1. Chapter 6: Learning Case Study: The Little Albert ExperimentThe Little Albert Experiment Section 1: Classical ConditioningClassical Conditioning Section 2: Operant ConditioningOperant Conditioning Section 3: Cognitive Factors in LearningCognitive Factors in Learning Section 4: The PQ4R Method: Learning to LearnThe PQ4R Method: Learning to Learn Experiment: Applying What You’ve LearnedApplying What You’ve Learned

2. Classical Conditioning Russian psychologist Ivan Pavlov pioneered research into a form of learning known as classical conditioning. In classical conditioning, one stimulus causes a response that is usually caused by another stimulus. Classical conditioning can help people adapt to the environment and can help eliminate troubling fears or other behaviors. Section 1 at a Glance

3. Reading Focus What are the basic principles of classical conditioning? How might classical conditioning help people or animals adapt to the environment? What are some applications of classical conditioning? Main Idea Classical conditioning is a form of learning that involves the use of a stimulus to generate a specific response. Classical Conditioning

4. Conditioning is a type of learning that involves stimulus-response connections. Classical conditioning is a simple form of learning in which one stimulus calls forth the response that is usually called forth by another stimulus. Russian physiologist Ivan Pavlov used dogs in his studies of classical conditioning. He trained the dogs to associate the sound of a bell with food. They learned that the sound of the bell meant food was coming. Pavlov’s Dogs Principles of Classical Conditioning Unconditioned stimulus: a stimulus that causes a response that is automatic, not learned Unconditioned response: caused by an unconditioned stimulus Conditioned response: a learned response to a neutral stimulus Conditioned stimulus: a previously neutral stimulus that causes a conditioned response Stimulus and Response

7. Taste Aversions Taste aversion: learned response to a particular food One-trial learning Spontaneous Recovery Spontaneous recovery: Reappearance of an extinguished conditioned response after some time has passed Extinction Extinction: Disappearance of conditioned response when unconditioned stimulus no longer follows conditioned stimulus Generalization and Discrimination Generalization: The tendency to respond in the same way to stimuli that have similar characteristics Discrimination: The act of responding differently to stimuli that are not similar to each other Adapting to the Environment

8. Answer: Students should cite examples of taste aversion, extinction, spontaneous recovery, generalization, or discrimination. Describe Give three examples of ways that classical conditioning can help people adapt to their environment. Reading Check

9. Flooding and Systematic Desensitization In flooding, a person is exposed to the harmless stimulus until fear responses to that stimulus are extinguished. With systematic desensitization, people learn relaxation techniques and then, while they are relaxed, they are gradually exposed to the stimulus they fear. Counterconditioning In counterconditioning, a pleasant stimulus is paired repeatedly with a fearful one, counteracting the fear. Applications of Classical Conditioning

10. Thinking Critically What are some advantages to using a virtual rat like Sniffy? What drawbacks might there be to using a virtual rat in an experiment instead of a real one?

11. Operant Conditioning Psychologist B.F. Skinner helped pioneer research into a form of learning known as operant conditioning, in which individuals learn from the consequences of their actions. Operant conditioning depends on the use of reinforcements and a schedule to execute them. The principles of operant conditioning can be applied to help people or animals learn to combine a series of simple steps or actions to form complex behaviors. Section 2 at a Glance

12. Reading Focus How are operant conditioning and reinforcement related? What are the main types of reinforcers? How do rewards and punishments shape learning? How do schedules of reinforcement influence learning? What are some applications of operant conditioning? Main Idea Operant conditioning occurs when people or animals have learned to respond to a certain situation. Operant Conditioning

13. In operant conditioning, people and animals learn to do certain things—and not to do others—because of the results of what they do. They learn from the consequences of their actions. In operant conditioning, voluntary responses are conditioned. B.F. Skinner studied operant conditioning by using the “Skinner box.” His experiment demonstrated reinforcement, or the process by which a stimulus (food) increases the chances that a preceding behavior (a rat pressing a lever) will occur again. Knowledge of results is often all the reinforcement that people need to learn new skills. Operant Conditioning and Reinforcement

14. Primary and Secondary Reinforcers Primary reinforcers are reinforcers that function due to the biological makeup of an organism. Secondary reinforcers are learned by being paired with primary reinforcers. Money is a secondary reinforcer because we have learned that it may be exchanged for primary reinforcers like food and shelter. Positive and Negative Reinforcers Positive reinforcers increase the frequency of a behavior. In positive reinforcement, a person receives something he or she wants following the behavior. Negative reinforcers increase the frequency of a behavior when they are removed. In negative reinforcement, a behavior is reinforced because something unwanted stops happening or is removed following the behavior. Types of Reinforcers

