1. Table of Contents CHAPTER 6 Learning

2. Table of ContentsLEARNING  Learning  Classical conditioning  Operant/Instrumental conditioning  Observational learning  Ivan Pavlov – Classical conditioning  Terminology  Unconditioned Stimulus (UCS)  Conditioned Stimulus (CS)  Unconditioned Response (UCR)  Conditioned Response (CR)

3. Table of Contents PHOBIAS AND CONDITIONING  Phobias are irrational fears of specific objects, animals, or situations  People acquire phobias through conditioning

4. Table of Contents CLASSICAL CONDITIONING  A learning procedure in which subjects make associations between a natural stimulus and a neutral stimulus  Ivan Pavlov  Tuning fork/salivation

5. Table of Contents THE EXPERIMENT  A neutral stimulus can replace a natural stimulus if it’s presented just before that stimulus  Food = unconditioned stimulus (US)  Salivation = unconditioned response (UR)

6. Table of Contents OTHER TERMS  Conditioned stimulus (CS) = tuning fork  Salivation = conditioned response (CR)  Conditioned responses are learned, not natural or reflexive

7. Table of Contents Demonstration of Pavlov’s Dog http://www.youtube.com/watch?v=CpoLxEN54ho&feature=related

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11. CLASSICAL CONDITIONING: MORE TERMINOLOGY  Trial = pairing of UCS and CS  Acquisition = initial stage in learning  Stimulus contiguity = occurring together in time and space  3 types of Classical Conditioning  Simultaneous conditioning: CS and UCS begin and end together  Short-delayed conditioning: CS begins just before the UCS, end together  Trace conditioning: CS begins and ends before UCS is presented  Classical Conditioning in Everyday Life  Conditioned fears  Other conditioned emotional responses  Conditioning and physiological responses  Conditioning and drug effects

12. Table of Contents PROCESSES IN CLASSICAL CONDITIONING  Extinction  Spontaneous Recovery  Stimulus Generalization  Discrimination  Higher-order conditioning  Applications of classical conditioning – Pavlov and persuasion

13. Table of Contents CLASSICAL CONDITIONING AND PLEASANT RESPONSE  Advertising campaigns use classical conditioning  Pairing a healthy, young, pretty model with a product  John Watson

14. Table of Contents POSITIVE EMOTIONS  A song on the radio  Scent, fragrance, or perfume  Passing a bakery

15. Table of Contents APPLICATIONS: DRUG ADDICTION  Withdrawal/“cold turkey”  Cues or triggers in the environment  Avoidance of cues

16. Table of Contents TASTE AVERSIONS  John Garcia explained the role of classical conditioning in creating taste aversions  Timing/single instance

17. Table of Contents TASTE AVERSION: AN APPLICATION  Aversions can have survival benefits  How to protect sheep from coyotes without killing the coyotes

18. Table of Contents PRINCIPLES OF CLASSICAL CONDITIONING  Acquisition of a conditioned response occurs gradually  Timing is very important  The intensity of the US

19. Table of ContentsGENERALIZATION  Occurs when a subject responds to a second stimulus similar to the original (CS) without any conditioning

20. Table of ContentsDISCRIMINATION  The ability to respond differently to different stimuli  Generalization and discrimination are each a part of everyday life

21. Table of ContentsEXTINCTION  The gradual weakening and eventual disappearance of a conditioned response  The response disappears but is not forgotten (spontaneous recovery)  Reconditioning

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23. Table of Contents JOHN B. WATSON  The case of “Little Albert”  Fear response  Ethics

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26. Table of Contents OPERANT CONDITIONING OR INSTRUMENTAL LEARNING  Edward L. Thorndike (1913) – the law of effect – puzzle box and learning curve  B.F. Skinner (1953) – principle of reinforcement  Operant chamber – “Skinner Box”  Emission of response  Reinforcement contingencies – antecedents, behaviors, and consequences (ABC)  Cumulative recorder – F 6.13b

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28. Table of Contents Figure 6.13 Skinner box and cumulative recorder

29. Table of Contents BASIC PROCESSES IN OPERANT CONDITIONING  Acquisition  Shaping – animal examples  Extinction  Stimulus Control  Generalization  Discrimination  Remote controlled rat

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31. Table of Contents Table 6.1 Comparison of Basic Processes in Classical and Operant Conditioning

32. Table of Contents REINFORCEMENT: CONSEQUENCES THAT STRENGTHEN RESPONSES  Delayed Reinforcement  Longer delay, slower conditioning  Primary Reinforces  Satisfy biological needs  Secondary Reinforcers  Conditioned reinforcement

33. Table of Contents SCHEDULES OF REINFORCEMENT  Continuous reinforcement  Intermittent (partial) reinforcement  Ratio schedules  Fixed  Variable  Interval schedules  Fixed  Variable

34. Table of Contents CONSEQUENCES: REINFORCEMENT AND PUNISHMENT  Increasing a response:  Positive reinforcement = response followed by rewarding stimulus  Negative reinforcement = response followed by removal of an aversive stimulus  Escape learning  Avoidance learning  Decreasing a response:  Punishment  Problems with punishment – third variable problem and correlation between punishment and aggression – F 6.21

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38. Table of Contents CHANGES IN OUR UNDERSTANDING OF CONDITIONING  Biological Constraints on Conditioning  Breland and Breland (1961) – misbehavior of organisms  Instinctive Drift  Conditioned Taste Aversion – Garcia & Koelling (1966) Preparedness and Phobias  Cognitive Influences on Conditioning  Signal relations  Response-outcome relations  Latent learning  Evolutionary Perspectives on learning

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40. OBSERVATIONAL LEARNING: BASIC PROCESSES  Albert Bandura (1977, 1986)  Observational learning Vicarious conditioning  Bandura, Ross, & Ross (1963) – featured study  4 key processes  attention  retention  reproduction  Motivation  acquisition vs. performance

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43. Table of Contents OBSERVATIONAL LEARNING AND THE MEDIA VIOLENCE CONTROVERSY  Studies demonstrate that exposure to TV and movie violence increases the likelihood of physical aggression, verbal aggression, aggressive thoughts, and aggressive emotions  The association between media violence and aggression is nearly as great as the correlation between smoking and cancer – F 6.26 – third variable problem

44. Table of Contents Figure 6.27. Comparison of the relationship between media violence and aggression to other correlations.

45. Table of Contents MODIFY YOUR OWN BEHAVIOR?