2. Chapter 6
Section 1

3. Section 1 Classical Conditioning
Learning Or
Not

4. Classical Conditioning
A simple from of learning in which one stimulus comes to call forth the response usually called forth by another stimulus
2 stimuli have been associated with each other

5. Does Pasta make Does Lemons? your mouth water?

6. continued Stimulus-something that produces a reaction
Response from a person or animals
example-- mouth watering

7. Pavlov Dogs

8. Ivan Pavlov
Dog started to salivate from the sound of the mental food bowls
Used bell instead of mental bowl sound
Dog learned to salivate with the sound of the bell alone

9. Unconditioned Stimulus
A stimulus that causes a response that is automatic not learned
Unconditioned response
The automatic response not learned

10. Conditioned response Conditioned stimulus
A learned response to a stimulus that was previously neutral
Conditioned stimulus
Learned or conditioned

11. Classical Conditioning Before conditioning
Bell
Neutral stimulus
Food
Unconditioned stimulus
No response
Unconditioned response (salivation)

12. During conditioning Bell neutral stimulus + = Unconditional stimulus=
Unconditional stimulus
Unconditioned response
(salivation)

13. After conditioning Conditioned stimulus = Bell
Conditioned response= salivation

14. Adapting to the Environment
Taste aversion
A learned avoidance of a particular food
Extinction
CS (bell) is disconnected from the US (food), the CS no longer causes the CR (salivating) to occur.

15. Systematic Desensitization
Flooding
Exposed to the fear until fear is extinguished.
Systematic Desensitization
People are taught relaxation techniques while being gradually exposed to their fear.

16. Counter conditioning
Fears are paired with pleasant experiences

17. Section 2
Operant learning

18. Rewards and reinforcements are similar
Operant conditioning ---learning to do something because of the consequence of the actions
Rewards and reinforcements are similar

19. Mouse and lever Quicker until no longer hungry.
Reinforcement—the process by which a stimulus increases the chances that the preceding behavior will occur again.
Mouse and lever
Quicker until no longer hungry.

20. Types of reinforcements
`Primary ---food, water, and adequate warmth –do not need to be taught value of these
Secondary reinforcements---money, social approval, attention, grades in school.

21. Positive reinforcements
increase the frequency of the behavior they follow when applied
food
fun
social approval
Good grade-college,

22. Negative reinforcement
encourage a behavior by being removed
fear, discomfort, social disapproval
Ex: food in teeth- floss,
hot in sun move to shade,
itch --scratching

23. punishment
discourage a behavior by being applied
Physical
Grounding

24. Schedule of reinforcement
Continuous-every time the behavior occurs (rat always got food)
Partial reinforcement- behavior is not reinforced every time. Last longer

25. Categories of partial reinforcement schedules
Interval schedules- a fixed amount of time has to pass before reinforcement is given

26. Shaping breaking it down- reinforcing the small steps
Learning to read, math, riding a bike

27. Program learning
steps are reinforced after each step and the student knows if it is right, or wrong (try again)

28. Cognitive Factors in Learning
Ch 6 section 3
Cognitive Factors in Learning

29. Latent learning
Learning that remains hidden until it is needed

30. Observational learning
Acquire knowledge and skills by observing and imitation others
Aggression
Speak
Eat
Play nice with others

31. PQ4R

32. Preview Get a general picture /idea of what is covered
Flip through some pages
Look at some pictures
Read some of the homework questions

33. Question Make questions from the headings
Some textbooks have guided reading questions all ready on the front page of each section
You could use the homework questions from the textbook also

34. Read Read with a sense of purpose Use the two column T chart
Write down the answers as you read

35. Reflect Try to make mental images of the subject matter
Relate it to information that you already know

36. Recite Talking out loud to yourself Helps you understand and remember
Quiz yourself

37. Review Relearning leads to remembering Quiz a friend
Break up the amount of time that you study
Every day before the test
Night of test
1 hour-----rest minutes rest—repeat
Next morning hours to 30 minutes review

38. THE
END