1. Chapter 7 Learning Amber Gilewski Tompkins Cortland Community College

2. Table of Contents Classical conditioning Learning: durable change in behavior or knowledge Ivan Pavlov: digestion in dogs Classical conditioning: type of learning; neutral stimulus brings a response after being paired with another stimulus that naturally brings out that response www.homestead.com/flowstate/files/pavlov.jpg

3. Table of Contents A Schematic Representation of Classical Conditioning

4. Table of Contents Classical Conditioning : terminology Neutral stimulus (NS): (i.e. tone of bell) a stimulus that doesn’t bring about specified response before conditioning Unconditioned Stimulus (UCS): (i.e. meat powder) stimulus that naturally brings about specified response (UCR) Unconditioned Response (UCR): (i.e. salivation) response that is natural; unlearned reaction to UCS Conditioned Stimulus (CS): (i.e. tone of bell after pairing w/meat powder) formerly neutral stimulus that has been paired w/UCS to bring about response (CR) Conditioned Response (CR): (i.e. salivation to tone of bell) learned reaction to a conditioned stimulus

5. Table of Contents Helpful Hints Conditioned=learned; Unconditioned=not learned Unconditioned stimulus => unconditioned response UCS-UCR pairings = unlearned and untrained During conditioning, a NS becomes the CS CS leads to a CR & is a product of learning/training UCR & CR are similar (i.e. salivation) UCR occurs naturally but CR is learned

6. Table of Contents Processes in Classical Conditioning Extinction – response eventually disappears Spontaneous Recovery – response reemerges Stimulus Generalization – respond to similar things Stimulus Discrimination – opposite of generalization

7. Table of Contents Fig 6.10 – The conditioning of Little Albert. The diagram shows how Little Albert’s fear response to a white rat was established. Albert’s fear response to other white, furry objects illustrates generalization.

8. Table of Contents Classical Conditioning in Real Life Learning to like – conditioning positive emotions Learning to fear – conditioning negative emotions Accounting for taste – conditioning likes & dislikes Reacting to medical treatments – reactions to unpleasant treatment or to those that provide relief

9. Table of Contents Operant Conditioning or Instrumental Learning Operant conditioning – learning based on favorable or unfavorable consequences B.F. Skinner (1953) – principle of reinforcement: stimulus increases the probability that a preceding behavior will be repeated if followed by favorable consequences www.nndb.com/people/297/000022231/bf-skinner-sm.jpg

10. Table of Contents Reinforcement: consequences that strengthen responses Delayed Reinforcement -Longer delay, slower conditioning Primary Reinforcers -Satisfy biological needs Secondary Reinforcers -Conditioned reinforcement; associated with primary reinforcers

11. Table of Contents Consequences: Reinforcement and Punishment Increasing a response: –Positive reinforcement = response followed by rewarding stimulus (i.e. raise for good performance) –Negative reinforcement = response followed by removal of an aversive stimulus (i.e. taking aspirin to relieve headache) Decreasing a response: –Punishment: decreases probability that previous behavior will occur again (i.e. penalizing for misbehavior) °Positive punishment – presenting/adding unpleasant stimulus °Negative punishment – reducing/removing a pleasant stimulus –Problems with punishment: negative emotional responses, physical punishment may lead to more aggression

12. Table of Contents Positive Versus Negative Reinforcers

13. Table of Contents Negative Reinforcers Versus Punishment

14. Table of Contents Observational Learning: Basic Processes Albert Bandura: investigated and outlined theory of observational learning (Bobo Doll experiment) Observational learning – learning through modeling others (aka “vicarious conditioning”) 4 key processes –attention –retention –reproduction –motivation