Download Conditioning

Chapter Five
Learning
Learning
 Relatively
enduring change in behavior or
knowledge as a result of past experience
(not just classroom learning, but also behaviors).
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Classical Conditioning
Behaviorism
Operant Conditioning
Observational Learning
Conditioning
 Process
of learning associations
between environmental influences
and behavioral responses.
Classical Conditioning
Basic learning process that involves repeatedly
pairing a neutral stimulus with a responseproducing stimulus until the neutral stimulus elicits
the same response.
Ivan Pavlov

Was a scientist who
was studying
digestion in dogs.
Neutral Stimulus (NS)
 Does
not normally elicit a
response or reflex action by itself

a bell ringing
Unconditioned Stimulus (UCS)
 Always
elicits a reflex action:
an unconditioned response

food
Unconditioned Response (UCR)
A
response to an unconditioned
stimulus – naturally occurring

Salivation at smell of food
Conditioned Stimulus (CS)
 The
stimulus that was originally
neutral but that becomes
conditioned after it has been
paired with the unconditioned
stimulus.
 Will eventually cause the
unconditioned response by itself.
Conditioned Response
The
original unconditioned
response becomes conditioned
after it has been caused by the
neutral stimulus.
Pavlov’s Salivation Study
Stimulus – Bell
 Unconditioned Stimulus – Food
 Unconditioned Response – Salivation
 Conditioned Stimulus – Bell
 Conditioned Response – Salivation
 Neutral
 Conditioning
is most effective when the
CS is presented immediately before the
UCS and when the CS and UCS are
paired more frequently.
 Office
and 70’s Show Clips (1 min each)
Classical Conditioning Concepts
Generalization – occurrence of
a learned response, not only to the original
stimuli, but to other, similar stimuli as well.
(ex./ other sounding bells)
 Stimulus Discrimination – occurrence of
a learned response to a specific stimulus,
but not to other, similar stimuli.
(ex./ distinguishing between high/low bells)
 Stimulus
Classical Conditioning Concepts
– gradual weakening and
disappearance of conditioned behavior
(occurs when CS is repeatedly presented
w/out the UCS).
 Spontaneous Recovery – Reappearance
of a previously extinguished CR after a
period of time w/out exposure to the CS.
 Extinction
 Classroom
example Video 3min
 http://www.youtube.com/watch?v=EYxUd
Pj-EEY
Behaviorism
 The
attempt to understand
observable activity in terms of
observable stimuli and observable
responses.
 John B. Watson (1913)
 B. F. Skinner (1938)
John B. Watson and Little Albert
Ethics of “Baby Albert” Study
 Watson
did not extinguish Baby Albert’s
fear of furry animals and objects
 experiment
today
would be considered unethical
 Article:
what ever happened to Baby Albert?
Classical Conditioning
& Drug Use
 Caffeine
in coffee takes about 20 minutes to
reach significant levels in our bloodstream –
However, just a few sips can make someone
feel immediately alert and awake. Hmmm…
 Conditioned response to sight, smell, and
taste of coffee.

Can even work if person switches to decaf
coffee.
Placebo Response
A
persons psychological and physiological
response to what is actually a fake treatment
or drug (aka placebo effect).
 Ex.
- High blood pressure patients who are
repeatedly given anti-hypertension
medication to reduced blood pressure who
are then given a placebo, also see reduced
blood pressure.
Taste Aversions
a
classically conditioned dislike
and avoidance of a particular food
that you have become ill after
eating
Phobias


Some phobias we seem biologically
prepared to develop, such as snakes,
spiders, heights because these things
have posed a threat to humans’
evolutionary ancestors.
Other fears may be classically conditioned
or learned through observational learning.
 Classical
Conditioning Video (10min)
Commercial Assignment
 Describe
a commercial.
 Label AND Describe the following in the
commercial:
 NS
 UCS
 UCR
 CS
 CR
Examples
2
Soccer ads
 MJ Commercial
 shampoo
Soccer Commercials
 UCS:
Famous Soccer players
 UCR: desire or inspiration
 NS: Nike
 CS: Nike
 CR: desire or ispiration
MJ Commercial
 UCS:
Michael Jordan
 UCR: inspiration
 NS: Gatorade
 CS: Gatorade
 CR: inspiration
Shampoo Commercial
 UCS:
beautiful girl and hair
 UCR: desire
 NS: shampoo
 CS: shampoo
 CR: desire
B. F. Skinner

