2.  What are the elements of learning?  How is learning reflected in our everyday behaviors?

3.  What does it mean to learn something?

4.  Learning is a relatively permanent change in behavior as a result of experience.

5.  In school, do you learn every day?  Memorizing vs. learning

6.  Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. --John Watson, Behaviorism, 1930

7.  theory of learning based upon the idea that all behaviors are acquired through conditioning  behavior can be studied in a systematic and observable manner with no consideration of internal mental states

9. PROSCONS  Based on observable behavior  Easy to change behavior  Reliable  Relatively objective  Doesn’t account for other types of learning  Doesn’t account for free will  Doesn’t account for thoughts/feelings  Doesn’t account for biological predispositions

10.  Conditioning is the process of learning associations  Two major types:  Classical and operant

11. What are the elements of classical conditioning? How does classical conditioning explain many everyday behaviors?

12.  In classical conditioning, we learn to associate two stimuli and anticipate events  Example: lightning  thunder  Other examples?

13. Two related events: Lightning Stimulus 1 Thunder Stimulus 2 Result after repetition: We see lightning Stimulus We wince anticipating thunder Response

14.  http://www.youtube.com/watch?v=zeaOQG T97TI  http://www.metacafe.com/watch/1079423/th e_pavlov_altoid_theory/

15.  Ivan Pavlov - Russian doctor who spent two decades studying the digestive system then studied learning for the next three decades, by “accident”

16.  Pavlov’s experiment - Pavlov asked: If a neutral stimulus (something the dog could see or hear that would not normally cause salivation) regularly signaled the arrival of food, would the dog associate the two stimuli (the food and the neutral stimuli)?

17.  What if we

18.  Unconditioned Stimulus (UCS)  A stimulus that naturally and automatically triggers a response (usually a reflex)  Food in Pavlov’s case

19.  Unconditioned Response (UCR)  The unlearned, naturally occurring response to the unconditioned stimulus  Salivation

20.  Pavlov’s experiment - Just before placing food in the dog’s mouth to produce salivation, Pavlov sounded a bell (Neutral Stimulus). After several pairings of bell and food, the dog began to salivate to the sound of the bell alone, in anticipation of the food.

21.  Conditioned Stimulus (CS)  An originally irrelevant (neutral) stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response  The Bell

22.  Conditioned Response (CR)  The learned response to a previously neutral conditioned stimulus  Salivation (to the tone)

23.  Pavlov’s experiment –  http://nobelprize.org/educational/med icine/pavlov/index.html  Summarize

25. UCS (passionate kiss) UCR (sexual arousal) CS (onion breath) CS (onion breath) CR (sexual arousal) UCS (passionate Kiss) UCR (sexual arousal)

27. UCS (drug) UCR (nausea) CS (waiting room) CS (waiting room) CR (nausea) UCS (drug) UCR (nausea)

28.  Watson and “Little Albert”  http://www.youtube.com/watch?v=Xt0ucxOr PQE

29. UNCONDITIONED STIMULUS REFLEX ACTION will elicit a UNCONDITIONED STIMULUS NEUTRAL STIMULUS REFLEX ACTION will elicit a CONDITIONED STIMULUS will elicit a CONDITIONED RESPONSE NEUTRAL STIMULUS will elicit NO REACTION

30.  On a half sheet of paper, create your own classical conditioning experiment. Write out exactly what steps you would take.  On the BACK of the paper, identify what is the UCS, UCR, CS and CR.  Trade papers with your partner.  Label the UCS, UCR, CS, and CR in their example.  Check your answers on the back.

31.  Acquisition  Generalization  Discrimination  Extinction  Spontaneous Recovery

32.  the initial stage of learning, during which a response is established and gradually strengthened  in classical conditioning, the phase in which a stimulus comes to evoke a conditioned response  IE. The dogs salivating at the bell

33.  From what you know of classical conditioning, give an example of acquisition

34.  The tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses  IE. A child bitten by a dog may fear all dogs.  After 9/11, many people responded anxiously when planes flew near by.

36.  From what you know of classical conditioning, give an example of generalization

37.  the opposite of generalization; individual learns to produce a CR to one stimulus (CS) but not to another stimulus that is similar  IE. the dogs respond to a bell but not a buzzer

39.  From what you know of classical conditioning, give an example of discrimination

40.  diminishing of a CR  in classical conditioning, when a UCS does not follow a CS  IE. You used to fear dogs but after not being bitten for awhile, you no longer fear them

41.  From what you know of classical conditioning, give an example of extinction

42.  reappearance, after a rest period, of an extinguished CR  IE. cocaine addicts who are thought to be "cured" can experience an irresistible impulse to use the drug again

44.  From what you know of classical conditioning, give an example of spontaneous recovery

45. What are the elements of operant conditioning? How does operant conditioning explain many everyday behaviors? What is the difference between operant conditioning and classical conditioning?

