textbook OR slide # from PPT (msbeam.weebly.com) AND a brief explanation of concept
FRQ: Write/edit answer

6. Association We learn by association Associative Learning
Our minds naturally connect events that occur in sequence
Associative Learning
learning that two events occur together
two stimuli
a response and its consequences

7. Association Learning to associate two events Event 1 Event 2
Sea snail associates splash with a tail shock
Seal learns to expect a snack for its showy antics

8. Classical or Pavlovian Conditioning
We learn to associate two stimuli

9. Operant Conditioning
We learn to associate a response and its consequence

10. Classical Conditioning
Ivan Pavlov
Russian physician/ neurophysiologist
Nobel Prize in 1904
studied digestive secretions
Noticed salivation when putting meat powder in dogs’ mouths.

11. Pavlov’s Classic Experiment
Before Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation) No
salivation
During Conditioning
After Conditioning
UCS (food
in mouth) CS
(tone)
Neutral
stimulus
(tone)
UCR
(salivation)
CR (salivation)

12. Classical Conditioning
Pavlov’s device for recording salivation

13. Classical Conditioning
This is passive learning (automatic…learner does NOT have to think).
First thing you need is a unconditional relationship.
Unconditioned Stimulus (UCS)- something that elicits a natural, reflexive response.
Unconditioned Response (UCR)- response to the UCS.

14. Classical Conditioning
Next you find a Neutral Stimulus (NS): something that elicits no response on its own
You present the stimulus with the UCS a whole bunch of times.
After a while, the body begins to link together the NS with the UCS.

15. Classical Conditioning
We know learning takes places when the previously NS elicits a response without the UCS
At this point the neutral stimulus is called the conditioned stimulus (CS) and the unconditioned response becomes the conditioned response (CR).

16. Classical Conditioning
organism comes to associate two stimuli
a neutral stimulus that signals an unconditioned stimulus begins to produce a response that anticipates and prepares for the unconditioned stimulus

17. Behaviorism John B. Watson viewed psychology as objective science
generally agreed-upon consensus today
recommended study of behavior without reference to unobservable mental processes
not universally accepted by all schools of thought today

18. Classical Conditioning
Unconditioned Stimulus (UCS)
stimulus that unconditionally--automatically and naturally--triggers a response
Unconditioned Response (UCR)
unlearned, naturally occurring response to the unconditioned stimulus
salivation when food is in the mouth

19. Classical Conditioning
Conditioned Stimulus (CS)
originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response
Conditioned Response (CR)
learned response to a previously neutral conditioned stimulus

20. 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

21. Bell Work In Pavlov's experiments with dogs, salivation was the
conditioned response.
neutral stimulus.
unconditioned stimulus.
unconditioned response.
conditioned stimulus.

22. Debriefing
What do you think the purpose of yesterday’s activity was?

23. Debriefing
What did you learn about learning?
How did you learn this?

24. Closure
Lucy has learned to avoid a furry, black cat. However, she still plays with her grandmother's short-haired tabby. Lucy’s response demonstrates
negative transfer.
extinction.
discrimination.
successive approximation.
how intelligent children are.

25. Classical Conditioning
Acquisition
the initial stage in classical conditioning
the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response
in operant conditioning, the strengthening of a reinforced response

26. Does timing matter? The NS/CS should come before the UCS
They should be very close together in timing.
Why do you think the NS/CS should come before the UCS?

27. Classical Conditioning
Acquisition does not last forever.
The moment the CS no longer elicits the UCS, we have EXTINCTION.

28. Timing Matters
Delayed Conditioning: present CS, while CS is still there, present UCS.
Trace Conditioning: present CS, short break, then present UCS.
Simultaneous Conditioning: CS and UCS are presented at the same time.
Backward Conditioning: UCS is presented, then CS is presented.

29. Classical Conditioning
Extinction
When the CS begins to stop eliciting the UCS
in classical conditioning, when a UCS does not follow a CS
in operant conditioning, when a response is no longer reinforced

30. Classical Conditioning
Spontaneous Recovery
reappearance, after a rest period, of an extinguished CR
Generalization
tendency for stimuli similar to CS to elicit the CR
Discrimination
the ability to distinguish between a CS and similar stimuli, causing the CR to not be elicited

31. Generalization and Discrimination
Something is so similar to the CS that you get a CR.
Something so different to the CS so you do not get a CR.

