1. Chapter 6: Learning Section 1: Classical Conditioning

2. Classical Conditioning Terms 1. Stimulus = Anything that produces a reaction (response) from a person or animal 2. Conditioning = A fancy word for learning that occurs through the pairing of different stimuli *When 2 stimuli have been associated together and one stimuli leads to the response for the other, we call that classical conditioning

3. Stimuli and Response StimulusResponse

4. Ivan Pavlov

5. I. Ivan Pavlov Rings a Bell (1/3) A. A Russian psychologist who learned that not only humans, but also dogs, can learn to associate one thing with another. This is especially true when food is involved.

6. I. Ivan Pavlov Rings a Bell (2/3) i. In particular, he studied salvation (or mouth watering) in dogs ii. He already knew that dogs would salivate if meat was placed before them; therefore, meat is a stimulus for the response of saliva iii. What he observed, however, is that they did not always wait for the meat to begin salivating. In fact, they would salivate when they heard bowls clinking/can opener

7. Experiment Setup

8. I. Ivan Pavlov Rings a Bell (3/3) iv. He then began to question if they would salivate to any stimulus that signaled meat. He chose to use a bell. v. He trained them by ringing a bell and then presenting them with meat powder. After repeating this several times, he removed the meat and the dogs would salivate only to the bell.

9. Results

10. II. US, UR, CR, and CS: Letters of Classical Conditioning (1/2) A. US = Unconditioned Stimulus, and is the stimulus causing a response that is automatic: In Pavlov’s experiment this was the meat B. UR = Unconditioned Response, and refers to the automatic response: In Pavlov’s experiment, this was salivation

11. II. US, UR, CR, and CS: Letters of Classical Conditioning (2/2) C. CR = Conditioned Response and is the learned response to a stimulus that was previously neutral: In Pavlov’s experiment this was salivation in the response to the bell D. CS = Conditioned Stimulus and is the learned stimulus that was previously neutral: In Pavlov’s experiment this was the bell

12. III. Adapting to the Environment 1. Classical Conditioning is important because it helps us avoid death or deal with danger Ex. A new car owner may hear his or her car alarm go off (CS). Thinking that someone is breaking into the car (US), the car owner calls the police (CR).

13. A. Taste Aversion i. Taste Aversion is a learned avoidance of a particular food a. Ex – If you ate at Duke’s sandwiches and you got sick later you probably wouldn’t want to eat there anymore b. Significant because unlike Pavlov and the dogs, it only takes one time to create the aversion to food

14. B. Extinction i. When a Conditioned Stimulus is no longer followed by it’s unconditioned stimulus, then it will no longer lead you the conditioned response a. If your car alarm goes off every night, you get used to it and never think that your car has been broken into

15. C. Spontaneous Recovery i. This is the display of a response that was previously extinct a. Typically when it returns, the response will be weaker b. Ex – You hear the same song over and over again it gets really old (You stop enjoying it. No feelings, etc…) Well 5 years later you hear it and enjoy it again

16. D. Generalization and Discrimination (1/2) i. Generalization is responding to similar stimuli the same way even though they aren’t the same a. Ex – You get sick off of chocolate ice cream. Even though it’s not chocolate, you can’t eat vanilla ice cream without getting sick. =

17. D. Generalization and Discrimination (2/2) ii. Discrimination is being able to respond differently to stimuli that are not similar to each other a. Ex – An orange t-shirt and an orange polo aren’t the same ≠

18. Applications of Classical Conditioning  Classical conditioning becomes major avenue for learning in our daily lives  Can be used to solve problems Flooding Systematic Desensitization Counterconditioning Bell-and-Pad Method for Bedwetting

19. Flooding  Many of us have common fears that are out of proportion of actual harm (heights, snakes, speaking in public, etc.)  In flooding, exposed to harmful stimulus until no fear Ex. Put in room with a lot of snakes  Effective but unpleasant

20. Systematic Desensitization  Taught relaxation techniques; then gradually exposed to fear as relaxed  Takes longer than flooding but not as unpleasant Ex. When relaxed look at picture of snake; gradually look at real snake

21. Counterconditioning  Can cookies help children overcome fears?  A pleasant stimulus is paired repeatedly with a fearful one; counteracting fear  The good is so good; you don’t notice bad Fed cookies while exposed to rabbits

22. Bell-and-Pad Method for Bed- Wetting  Children sleep on special pad; when starts to urinate the water triggers a bell  The bell becomes the unconditioned stimulus (US) based on child’s biological makeup [people wake up to loud noises]  Because you pair the bell (US) with bladder tension (CS) you thus wake up due to bladder tension (CR)

23. Operant Conditioning  Another type of learning; we learn from our behaviors  People learn to do or not do certain things because of the results  You do things with desirable consequences; don’t do with undesirable consequences

24. B.F. Skinner and Project Pigeon  During WWII, proposed training pigeons to guide missiles to target  Would be given food pellets for pecking at the targets; peck at certain targets to guide missile

25. Reinforcement  A stimulus *increases the chances of the behavior causing it to happen again  Ex. Child cleans room so his mom reads him a story; cleans room more to get more stories

26. Skinner Box

27. Types of Reinforcers  Primary: function due to biological makeup [food, warmth, water, etc.] Don’t need to be taught the value of these  Secondary: Value of these must be learned [$, attention, and social approval] May be learned through chain of associations $ can be exchanged for food

28. Types of Reinforcers  Positive reinforcer: increase the frequency of a behavior Not always constant – Food is good when hungry; if not then won’t work  Negative reinforcer: Unpleasant stimulus that increases behavior when it is removed [ex. Discomfort, fear, social disapproval Food in teeth floss takes it out floss more

29. Rewards and Punishment  Reward: Increased frequency of behavior [most commonly synonymous with positive reinforcement]  Punishment: applied to decrease frequency of behavior (usually unpleasant) Litter Fined $ Don’t Litter

31. Problems with Punishment 1. Learn what not to do but don’t learn what to do 2. Only works when punished every time 3. May simply try to leave situation rather than change behavior [avoid punishment] 4. Creates anger and hostility 5. May be imitated as way of solving problems [Parents hit if misbehave Now kid hits their kids/friends if misbehaving]

32. Schedules of Reinforcement  When and how often the reinforcement occurs  Continuous Reinforcement: Every time a behavior occurs Problem: behavior quickly returns when reinforcement disappears

33. Schedule of Reinforcement  Partial Reinforcement: Not every time You don’t like every movie you see, but continue to go because you like some of them

34. Interval Schedule - amt. of time that must elapse btw. Reinforcements “How much time has gone by?”  Fixed-interval: fixed amount of time Quiz every Friday therefore anticipate by studying every Thursday  Variable-interval: Varying amount of time Timing of next reinforcement is unpredictable [Pop Quizzes]

35. Ratio Schedules – “How many times it occurs?”  Fixed or variable: Fixed: reinforcement is provided after a fixed number of correct responses  You get a free sub from Subway after buying ten Variable: reinforcement is provided after a variable number of correct responses  Can’t predict; number changes every time High response rate however: Slot machines

36. Extinction of Operant Conditioning  Gain from repeated performance of a behavior without reinforcement  Ex. If studied for test but then did poor; start to wonder if studying really helped; wasn’t reinforced

37. Application of Operant Conditioning  Shaping: reinforce small steps in right direction Break a difficult/complex task into smaller parts Ex. Riding a bike – you don’t start off flying around on two wheeler

38. Program Learning  Based off shaping; Computer-based  Reinforces correct responses by not letting you finish/continue until you have 100% correct  Doesn’t punish for mistakes; simply reinforces correct responses