1. The Cognitive Domain of Psychology:
Chapter 7 – Learning
Module 15 – Classical Conditioning

2. Classical Conditioning
Learning
A relatively permanent change in behavior due to experience
Classical Conditioning
Learning where a stimulus gains the power to cause a response because it predicts another stimulus that already produces that response
Form of learning by association
Stimulus-Response
Stimulus - anything in the environment that one can respond to
Response – any behavior or action

3. Stimulus-Response Relationship Stimulus 1 – saying flush, Stimulus 2 – water gets hot

4. Stimulus-Response Relationship Stimulus: hear flush, Response: jump from hot water

5. Behaviorism
The view that psychology should restrict its efforts to studying observable behaviors, not mental processes.
Learning is a change in behavior.
Founded by John Watson
Let’s look at components of classical conditioning!

6. Unconditioned Unconditioned Stimulus (UCS) Response (UCR)
A stimulus that triggers a response automatically and reflexively
The automatic response to the unconditioned stimulus
The relationship between the UCS and UCR must be reflexive and not learned

7. Conditioned Conditioned Stimulus (CS) Response (CR)
A stimulus that through learning has gained the power to cause a conditioned response
The CS must be a neutral stimulus before conditioning occurs.
The response to the conditioned stimulus
Usually the same behavior as the UCR

8. Fun Dip Experiment: What’s what and did it work?

9. Classical Conditioning Processes: Acquisition
The process of developing a learned response
The subject learns a new response (CR) to a previously neutral stimulus (CS)

10. Classical Conditioning Processes: Extinction
The diminishing of a learned response
In classical conditioning, the continual presentation of the CS without the UCS

11. Classical Conditioning Processes: Spontaneous Recovery
The reappearance, after a rest period, of an extinguished conditioned response

12. Ivan Pavlov Pavlov’s method (1849-1936) of collecting saliva
A Russian physiologist who discovered classical conditioning while doing experiments on the digestive system of dogs

13. Pavlov’s Research Apparatus

14. Pavlov’s Experiment

15. Pavlov’s Experiment

16. Pavlov’s Experiment

17. Unconditioned stimulus = food
Unconditioned response = salivation
Unconditioned stimulus
Unconditioned response
Conditioned stimulus = bell
Conditioned response = salivation

19. Parks and Rec Pavlovian technique to get over a girl friend

20. Generalization and Discrimination
Module 15: Classical Conditioning

21. Generalization
Process in which an organism produces the same response to two similar stimuli
The more similar the substitute stimulus is to the original used in conditioning, the stronger the generalized response

22. Discrimination
A process in which an organism produces different responses to two similar stimuli
The subject learns that one stimuli predicts the UCS and the other does not.

23. Classical Conditioning in Everyday Life: Little Albert
Module 15: Classical Conditioning

24. Little Albert 11-month-old infant
Watson and his assistant, Rosalie Rayner, conditioned Albert to be frightened of white rats
Led to questions about experimental ethics
What’s the UCS, UCR, CS, CR?

25. Little Albert – Before Conditioning

26. Little Albert – During Conditioning Get this one for your notes!!!

27. Little Albert – After Conditioning

28. Little Albert – Generalization Get this one for your notes!!!

29. Classical Conditioning in Everyday Life: Taste Aversion
Module 15: Classical Conditioning

30. Taste Aversion
Subjects become classically conditioned to avoid specific tastes, because the tastes are associated with nausea.
John Garcia ( )

31. Cognition and Biological Predispositions
Module 15: Classical Conditioning

32. Robert Rescorla ( )
Developed a theory emphasizing the importance of cognitive processes in classical conditioning
Pointed out that subjects had to determine (think) whether the CS was a reliable predictor of the UCS

33. Biological Perspective
We are predisposed to learn things that affect our survival.
We are predisposed to avoid threats our ancestors faced--food that made us sick, storms, heights, snakes, etc.--but not modern-day threats--cars, water pollution, etc.