32. Classical Conditioning
UCS
(passionate
kiss)
UCR
(sexual
arousal) CS
(onion
breath) CR
Kiss)

33. Classical Conditioning
Strength
of CR
Pause
Acquisition
(CS+UCS)
Extinction
(CS alone)
Spontaneous
recovery of CR

34. Generalization Drops of saliva in 30 seconds 60 50 40 30 20 10 Hind
Hind
paw
Pelvis
Shoulder
Front
Thigh
Trunk
Foreleg
Part of body stimulated

35. Nausea Conditioning in Cancer Patients
UCS
(drug)
UCR
(nausea) CS
(waiting
room) CR

36. Classical Conditioning and Humans
John Watson brought Classical Conditioning to psychology with his Baby Albert experiment.
This type of Classical Conditioning is also known as Aversive Conditioning.

37. Learned Taste Aversions
When it comes to food being paired with sickness, the conditioning is incredibly strong.
Even when food and sickness are hours apart.
Food must be salient (noticeable.)

38. First-Order and Second-Order Conditioning
First Order Conditioning.
Bell + meat = salivation.
Bell = Salivation.
Second Order Conditioning
(After first order conditioning has occurred)
Light + Bell = Salivation.
Light = Salivation.

39. Operant Conditioning The Learner is NOT passive.
Learning based on consequence!!!

40. Operant Conditioning Operant Conditioning Thorndike’s Law of Effect
type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment
Thorndike’s Law of Effect
Thorndike’s principle that behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely

41. The Law of Effect Edward Thorndike
Locked cats in a cage to make them try and escape
Behavior changes because of its consequences.
Rewards strengthen behavior.
If consequences are unpleasant, the Stimulus-Reward connection will weaken.
Called the whole process instrumental learning.

42. Closure Classical conditioning is most often used to condition
reflexes.
short-term behavior.
negative behavior.
positive behavior.
all behavior.

43. Operant Conditioning Operant Behavior Respondent Behavior
operates (acts) on environment
produces consequences
Respondent Behavior
occurs as an automatic response to stimulus
behavior learned through classical conditioning

44. Operant Conditioning B.F. Skinner (1904-1990)
elaborated Thorndike’s Law of Effect
developed behavioral technology

45. B.F. Skinner The Father of Operant Conditioning.
Nurture guy through and through.
Used a Skinner Box (Operant Conditioning Chamber) to prove his concepts.

46. Operant Chamber Skinner Box
chamber with a bar or key that an animal manipulates to obtain a food or water reinforcer
contains devices to record responses

47. Skinner Box

48. Operant Conditioning Reinforcer Shaping
any event that strengthens the behavior it follows
Shaping
operant conditioning procedure in which reinforcers guide behavior toward closer approximations of a desired goal

49. Reinforcers A reinforcer is anything the INCREASES a behavior.
Positive Reinforcement:
The addition of something pleasant.
Negative Reinforcement:
The removal of something unpleasant.
Two types of NR
Escape Learning
Avoidance Learning
(Getting kicked out of class versus cutting class)

50. How do we actually use Operant Conditioning?
To train a dog to get your slippers, you would have to reinforce him in small steps. First, to find the slippers. Then to put them in his mouth. Then to bring them to you and so on…this is shaping behavior.
Do we wait for the subject to deliver the desired behavior?
Sometimes, we use a process called shaping.
Shaping is reinforcing small steps on the way to the desired behavior.
To get Barry to become a better student, you need to do more than give him a massage when he gets good grades. You have to give him massages when he studies for ten minutes, or for when he completes his homework. Small steps to get to the desired behavior.

