Download Classical Conditioning - AP Psychology-NWHS

ADAPTATION TO THE ENVIRONMENT
• Learning—any process through
which experience at one time
can alter an individual’s
behavior at a future time
• A relatively permanent change in
behavior due to experience
BEHAVIORISM
• The view that psychology should restrict its
efforts to studying observable behaviors, not
mental processes.
• Founded by John Watson
• Thought that all human behavior is
a result of conditioning or due to
past experience and
environmental influences.
• Claimed he could take any child
and train him to become any type
of specialist.
CLASSICAL CONDITIONING
• Learning where an animal learns to do
a natural reflexive response to
something that it would normally not
do the response to.
• Form of learning by association
LEARNING BY ASSOCIATION
• Learning that certain events occur together
STIMULUS-RESPONSE
• Stimulus - anything
in the environment
that one can
respond to
• Response – any
behavior or action
STIMULUS-RESPONSE RELATIONSHIP
STIMULUS-RESPONSE RELATIONSHIP
Ivan Pavlov (1849–1936)
PAVLOV’S DOGS
• Russian
physiologist
• Won the
Nobel Prize
• Digestive
reflexes and
salivation
PAVLOV’S RESEARCH APPARATUS
Video
CLASSICAL CONDITIONING
NEUTRAL STIMULUS
will
elicit
NO REACTION
UNCONDITIONED STIMULUS
will
elicit a
Unconditioned
REFLEX ACTION
Stimulus
will
elicit a
Unconditioned
REFLEX ACTION
Stimulus
will
elicit a
CONDITIONED
RESPONSE
UNCONDITIONED STIMULUS
NEUTRAL STIMULUS
CONDITIONED
CONDITIONEDSTIMULUS
STIMULUS
NEUTRAL STIMULUS—BELL
• Does not normally
elicit (cause) a
response or reflex
action by itself
• a bell ringing
• a color
• a furry object
UNCONDITIONED STIMULUS—FOOD
•Always elicits a
reflex action: an
unconditioned
(unlearned)
response
– food
– blast of air
– noise
UNCONDITIONED RESPONSE
—SALIVATION
• The automatic response to the
unconditioned stimulus
• A response to an unconditioned
stimulus—naturally occurring & not
learned
• Salivation at smell of food
• Eye blinks at blast of air
• Startle reaction in babies
CONDITIONED (LEARNED) STIMULUS — BELL
• The stimulus that was originally
neutral becomes conditioned
after
it has been paired with the
unconditioned stimulus
• Will eventually cause the
unconditioned response by itself
CONDITIONED (LEARNED) RESPONSE
- SALIVATION
• The original unconditioned
response becomes conditioned
after it has been caused by the
neutral stimulus
• Usually the same behavior as the UCR
PAVLOV’S EXPERIMENT
PAVLOV’S EXPERIMENT
PAVLOV’S EXPERIMENT
EXPLAIN HOW DWIGHT IS
CONDITIONED
Let’s Apply to a New Example
• Tracy goes to the park
and is playing near a tree
• She bumps into a branch
that just happens to house
a family of birds that
proceed to attack her!
• After she recovers from
her bird attack, she
refuses to go near the
park.
Let’s Apply to a New Example
• Tracy goes to the park and is playing near a tree
• She bumps into a branch that just happens to
house a family of birds that proceed to attack her!
• After she recovers from her bird attack, she refuses
to go near the park.
•
•
•
•
•
UCS—
UCR-NS—
CS—
CR—
Bird Attack
Fear
The Park
The Park
Fear
CLASSICAL CONDITIONING TERMS
• Acquisition
• Extinction
• Spontaneous recovery
• Generalization
• Discrimination training
ACQUISITION
• The process of developing a
learned response
• The initial learning that takes
place in the during stage of
conditioning when the animal
starts to associate the NS with
the US.
ACQUISITION
EXTINCTION
• The diminishing of a
learned response
• When the CS is
continually
presented without
the UCS then the CR
will eventually begin
to disappear.
EXTINCTION
SPONTANEOUS RECOVERY
• The reappearance, after a rest
period, of an extinguished
conditioned response
• After a period of time if the CS is
presented, the CR returns.
• Learning may disappear but is not
eliminated.
SPONTANEOUS RECOVERY
GENERALIZATION
• Process in which an organism
produces the same CR to two
similar stimuli (CS)
• The more similar the substitute
stimulus is to the original used in
conditioning, the stronger the
generalized response
DISCRIMINATION
• Ability of an animal to not
respond to a new CS that is too
different from the original CS.
• The subject learns that one stimuli
predicts the UCS and the other
does not.
HIGHER-ORDER CONDITIONING
• Connecting a second stimulus
to the CS to elicit a new CR
• The subject learns that either
stimuli can produce the CR
Let’s Practice
• With a partner….
• Identify the Terms in each example
JOHN B. WATSON AND LITTLE ALBERT
• 11-month-old infant, Albert
• Watson and his assistant classically
conditioned Albert to be
frightened of white rats
• Led to questions about ethics in
experiments
LITTLE ALBERT – BEFORE CONDITIONING
LITTLE ALBERT – DURING CONDITIONING
LITTLE ALBERT – AFTER CONDITIONING
LITTLE ALBERT - GENERALIZATION
COULD LITTLE ALBERT’S FEAR HAVE
BEEN UNDONE?
