1. Lecture 2: Classical Conditioning

2. Types of learning Habituation and sensitization Classical (Pavlovian) conditioning Instrumental (Operant) conditioning Complex (rule) learning Social learning Language mediated learning

3. Pavlovian/Classical Conditioning

4. Food Salivation Biological reflex

5. Salivation Food Ringing Bell

6. Salivation Ringing Bell

7. Pavlov’s terminology Food = Unconditioned stimulus (US) - unconditionally evokes a response Salivation = Unconditioned response (UR) - the response evoked by the US Bell = Conditioned stimulus (CS) - a stimulus that evokes a response because it has been paired with the US Salivation = Conditioned response (CR) - the response evoked by the the CS

8. Pavlovian Conditioning US (Unconditioned stimulus) UR (Unconditioned response) CS (Conditioned stimulus) CR (Conditioned response) ELICITING STIMULI CORRESPONDING RESPONSE

9. Examples of Classical Conditioning Appetitive: Eye-blink conditioning Food preferences Place preferences Aversive: Conditioned fear Anticipatory nausea Conditioned taste aversions Place avoidance

10. Shock/Startle US (Unconditioned stimulus) UR (Unconditioned response) CS (Conditioned stimulus) CR (Conditioned response) ELICITING STIMULI CORRESPONDING RESPONSE

11. Anticipatory Nausea US UR CSCR

12. John Watson “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” [Behaviorism (1930), p. 82]

13. Conditioned Fear: Little Albert This week’s (non-examinable) reading follows up on the Little Albert experiment and some problems with it…of which there are many However, main point is the notion that fear, and other emotions, could be conditioned, which there is now good evidence to suggest, e.g. tone+shock=fear in rats

14. Sexual Fetishes US (Unconditioned stimulus) UR (Unconditioned response) CS (Conditioned stimulus) CR (Conditioned response) ELICITING STIMULI CORRESPONDING RESPONSE

15. Conditioned Taste Aversion US (Unconditioned stimulus) UR (Unconditioned response) CS (Conditioned stimulus) CR (Conditioned response) ELICITING STIMULI CORRESPONDING RESPONSE

16. 2nd Order conditioning Salivation Food Salivation Phase 1: 1st order conditioning

17. 2nd Order conditioning Salivation Phase 2: Pair CS1 with CS2 Salivation Phase 3: Test CS2

18. What Affects Classical Conditioning? 1.Frequency: number of CS-US pairings 2.Intensity: a) the salience of the CS b) the salience of the US 3.Contiguity (timing): how far apart the CS and US occur

19. What Affects Classical Conditioning? 1.Frequency: number of CS-US pairings 2.Intensity: a) the salience of the CS b) the salience of the US 3.Contiguity (timing): how far apart the CS and US occur

20. CS-US Acquisition Note the negatively accelerating form of the CR - the CR gets stronger by smaller amounts each trial until it hits a maximum limit - the asymptote Asymptotic level of responding Frequency NOT EXAMINABLE

21. What Affects Classical Conditioning? 1.Frequency: number of CS-US pairings 2.Intensity: a) the salience of the CS b) the salience of the US 3.Contiguity (timing): how far apart the CS and US occur

22. Weaker CS Acquisition Asymptotic level of responding Intensity of CS. NOT EXAMINABLE

23. What Affects Classical Conditioning? 1.Frequency: number of CS-US pairings 2.Intensity: a) the salience of the CS b) the salience of the US 3.Contiguity (timing): how far apart the CS and US occur

24. Weaker US Acquisition Asymptotic level of responding Intensity of US. NOT EXAMINABLE

25. What Affects Classical Conditioning? 1.Frequency: number of CS-US pairings 2.Intensity: a) the salience of the CS b) the salience of the US 3.Contiguity (timing): how far apart the CS and US occur

26. Contiguity Refers to time between onset of CS and US US US on US off Time CS CS onCS off ISI Inter-stimulus interval (ISI) = time between ‘CS on’ and ‘US on’ NOT EXAMINABLE

27. Strength of CR depends on ISI NOT EXAMINABLE

28. What Affects Classical Conditioning? 1.Frequency: number of CS-US pairings 2.Intensity: a) the salience of the CS b) the salience of the US 3.Contiguity (timing): how far apart the CS and US occur ANYTHING ELSE???

29. What Affects Classical Conditioning? Is the co-occurrence of the US and CS enough for learning?

30. Contingency Need two pieces of information: –What is the probability that the US follows the CS? –What is the probability that the US occurs anyway? Learning about the causal, structural and predictive relations between events and stimuli

31. What Affects Classical Conditioning? 1.Frequency: more CS-US  more learning 2.Intensity: a) more intense CS  faster learning b) more intense US  greater amount of learning 3.Contiguity (timing): closer CS and US occur together  better learning 4.Contingency: higher contingency  better learning EXAMINABLE

32. Can We ‘Unlearn’? Extinction = repeated CS alone presentations following acquisition resulting in a reduction in the CR In other words, reversing the learning process

33. 0 5 10 15 20 25 30 35 12345678910111213141516 Trials Strength of the CR AcquisitionExtinction Spontaneous Recovery CS alone CS-US CS alone

34. What can we use classical conditioning for?

35. Advertising

36. 2 nd order conditioning

37. Cure for impotence?

38. Removing Phobias

40. Extinction