51. Operant Conditioning

52. Principles of Reinforcement
Primary Reinforcer
innately reinforcing stimulus
i.e., satisfies a biological need
Secondary Reinforcer
stimulus that gains its reinforcing power through its association with primary reinforcer
secondary reinforcer
Money or grades

53. Token Economy
Every time a desired behavior is performed, a token is given.
They can trade tokens in for a variety of prizes (reinforcers)
Used in homes, prisons, mental institutions and schools.

54. Reinforcement Schedules
How often do you give the reinforcer?
Every time or just sometimes you see the behavior.

55. Schedules of Reinforcement
Continuous Reinforcement
reinforcing the desired response each time it occurs
Partial (Intermitent) Reinforcement
reinforcing a response only part of the time
results in slower acquisition
greater resistance to extinction

56. Continuous v. Partial Reinforcement
Reinforce the behavior EVERYTIME the behavior is exhibited.
Usually done when the subject is first learning to make the association.
Acquisition comes really fast.
But so does extinction.
Reinforce the behavior only SOME of the times it is exhibited.
Acquisition comes more slowly.
But is more resistant to extinction.
FOUR types of Partial Reinforcement schedules.

57. Schedules of Reinforcement
Fixed Ratio (FR)
reinforces a response only after a specified number of responses
faster you respond the more rewards you get
different ratios
very high rate of responding
like piecework pay

58. Schedules of Reinforcement
Variable Ratio (VR)
reinforces a response after an unpredictable number of responses
average ratios
like gambling, fishing
very hard to extinguish because of unpredictability
Acquisition is also very difficult

59. Schedules of Reinforcement
Fixed Interval (FI)
reinforces a response only after a specified time has elapsed
response occurs more frequently as the anticipated time for reward draws near

60. Schedules of Reinforcement
Variable Interval (VI)
reinforces a response at unpredictable time intervals
produces slow steady responding
like pop quiz

61. Schedules of Reinforcement
Variable Interval
Number of
responses
1000
750
500
250 10 20 30 40 50 60 70
Time (minutes)
Fixed Ratio
Variable Ratio
Fixed Interval
Steady responding
Rapid responding
near time for
reinforcement 80

62. Punishment Punishment
aversive event that decreases the behavior that it follows
powerful controller of unwanted behavior

63. Punishment Meant to decrease a behavior. Positive Punishment
Addition of something unpleasant.
Negative Punishment (Omission Training)
Removal of something pleasant.
Punishment works best when it is immediately done after behavior and if it is harsh!

64. Bell Work
Punishment is most effective in suppressing behavior when it is
immediate, consistent, and intense.
delayed, consistent, and mild.
immediate, consistent, and mild.
delayed, inconsistent, and intense.
concomitant, inconsistent, and intense.

65. Punishment

66. Cognition and Operant Conditioning
Cognitive Map
mental representation of the layout of one’s environment
Example: after exploring a maze, rats act as if they have learned a cognitive map of it
Latent Learning
learning that occurs, but is not apparent until there is an incentive to demonstrate it

67. Latent Learning

68. Latent Leaning Edward Toleman Three rat experiment.
Latent means hidden.
Sometimes learning is not immediately evident.
Rats needed a reason to display what they have learned.

69. Insight Learning Wolfgang Kohler and his Chimpanzees.
Some animals learn through the “ah ha” experience.

70. Cognition and Operant Conditioning
Overjustification Effect
the effect of promising a reward for doing what one already likes to do
the person may now see the reward, rather than intrinsic interest, as the motivation for performing the task

71. Cognition and Operant Conditioning
Intrinsic Motivation
Desire to perform a behavior for its own sake and to be effective
Extrinsic Motivation
Desire to perform a behavior due to promised rewards or threats of punishments

72. Operant vs Classical Conditioning

73. Observational Learning
learning by observing others
Modeling
process of observing and imitating a specific behavior
Prosocial Behavior
positive, constructive, helpful behavior
opposite of antisocial behavior

74. Observational Learning
Albert Bandura and his BoBo Doll
We learn through modeling behavior from others.
Observational learning + Operant Conditioning = Social Learning Theory

75. Observational Learning
Mirror Neurons
frontal lobe neurons that fire when performing certain actions or when observing another doing so
may enable imitation, language learning, and empathy