• YES!!! Through Counter Conditioning!
• Must pair the conditioned stimulus (Rat) with
something that is incompatible with fear (Candy).
BEFORE:
Rat
Fear
CS = CR
DURING:
Rat Candy Happy
CS + UCS = UCR
AFTER:
Rat
Not Scared
CS = New CR
Candy Happy
UCS = UCR
CLASSICAL CONDITIONING
AND DRUG USE
RESPONSES SIMILAR TO THE DRUG’S EFFECT:
CLASSICALLY CONDITIONED DRUG EFFECT
• Drugs that are regularly used to restore normal
functioning produce a conditioned response
(CR) similar to the drug’s effect. (see diagram
below)
• You feel more alert after drinking
decaffeinated coffee
RESPONSES SIMILAR TO THE DRUG’S EFFECT:
CLASSICALLY CONDITIONED DRUG EFFECT
RESPONSES OPPOSITE TO THE DRUG’S EFFECT:
CLASSICALLY CONDITIONED COMPENSATORY RESPONSE
• Drugs that are regularly used to disrupt normal
functioning produce a conditioned
compensatory response (CCR) opposite to the
drug’s effect.
• This is caused by your body naturally trying to
compensate and restore normal functioning.
• Eventually, stimuli that reliably precede the
administration of a drug cause a physiological
reaction that is opposite to the drug’s effects.
• May be one explanation for the characteristics of
withdrawal and tolerance
The Conditioned Compensatory Response
SIEGEL’S RAT STUDY
• Over the course of a month, rats gradually developed
tolerance to increasing amounts of heroin.
• Then, they were injected with an overdose of almost
twice as much heroin as they had become accustomed
to receiving.
• Rats that were injected with the heroin overdose
in the same setting in which they had previously
received heroin were twice as likely to survive as
were rats that were injected in a different
setting.
SIEGEL’S CCR STUDIES
• If a drug abuser does their drug in an
unfamiliar setting they will run the risk of
overdose because they will not have the
CCR effect before they take the drug.
• Spontaneous recovery is a reason people
relapse when they find themselves in a
similar situation to the one in which they
regularly used the drug.
CCR & DRUG OVERDOSE
• Some heroin addicts have died after injecting
their usual amount of heroin in an unfamiliar
environment. Why?
EVOLUTIONARY PERSPECTIVE
TASTE AVERSION
• Rats drank flavored
water (NS) and hours
later were given a shot
with a drug (UCS) that
made them sick (UCR).
The rats refused to drink
the flavored water
again.
• Subjects become
classically conditioned to
avoid specific tastes,
because the tastes are
associated with nausea.
John Garcia (1917- )
TASTE AVERSION
**Differs from other Classical Conditioning in
that:
•It did NOT require repeated pairings of a NS
and UCS.
•The time span between the two was a few
hours.
•Rats were conditioned to taste and not
anything else that occurred in the hours
between when they drank the flavored water
and got sick.
HOW TASTE AVERSION WORKS:
BEFORE
Flavored
Water
Drug
NS = No Response
DURING:
Flavored
Water Drug
Nausea
NS + UCS = UCR
AFTER:
Flavored
Water Avoidance
CS = CR
Nausea
UCS = UCR
BIOLOGICAL PREPAREDNESS & PHOBIAS
MARTIN SELIGMAN
• We are biologically predisposed to learn
things that affect our survival.
• We are predisposed to avoid threats our
ancestors faced--food that made us sick,
storms, heights, snakes, etc.
• People more easily acquire conditioned fear
responses to pictures of snakes & spiders when
paired with electric shocks than they do with
flowers and mushrooms.
• Monkeys will learn a fear response to snakes &
crocodiles but not to flowers and toy rabbits.
BIOLOGICAL PREPAREDNESS & PHOBIAS
MARTIN SELIGMAN
• But not modern-day threats—knives,
stoves, cars, water pollution, etc.
• Recent studies showed that children like
Little Albert could NOT be classically
conditioned to fear things like wooden
blocks & curtains.
WHAT DO YOU FEAR?
• Interestingly enough, there’s a reverse side
to classical conditioning, and it’s called
counterconditioning.
• This amounts to reducing the intensity of a
conditioned response (anxiety, for example) by
establishing an incompatible response
(relaxation) to the conditioned stimulus (a snake,
for example).
WOLPE
• Wolpe developed a treatment program for
anxiety that was based on the principles of
counterconditioning.
 Wolpe found that anxiety
symptoms could be reduced (or
inhibited) when the stimuli to the
anxiety were presented in a
graded order and systematically
paired with a relaxation response.
 Hence this process of reciprocal
inhibition came to be called
systematic desensitization.
YOUR DESENSITIZATION
• See it in Action:
Using Humor in
Systematic
Desensitization
• Let’s put Wolpe’s
theories to practice,
by creating our own
heirarchies
EVALUATION OF SD
• Systematic Desensitization is highly effective where the
problem is a learned anxiety of specific
objects/situations (e.g. phobias).
• Systematic Desensitization is a slow process. Although,
research suggests that the longer the technique takes
the more effective it is.
• However, it only treats the symptoms of the disorder, not
the underlying cause.