1. Notes Chapter 7 Learning Theory
Part I –
Classical Conditioning
Watson/Pavlov

2. I. Behaviorism
A. Psychological perspectives in the early 1900’s revolved around the inner person.
Freud and the unconscious.
Humanists and free will.
Trait theorists and inner traits.

3. B. John B. Watson
Thought that focusing on the inner characteristics was not truly scientific. Could not be observed and/or measured.
Started studying behavior from the Pavlovian concept of learning.
He became the father of Behaviorism, which states that individuals’ personalities and behaviors are shaped
and conditioned by their environment through classical
and operant(instrumental) conditioning.
4. Chapter 7 breaks the concept of behaviorism down to focus on how people do learn through conditioning and eventually internalize what they learn to become part of their “self”.

4. C. Learning and Associations
What is learning?
A relatively permanent change in behavior or mental process due to experience (nurture).
What is association?
Mental connection between events and/or ideas.
Complete these sentences with the FIRST thought that springs to mind ...
I associate chocolate with? I associate tests with?
I associate running with? I associate getting in trouble with?

5. 3. What is Associative Learning?
Learning that certain events occur together every time.
Classical (Watson) – Two stimuli (events) are paired together and learning by association occurs.
can opener/food
The most BASIC and earliest form of learning. Governed by the CEREBELLUM in the brain.

6. Pavlov Our class experiment What is the “learned” behavior/response?
What is the lemonade?
What is the salivation?
What is the word “Pavlov”?
How could this be generalized?
How could you discriminate?
How will this become extinct?
When might spontaneous recovery occur?

7. UCS (first) > UCR lemonade powder salivation CS(first) > UCS > UCR hearing “Pavlov” lemonade salivation CS > CR hearing “Pavlov” salivation

8. Classical or Pavlovian Conditioning
We learn to associate two stimuli

10. Classical Conditioning
organism comes to associate two stimuli
a neutral stimulus that signals an unconditioned stimulus begins to produce a response that anticipates and prepares for the unconditioned stimulus

11. Classical Conditioning
Pavlov’s device for recording salivation

12. Pavlov’s Classic Experiment
Before Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation) No
salivation
During Conditioning
After Conditioning
UCS (food
in mouth) CS
(tone)
Neutral
stimulus
(tone)
UCR
(salivation)
CR (salivation)

14. Classical Conditioning
Unconditioned Stimulus (UCS)
stimulus that unconditionally--automatically and naturally--triggers a response
Unconditioned Response (UCR)
unlearned, naturally occurring response to the unconditioned stimulus
salivation when food is in the mouth

15. Classical Conditioning
Conditioned Stimulus (CS)
originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response
Conditioned Response (CR)
learned response to a previously neutral conditioned stimulus

16. Classical Conditioning
Acquisition
the initial stage in classical conditioning
the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response
CS must come BEFORE UCS
Pavlov -- Lemonade Powder

17. Classical Conditioning
UCS
(passionate
kiss)
UCR
(sexual
arousal) CS
(onion
breath) CR
Kiss)

18. DVD/Clip What is the “learned” behavior/response? What is the UCS?
What is the “learned” behavior/response?
What is the UCS?
What is the UCR?
What is the CS?
What is the CR?

19. Classical Conditioning
Extinction
diminishing of a CR
in classical conditioning, when a UCS does not follow a CS
behavior is “extinguished”

20. Classical Conditioning
Strength
of CR
Pause
Acquisition
(CS+UCS)
Extinction
(CS alone)
Spontaneous
recovery of CR

21. Variations Within Classical Conditioning
Extinction
If a stimulus is never reinforced, then the response will go away.
Spontaneous Recovery
After extinction, a response will suddenly reappear.
Generalization
A response can be generalized to other like stimuli.

22. Generalization is a behavior that spreads from one situation to a similar one. (A baby will call Daddy “Dada.” When the baby sees any man, the baby calls out “Dada.”)
Discrimination is the reverse of generalization. Some stimuli have pleasant consequences and some do not. (A baby gradually learns that only one person responds with a smile when called “Dada.”)

23. What do you learn about these learning theorists?
Film
What do you learn about these learning theorists?

24. Cognitive Processes
Conditioning occurs best when the CS and UCS have just the sort of relationship that would lead a scientist to conclude that the CS causes the UCS. — even in classical conditioning, it is not only the simple stimulus-response association but also the thought that counts.
Conditioning in advertising

25. Biological Predispositions
John Garcia—Conditioned taste aversions
Rats, radiation, sweetened or unsweetened water
The Garcia Effect
Biological preparedness (may want to like it)
Not all neutral stimuli can become conditioned stimuli.
Internal stimuli—associate better with taste
External stimuli—associate better with pain

26. Nausea Conditioning in Cancer Patients (all internal stimuli)
UCS
(drug)
UCR
(nausea) CS
(waiting
room) CR

27. Behaviorism John B. Watson viewed psychology as objective science
generally agreed-upon consensus today
recommended study of behavior without reference to unobservable mental processes
not universally accepted by all schools of thought today

28. Watson took a a baby named Albert and conditioned him to be
afraid of white furry objects using Pavlov’s techniques.
DiscPsy Fig5.2a p170
Watson & Raynor with Little Albert

29. DiscPsy Fig5.2b p170

30. Conditional Training: Albert and Peter
Conditioned fear experiments such as Albert’s experience would never occur today because of the existing ethical standards.

31. Mary Cover Jones
Mary Cover Jones used an early form of desensitization to prove that fears (phobias) could be unlearned.
Peter, a young boy, had an extreme fear of rabbits. Jones gave Peter his favorite food while slowly bringing the rabbit closer and closer. Eventually Peter no longer panicked around rabbits.