1. Learning!
Psychology
Ms. Rebecca

2. Do Now:
What are some good habits you have? Ex: Brushing your teeth after eating, exercising, eating healthy, doing homework etc…

3. Learning Anything we are born NOT knowing how to do must be learned.
Ex: reading, walking, talking….

4. How do we learn things? Many different ways: Watching others
Reading books
Trying something new….

5. Classical Conditioning
We learn to do something or not to do something based on a stimulus and a response to that stimulus.

6. Stimulus Something that produces a reaction.

7. Response The reaction a person or animal has to something (stimulus).

8. Another Example:
You really like a song on the radio. Every time you hear that song you feel happy and you want to dance.

9. Example Continued Stimulus: Music
Response: feeling happy and wanting to dance.

10. Classical Conditioning
Learning to respond to a stimulus in a certain way.

11. Example:
When we eat food, it’s normal for our mouths to produce saliva to digest the food. This is NOT a learned behavior.

12. BUT
It is NOT normal to produce saliva when we are simply SMELLING food because we don’t need to digest smells.

13. Classical Conditioning
The reason that you drool or make saliva when you smell delicious food is because you are classically conditioned to do this.

14. Classical Conditioning
We have learned that when we see and smell delicious food nearby, we will probably get a chance to eat it, which will require saliva.

15. 2 Stimuli become associated with one another
Stimulus 1: Smell of food
Stimulus 2: Eating food

16. Ivan Pavlov Rings a Bell
Dogs learned from experience that when Pavlov rang a bell, they would be fed.

17. Ivan Pavlov Rings a Bell
The dogs learned to salivate when they heard the bell, because they associated the bell with being fed.

18. Ivan Pavlov Rings a Bell
Stimulus 1: Being Fed
Response 1: Salivating
Stimulus 2: Bell Ringing
Response 2: Salivating

19. But it’s not called Stimulus/Response 1 and 2…
Unconditioned Stimulus
Unconditioned Response
Conditioned Stimulus
Conditioned Response
Note: Things that are conditioned must be learned

20. Unconditioned Stimulus
Stimulus that caused as AUTOMATIC response that doesn’t need to be learned.
Ex: When the dogs were fed they naturally salivated.

21. Unconditioned Response
The response to an unconditioned stimulus.
Ex: When the dogs were fed they naturally salivated.

22. Conditioned Stimulus
Something that normally doesn’t cause the response it causes AFTER conditioning.
Ex: The ringing of a bell

23. Conditioned Response
A learned response to a stimulus that used to be meaningless.
Ex: The dogs salivating after they hear a ringing bell (Conditioned Stimulus).

24. Adapting to the Environment
Why is classical conditioning important in nature?
It helps animals to learn to survive in their environment.

25. Adapting to the Environment
Ex: A bunny learns to run away when it smells or sees cats nearby.

26. Adapting to the Environment
Humans may learn to get out of the house if they smell smoke, even if they don’t see fire.

27. Taste Aversion learned avoidance of a certain type of food.
Ex: You eat so much ice cream you throw up. You won’t want to eat ice cream again for a while.

28. Why are taste aversions important?
They can save lives! Sometimes when foods make us sick, it is because they are poison and we shouldn’t eat them. Ex: Alcohol!

29. Extinction
When a conditioned stimulus no longer is followed by an unconditioned stimulus, it will lose its ability to create a conditioned response.

30. Ex: Conditioned Stimulus: Your car alarm goes off and it is stolen
Conditioned Response: You freak out whenever you hear the alarm go off on your NEW car

31. After a while
You learn that the car alarm goes of ALL THE TIME and it hasn’t been stolen in YEARS.
You stop freaking out when you hear the car alarm. This is Extinction.

32. Same thing happened with the dogs
Pavlov stopped giving the dogs food after he rang a bell.
After a while, the dogs stopped salivating when they heard the bell.

33. Spontaneous Recovery BUT Extinction may not last forever.
For a few days, Pavlov did not ring the bell AT ALL. THEN, he rang the bell and the dogs salivated again. But not as much.

34. Spontaneous Recovery
If your car alarm doesn’t go off for a long time, and then suddenly it does, you may freak out a little bit, even if your car hasn’t been stolen.

35. Another example: Perfume or Cologne of someone you loved.

36. Generalization Responding the same way to stimuli that are similar.
Ex: If you throw up after eating a gallon of chocolate ice cream you probably will avoid other flavors of ice cream too in addition to chocolate ice cream.

37. Discrimination
BUT people still respond differently to stimuli that are NOT similar.
Ex: You can’t eat ice cream for a while but chocolate cake is different enough from ice cream to be ok to eat.

38. How does classical conditioning help people?
It can help people get over fears of things and situations.

39. 2 ways to help reduce fears:
1. Flooding
2. Systematic Desensitization

40. 1. Flooding A person is forced to be around the thing that they fear.
Ex: If you are afraid of heights, you may be forced to look out a 6th story window until you are no longer upset about it.

41. Problem with flooding:
People who are really afraid of something would HATE being forced to be around the thing they fear. It may be difficult to get someone to face their fear like that.

42. 2. Systematic Desensitization
People are taught ways to relax when facing a fear. They are GRADUALLY exposed to the things they fear while being helped to relax.

43. Example:
People who are afraid of spiders may be shown pictures of spiders and are helped to relax.

44. Example continued
Gradually they are shown real spiders at a distance and helped to relax.

45. Example continued
Finally, the spiders may be brought closer and closer while using the same relaxation techniques until the person is no longer afraid.

