1. Learning

2. What is Learning?  a relatively permanent change in an organism’s behavior due to experience

3. Behaviorism  The psychological domain that argues that psychology should be an objective science

4. Was going to follow his father into the Russian Orthodox priesthood Received a medical degree at age 33 Russia’s first Nobel Prize in 1904 1849-1936

5. Pavlov  Russian scientist that studied the affect of salivation on digestion  Problem: Dogs would start salivating before they got food.  Solution: Forget the digestion, let’s study learning!

6. Learning  Pavlov noticed the dogs salivated naturally when they ate.  He paired bringing food with ringing a tone.  After a while he rang the tone, but didn’t bring food.  What did the dogs do?

7. Classical Conditioning  A form of learning where an organism learns to associate stimuli  Placing a neutral signal before a naturally occurring reflex. Pavlov’s Dogs Neutral Signal- sound of a tone Naturally Occurring Reflex- salivating in response to food

8. 4 Parts of Classical Conditioning  Unconditioned Stimuli (UCS)- something that causes a natural response  Unconditioned Response (UCR)- what happens naturally as a result of the UCS  Conditioned Stimuli (CS)- a previously neutral stimuli that, after learning, produces the natural response  Conditioned Response (CR)- same as UCR, but in response to the CS

9. 4 Parts of Pavlov  UCS-  UCR-  CS-  CR-

11. 4 Parts of Pavlov  UCS- Food  UCR- Salivation  CS- Tone  CR- Salivation

12. Examples of Classical Conditioning Every time someone flushes a toilet in the apartment building, the shower becomes very hot and causes the person to jump back. Over time, the person begins to jump back automatically after hearing the flush, before the water temperature changes. An individual receives frequent injections of drugs, which are administered in a small examination room at a clinic. The drug itself causes increased heart rate but after several trips to the clinic, simply being in a small room causes an increased heart rate. Another example of classical conditioning is known as the appetizer effect. If there are otherwise neutral stimuli that consistently predict a meal, they could cause people to become hungry, because those stimuli induce involuntary changes in the body, as a preparation for digestion. There’s a reason it’s called the “dinner bell,” after all

13. Other examples?  Flinching when seeing lightning  Shocking animals after a tone

14. Classroom Classical Conditioning I need a Volunteer- Now identify the UCS, UCR, CS, and CR- UCS- water squirted in volunteers face UCR- flinch or squint (reaction) CS- sound of word CAN CR- flinch or squint, reaction to when any form of can word or similar word

15. Parts of Learning

16. Parts of Learning- how people develop learned responses through classical conditioning  Acquisition- gaining learning of the stimulus-response relationship  The conditioned stimulus must come within half a second of the unconditioned stimulus for a relationship to be formed  Acquisition teaches organisms to prepare for good or bad events

17.  Extinction- when the CS is no longer paired with the UCS, learning is lost  Spontaneous recovery- after extinction, if one waits awhile, learning can come back

18. Generalization  Conditioned responses occurring for similar stimuli (even ones that aren’t conditioned)  Example: Children fearing cars and learn to avoid motorcycles and trucks as well

19.  A dog is trained to run to his owner when he hears a whistle.  After the dog has been conditioned, he responds to any sound similar to a whistle.

20. Discrimination  The ability to tell the difference between stimuli  Distinguish between a CS and a stimulus that does not trigger a response  Example: Being afraid of pit bulls but not beagles

21. Examples of Classical Conditioning  http://www.youtube.com/watch?v=9hBfnXACsOI (John Watson, Little Albert) http://www.youtube.com/watch?v=9hBfnXACsOI  http://teachertube.com/viewVideo.php?title=The_Offic e_Conditioning&video_id=247611 (The Office) http://teachertube.com/viewVideo.php?title=The_Offic e_Conditioning&video_id=247611 John Watson- a psychologist at Johns Hopkins University Assignment: In your comp book activity section, identify the UCS, UCR, CS, and CR

22. John Watson Little Albert The Office Watson’s experiments proved that through classical conditioning, emotions and behaviors can be taught humans.