16. Rewards Like positive reinforcement, rewards help encourage learning. Some psychologists, however, prefer positive reinforcement because the concept of reinforcement can be explained without trying to guess what an organism will find rewarding. Punishments Punishments are quite different from negative reinforcers. Punishments are unwanted events that decrease the frequency of the behavior they follow. Punishments tend to work only when they are guaranteed. Most psychologists believe it is preferable to reward children for desirable behavior than punish them for unwanted behavior. Rewards and Punishments

18. The effectiveness of a reinforcement depends on the schedule of reinforcement—when and how often the reinforcement occurs. Continuous reinforcement is the reinforcement of a behavior every time the behavior occurs. Continuous reinforcement is not always practical or possible. The alternative is partial reinforcement, which means a behavior is not reinforced every time the behavior occurs. Continuous and Partial Reinforcement Schedules of Reinforcement Fixed-interval schedule: a fixed amount of time must elapse between reinforcements Variable-interval schedule: varying amounts of time go by between reinforcements Interval Schedules

20. Ratio Schedule Fixed-ratio schedule: reinforcement occurs after a fixed number of responses Variable-ratio schedule: reinforcement occurs after a varying number of responses Extinction in Operant Conditioning In operant conditioning, extinction results from repeated performances of the response without reinforcement.

21. Shaping and Chaining Shaping is a way of teaching complex behaviors in which one first reinforces small steps in the total activity. Chaining is combining the steps of a sequence to progress toward a final action. Chaining can be forward or backward. Chaining can be used to teach complex behavior patterns to animals. Programmed Learning Programmed learning is based on shaping and chaining. Developed by B.F. Skinner, it assumes that any task can be broken down into small steps. Programmed learning does not involve punishments. Instead, it reinforces correct responses. Applications of Operant Conditioning

22. Cognitive Factors in Learning Cognitive psychologists focus on the mental aspects of learning and are interested in what people or animals know, not just what they do. Cognitive learning is based on the idea that people and animals can learn by thinking or by watching others. Some techniques for behavioral modification are based on the ideas of operant conditioning and cognitive factors. Section 3 at a Glance

23. Reading Focus What is latent learning? In what situations does observational learning take place? What learning principles are involved in behavior modification? Main Idea Cognitive learning focuses on the mental aspects of learning, such as obtaining, processing, and organizing information. Cognitive psychologists are interested not only in what people do, but also what they know. Cognitive Factors in Learning

24. One kind of cognitive learning is latent learning, which is learning that remains hidden until it is needed. Most psychologists believe that much learning takes place without reinforcement. Latent Learning

25. Observational learning is knowledge and skills acquired by observing and imitating others. Modeling is basically a kind of imitation. Vicarious reinforcement is the ability to learn from the experiences of another. Observational learning and modeling account for much human learning. Modeling Observational Learning Television is a major source of informal observational learning. Most health professionals agree that media violence contributes to aggression. The Effects of Media Violence

26. Token Economics People are “paid” to act correctly by earning rewards that can be cashed in for treats, merchandise, or privileges. Classroom Discipline Teachers are taught to pay attention to students when they are behaving appropriately and to ignore misbehavior that is not harmful to themselves or others. Behavior Modification

27. Personal Contracts A personal contract is a personal behavior modification technique. It works by first identifying a behavior you want to change, setting a goal for a new behavior, and creating a system of rewards or punishments that encourage the new behavior.

28. The PQ4R Method: Learning to Learn The PQ4R method is a study method based on the work of educational psychologist Francis P. Robinson. Robinson believed that students will learn more when they take an active approach to learning. The PQ4R method includes these six steps: preview, question, read, reflect, recite, and review. Section 4 at a Glance

29. Reading Focus When should you preview and question new material? Why is it important to read, review, recite, and reflect on material? Main Idea The PQ4R method for studying is a system of active learning based on the work of an educational psychologist. The PQ4R Method: Learning to Learn

30. Question You can create learning goals by writing questions about the chapter after you preview it. One way to write questions is to read the headings or the first sentence of each paragraph and write a question about it. Preview Previewing a textbook means getting a general picture of the material before you start to read. Many textbooks are designed to encourage previewing. Previewing helps form a cognitive map of a chapter. Preview and Question

31. Read Read the chapter with the goal of answering the questions you wrote. As you read, jot down a few key words that will remind you of the answer. Recite After you have answered your questions, recite the answers out loud or silently to yourself. You can recite alone or with a study group. Both are effective. Reflect Relate new information to old information. Relate new information to events in your own life or to people you know. Review Learning that occurs regularly and is distributed over time is distributed learning. Learning that occurs all at one time is massed learning, or cramming. Read, Reflect, Recite, and Review