46.  B.F. Skinner’s Operant Conditioning

47.  Type of learning in which behavior is strengthened if followed by a reinforcer, or diminished if followed by a punisher

48.  We repeat behavior that is followed by a reward

49.  In operant conditioning, we learn to associate a response and its consequence, and we repeat acts followed by rewards, and avoid acts followed by punishment.  we learn that pushing a vending machine button relates to the delivery of a candy bar.

50. Response: Pushing vending machine button Consequence: Receiving a candy bar

51. Oh, not bad. The light comes on, I press the bar, they write me a check. How about you?

52. “Bathroom? Sure, it’s just down the hall to the left, jog right, left, another left, straight past two more lefts, then right, and it’s at the end of the third corridor on your right.”

53.  Reinforcement – any event that INCREASES the frequency of a preceding response, or strengthens the behavior that it follows  IE. Being able to borrow the car after the dishes are done. A snack break after one-hour of study time.

54. OH! THAT WAS A WONDERFUL, WONDERFUL REPORT The Vice-President in Charge of Sincerity

55.  Positive Reinforcement – Strengthens (or ensures the continuation of) a response by presenting a typically pleasurable stimulus after a response.  IE. Food for a hungry animal. Attention, approval, money for people.

56. “I wrote another five hundred words. Can I have another Cookie?”

57.  From what you know of classical conditioning, give an example of a positive reinforcement

58.  Negative Reinforcement – strengthens (or ensures the continuation of) a response by reducing or removing an aversive stimulus  Taking aspirin or smoking a cigarette

59.  From what you know of classical conditioning, give an example of a negative reinforcement

60.  Positive ADDS a desirable stimulus, like getting a hug or a laugh.

61.  Negative REMOVES an aversive stimulus  Example: cleaning the room allows a child to escape a parent's nagging or fastening a seatbelt to stop the annoying beeping

62.  Punishment – An event that DECREASES or eliminates the behavior that it follows

63.  May be done by administering an undesirable consequence, or by withdrawing a desirable consequence

64.  IE. Shock treatment and spanking are added, undesirable consequences, while taking away phone or car privileges withdraws desirable consequences.

65.  Big Bang Theory  http://www.youtube.com/wat ch?v=qy_mIEnnlF4 http://www.youtube.com/wat ch?v=qy_mIEnnlF4  http://www.youtube.com/wat ch?v=EWyZHSZf3TM http://www.youtube.com/wat ch?v=EWyZHSZf3TM

66.  Issues/Questions regarding punishments  Physical punishments are not forgotten, just suppressed  Physical punishments may increase aggressiveness by demonstrating that aggression is a way to cope with problems  Punishments may create fear

67.  If punishment isn’t delivered swiftly, or proportionally with regards to the crime, those punished may be confused, depressed, or helpless  Punishments still do not teach the proper behavior – it only suppresses unwanted behaviors

68. Add (+)Remove (-) Good Bad

69. continuous – rewarded every time partial – not every time  “fixed” – set, constant  “variable” – unpredictable  “interval” – time  “ratio” – number

70.  fixed ratio – set number (every three times you raise your hand I call on you)  variable ratio – unpredictable number of responses (slot machine)  fixed interval – set amount of time (pay you every hour)  variable interval – unpredictable amount of time (fishing)

71.  Which would work better: ratio or interval?  Which would be more prone to extinction: fixed or variable?

72.  condition in which a human/animal has learned to behave helplessly, even when they have the opportunity to avoid an unpleasant or harmful circumstance  1965 Seligman  Depression  Behaviorism?

73. Classical ConditioningOperant Conditioning Behavior is determined by what PRECEDES it. Behavior is determined by anticipation of what FOLLOWS it. InvoluntaryVoluntary Dog salivates after a tone.Dog sits in anticipation of getting a treat.

74. A very bright (mildly painful) light is turned on a rat. The rat has learned that he can turn off the light by pressing a lever on the other side of his cage. As soon as the light comes on, the rat runs across the room and presses the lever.

75. When a mother strokes her infant’s skin, the stroking creates pleasure responses in the baby. After this goes on for many days, the baby begins to show pleasure responses simply at the sight of her mother (even before being touched).

76. What are the elements of observational learning? How much of our behavior can be attributed to modeling?

77.  learning by watching and imitating others  For example, a child sees his big sister burn her fingers on the stove has thereby learned not to touch it.

78.  Albert Bandura’s Experiment – The Bobo Doll Children exposed to an adult taking out their frustrations on a Bobo doll would imitate their punches and kicks when presented with a Bobo doll when they were frustrated.

79.  Modeling: The process of observing and imitating a specific behavior