23. Journal #10  Explain a time in your life when you have been classically conditioned to do something.  Explain the UCS, UCR, CS, and CR.  How can people use classical conditioning to their advantage (hint: think advertising)

24. Aversive Conditioning  Using classical conditioning to keep animals (people) away from harmful substances  Developed by Garcia after studying taste aversions in rats  What things won’t you eat any more?

25. How does learning help us survive?  We can teach generalization, discrimination, and aversion  We can teach to warn away from dangers  We can teach what we know- parents, teachers, coaches, etc…  What has been learned can potentially be changed by new learning- counseling, rehabilitation, etc…

26. Applications of Classical Conditioning  Teaching people new things  Psych Therapy  Therapeutic application in humans- helping to get rid of fears and anxiety Pair a stimulus CS that elicits fear with a stimulus US that elicits positive emotion UR. Example: A person with a fear of snakes, but loves strawberry ice cream is shown a snake and then given ice cream. While the person is busy eating the ice cream, classical conditioning helps associate the snake with good feelings.

27. Bed Wetting- a child sleeps on a pad with a wire mesh that when wet causes a bell to ring. The child wakes up. After several repetitions of this cycle, in which the bed- wetting has caused him to be awakened by the bell, the child associates the sensation of pressure in his bladder with waking up. In a short time, the need to urinate becomes sufficient in itself to awaken the child so he or she gets up to go to the restroom. USUR now a CS now a CR

28. Aversive Conditioning- Counselors sometimes provide people who abuse alcohol with aversive experiences that may reverse their positive associations with alcohol Predation Control- Conditioning Coyotes not to eat the sheep. Took sheep meat and sprinkled it with a chemical that would produce a stomachache in the coyotes. After the coyotes ate the treated meat, they avoided the live sheep. US UR CS CR

29. Operant Conditioning  A type of learning that teaches using reinforcement and punishment

30. B.F. Skinner  English major who decided to study psychology as a graduate student  Focused on Thorndike’s law of effect: rewarded behaviors will likely be continued  Taught animals tricks

31. Principles of Operant Conditioning  Reinforcement- Something that causes a behavior to increase  Positive- good behavior results in a reward  Negative- good behavior results in taking away something bad  Punishment- Something that causes a behavior to decrease

32. Shaping  When behavior is trained through closer and closer approximations

33. Types of Reinforcement  Primary- innately satisfying (meets a need)  Food  Secondary- paired with primary to become satisfying  Money  Immediate- happens right now  Get a treat for answering a question  Delayed- reward comes in the future  Graduating high school

34. Reinforcement Schedules  Fixed-ratio- behavior is reinforced after a specific number of responses  You can take a break from homework after completing 2 assignments  Variable-ratio- behavior is reinforced after an unpredictable amount of responses  Traveling salesperson  Fixed-interval- behavior is reinforced for the first desired response after a specific time  Baking time on a cake  Variable-interval- behavior is reinforced for the first desired response after a variable time length  Getting e-mail

35. Punishment  Reduces behavior  Why?  Applying something undesirable  Taking away something desirable

36. Motivation  Extrinsic-  Outside of you  Rewards and punishments  Intrinsic-  Inside of you  Event is valuable for its own sake

37. Legacies of BF Skinner  Computers at school  Rewards at school/work  Child-rearing

38. Cognition in learning  Sometimes we learn without being conditioned  Known as latent learning

39. Observational Learning  We learn things from watching others  Monkey see, monkey do

40. Albert Bandura  Bobo Doll experiment  Children watched a video of an adult beating up a Bobo doll  Children beat up the Bobo doll  http://www.youtube. com/watch?v=eqNaLe rMNOE http://www.youtube. com/watch?v=eqNaLe rMNOE

41. Biological Basis?  Mirror Neurons- fire when perform an action or see someone else doing it  Provides the foundation for observational learning