46. Pros and Cons:
Systematic Desensitization is easier for patients than Flooding BUT it can take a LONG time.

47. Another way to get over a fear: Counter conditioning
A pleasant stimulus is paired with something someone is afraid of.

48. Counter conditioning example:
A child who is afraid of shots is given candy while they are at the doctor. The good experience of eating the candy my cancel out the fear of shots.

49. Review Question
Read the following situation and write which parts are the:
1. Unconditioned Stimulus
2. Unconditioned Response
3. Conditioned Stimulus
4. Conditioned Response

50. Situation
Whenever you see your boyfriend or girlfriend you want to kiss them. You love everything about them. You especially like the way their perfume or cologne smells. Eventually, just smelling the perfume or cologne they wear makes you want to kiss them.

51. Homework: Define the following vocabulary words in your notebooks:
Learning
Classical conditioning
Stimulus
Response
Pavlov
Unconditioned Stimulus
Unconditioned Response
Conditioned Stimulus
Conditioned Response
Taste Aversion
Extinction
Spontaneous Recovery
Generalization
Discrimination
Flooding
Systematic Desensitization
Counter Conditioning

52. Another type of learning:
Operant Conditioning:
Learning to do things because of their results.
Ex: You may learn to study because when you study you get good grades.

53. Different from Classical Conditioning
Because people have more control over these behaviors.
Studying is still a choice. Drooling when you eat isn’t a choice and drooling when you hear a bell isn’t a choice either.

54. B.F. Skinner’s birds Trained to peck target for food.

55. Reinforcement
Something, like a reward, that helps increase the frequency of a behavior.

56. Reinforcement
Ex: Dogs are reinforced to do tricks with treats

57. Different Types of Reinforcers
Primary Reinforcers
Secondary Reinforcers

58. Primary Reinforcers
Reinforcement that works because of the biological NEEDS of a person or animal
Ex: We need food, water, shelter to survive. To don’t need to be taught the importance of these things.

59. Secondary Reinforcement
Reinforcement that has value that must be learned over time.
Ex: grades, money, social approval, attention

60. Positive and Negative Reinforcement
Positive Reinforcement: increases the frequency of a behavior when it is given.
Ex: good grades are positive reinforcement for studying.

61. Negative Reinforcement
Increases the frequency of a behavior when it is taken away.

62. Ex of Negative Reinforcement
Your mother always complains that you never talk to her. If you her, she stops complaining.
Your mother NOT complaining is the negative reinforcement for you ing her.

63. Punishments Unwanted events that DECREASE the frequency of a behavior.
If you get caught hitting your brother, your parents may take t.v. away. This punishment is supposed to decrease the frequency of you hitting your brother.

64. How is punishment different from negative reinforcement?
Punishment DECREASES the frequency of a behavior.
Negative Reinforcement INCREASES the frequency of a behavior by taking something bad away.

65. Continuous and Partial Reinforcement
Continuous Reinforcement: When you give reinforcement EVERY time a desirable behavior happens.
Problem: This isn’t always possible and can get expensive!

66. Partial Reinforcement
Desirable behavior is only reinforced enough times to make people want to repeat it.
Ex: Going to the movies isn’t ALWAYS awesome, but…..

67. 3 Types of Partial Reinforcement
Variable and Fixed Interval Schedules
Variable and Fixed Ratio Schedules

68. Interval Schedule Fixed Interval Schedule:
Reinforcement comes after a certain amount of time.
Ex: You have a quiz every Friday. You will be reinforced to study each week for that test. Probably on Thursday.

69. Interval Schedule Variable Interval Schedule
Varying amounts of time go by before you are reinforced.
Ex: Pop quizzes

70. Variable Interval Schedule
Makes students more likely to study EVERY night because they never know when the next quiz will be.

71. Fixed Ratio Schedule
A behavior must happen a certain number of times before someone receives reinforcement.
Ex: Buy 3 sandwiches, get one free

72. Variable Ratio Schedule
When the ratio of reinforcement randomly changes.
Ex: Slot Machines
Sometimes you can win $20 after one try.
Sometimes you play 50 times and you only win $5

73. Extinction
If reinforcement no longer occurs, a behavior may stop happening.
Ex: You stop passing tests no matter how much you study. SO, you stop studying.

74. Operant Conditioning in Education:
Classroom Discipline
Learning
Shaping

75. Shaping
A way of teaching complex things by first teaching small steps.
Ex: Learning to ride a bike

76. Classroom Discipline
In the classroom you are given positive reinforcement for answering questions right:
Good job!
Negative Reinforcement for answering questions right, take away homework! 

77. Cognitive Factors in Learning
What people and animals know because of learning.
2 kinds of cognitive learning:
Latent Learning
Observational Learning

78. Latent Learning
Learning that you don’t think about unless you need it.
Ex: You have learned where things in your house are but you don’t think about where everything is UNLESS you need to find something.

79. Observational Learning
When we learn how to do something by watching another person do it.
Ex: Play a sport

80. Learning to Learn
PQ4R

81. Homework: Define the following vocabulary words in your notebooks:
Operant Conditioning
reinforcement
Primary reinforcement
Secondary reinforcement
Positive reinforcement
Negative reinforcement
punishment
Continuous reinforcement
Partial Reinforcement
Fixed Interval Schedule
Variable Interval Schedule
Fixed Ratio Schedule
Variable Ratio Schedule
Extinction
Latent Learning
Observational Learning
PQ4R

82. Learning Project!

83. By the end of today you need to show me:
A Description of your problem
1 Main goal and 3 ways you are going to work to reach that goal
A definition for Operant Conditioning and how you will use this type of conditioning on yourself to reach your goal.
A definition of reinforcement.
A definition of schedule of reinforcement