2. Chapter 3 Simple Mechanisms of Learning

3. Order of coverage of material Classical Conditioning – basic procedure and definitions Practical Applications of Classical Conditioning Temporal Arrangements of Stimuli (timing) and how it affects Classical Conditioning Opponent Process Theory of Emotion

4. What is Classical Conditioning? It is a process in which one stimulus that does not (naturally) elicit a response is associated with a second stimulus that does As a result, the first stimulus also comes to elicit a response (for example, a “whirring” sound doesn’t naturally cause fear, but if it gets paired up with a dentist drilling into a tooth with the result of pain, it could!)

5. Elicited Behaviors Building blocks for Classical Conditioning Natural S-R relationships between environmental stimuli and physiological responses to them – survival based Reflexes – simple involuntary responses Startle response (basic, defense reaction) Orienting response (turn towards a potentially important S) Flexion response (automatically jerking hand away from a painful S) Fixed action patterns –Squirrel vs. chipmunk in front of car ex.

6. Classical Conditioning How does Classical Conditioning happen?? Basic Processes Before, During, and After Conditioning See your class notes for this part of the material Four Elements of Classical Conditioning US – stimulus naturally causing the response UR – the natural response to a powerful stimulus CS –a stimulus that starts out neutral but gets associated with a powerful US CR – a learned response to a CS

7. Temporal Arrangement of Stimuli In other words, what effect does the timing of presentation of the NS, CS, and US have on the effectiveness of conditioning? Delayed Conditioning –NS before US AND they overlap Trace Conditioning – NS before US AND with NO overlap Simultaneous Conditioning – NS and US occur at the same time Backward Conditioning – US is presented before the NS

8. Why the difference in effectiveness for these 4 time relationships? See if you can figure it out The reason has to do with the fact that the NS must begin to serve as a signal that the US is coming The less clear it is to the organism that the NS is a signal that something important is coming, the less powerful the conditioning NOTE: TEST I FOR SPRING, 2009 WILL INCLUDE MATERIAL UP TO THIS POINT

9. Other terms and concepts Classical Conditioning

10. Appetitive and Aversive Conditioning Appetitive – the US is an event that the organism considers pleasant and seeks out Aversive – the US is an event that the organism considers unpleasant and avoids Which do you think occurs most rapidly? Why?

11. Applications of Aversive Conditioning Fears may be learned this way How might they be treated? Masochistic tendencies, too! How do you think sexual perversions such as masochism, sadism, and pedophilia could develop through Classical Conditioning? Do you have any ideas of how these aberrant behaviors could be treated?

12. Excitatory and Inhibitory Conditioning The examples we have looked at so far are of excitatory conditioning (the NS is associated with a powerful US – after a while, the NS becomes the CS and elicits the response on its own) Another type of classical conditioning is called inhibitory conditioning The CS becomes associated with the absence of the US (e.g. a dog bites only in the absence of its owner, so the owner gets to be a signal of safety)

13. Other Simple Mechanisms of Learning Strength of an elicited behavior can change following repeated presentation of the elicited stimulus: Habituation – decrease in strength (usually a low intensity stimulus) Ex. “dripping faucet” Dishabituation - habituated responses can reoccur suddenly in the presence of a seemingly irrelevant novel stimulus –Ex. Romance rekindled on vacations Sensitization – increase in strength (usually a high intensity stimulus) Ex. Soldiers in battle situation

14. Opponent Process Theory of Emotion – Solomon (1980) When a strong emotional reaction occurs (a process) to a stimulus, a second, opposite process (b process) gradually kicks in and begins to counter the original reaction May help us balance our emotions

15. Factors Affecting Opponent Processes The a-process correlates closely with the b- process The b-process is slow to increase and slow to decrease Ex. Mild depression after an exciting event like graduation, a wedding, etc. With repeated presentation of the emotional event, the b-process increases in both strength and duration Ex. Thrill seeking behaviors as fear wears off and excitement increases

16. Other Practical Applications of Classical Conditioning Interpersonal attraction Changes in relationships from dating to marriage Can you think of others?