Skinner acknowledged
classical conditioning
could explain reflexive
behaviors, but what about
voluntary behaviors?
 Operant – Skinner’s term
for voluntary behaviors
that operate on the
environment to produce
consequences.
Operant Conditioning
(Skinner)
 Basic
learning process that involves
changing the probability of a response
being repeated by manipulating the
consequences of that response.
(basically, behavior is shaped and
maintained by consequences).
Shaping
 Clapping
trick
Reinforcement
 The
occurrence of a stimulus or event
following a response, that increases the
likelihood of that response being repeated.
Positive Reinforcement
 following
an operant with the addition of a
reinforcing stimulus [ex./ hitting a
vending machine (operant) and a soda
comes out (positive reinforcing stimulus)]
 not always a positive or desirable thing –
ex./ teacher attention – scolding


INCREASES the likelihood of behavior being
repeated.
http://www.youtube.com/watch?v=AK32448C
gKE 3min
 Big
Bang Theory (20 min)
 http://www.youtube.com/watch?v=Q2v3Q0
osmoE 7min
 http://www.youtube.com/watch?v=AK3244
8CgKE 3min
Negative Reinforcement
 the
removal of an unpleasant stimulus,
thereby strengthening future occurrences
of the behavior that brings this removal.
 ex./ take 2 aspirin (operant) to remove a
headache (negative reinforcing stimulus)

increases the likelihood of behavior being
repeated.
Types of Negative Reinforcement
 Escape
aversive stimuli that are already
present (ex./ take aspirin to escape the
headache) or put up the umbrella to avoid
escape the current rain shower).
OR
 Avoidance aversive stimuli before they
occur (ex./ return books on time to avoid
library fines) or take the aspirin to avoid
the headache or umbrella up at the sight
of a coming storm.
Primary vs. Conditioned
Reinforcers
Reinforcers – a stimulus that is
naturally reinforcing for a species
(biological necessities) such as food and
water.
 Primary
Reinforcers – money,
frequent flyer miles, college degrees, etc.
 Conditioned
Punishment
 Presentation
of a stimulus or event
following a behavior that acts to
DECREASE the likelihood of the
behavior being repeated.

ex./ touch hot pan (operant), get burned
(punishment)
Types of Punishment
by Application –
presentation of punishing stimulus.
 Punishment


ex./ reprimand for tardiness
Punishment by Removal – loss or
withdrawal of reinforcing stimulus.

ex./ suspended drivers license for reckless
driving
Problems with Punishment
 may
decrease response, but does not teach
or promote a more appropriate response.
 may cause passivity, fear, anxiety, or
hostility.
 effects are temporary.
 may model aggressive behaviors.
What do think works better:
Positive Reinforcement or
Punishment?
 “Carrot
or Stick”?
 Discuss
punishment around the world.
REMEMBER…
 Reinforcement
INCREASES the likelihood
of the behavior.
 Punishment
DECREASES the likelihood
of the behavior.
Scenario…
 Decide
if the following is Reinforcement or
Punishment:
 “If you clean your room, you will no longer
have to stay inside.”
 Negative Reinforcement – it takes away a
unfavorable stimulus.
 “Because
you did not clean your room, you will
have to stay inside today.”
 Punishment – It adds an unfavorable stimulus.
3 Components of
Operant Conditioning
1. Specific Discriminative Stimuli
2. Operant Response
3. Consequence
Discriminative Stimuli
 The
environmental stimulus that precedes
a operant response.

ex./ ringing phone is discriminative stimulus,
response is picking it up and saying hello
Skinner Box & operant
Conditioning
 https://www.youtube.com/watch?v=D-
RS80DVvrg
 4:30min
Reinforcement Schedules
 Continuous—every
correct response is
reinforced; good way to get a low
frequency behavior to occur.
 Partial—only
some correct responses are
reinforced; good way to make a behavior
resistant to extinction.
Partial Schedules—Ratio
 Ratio
schedules are based on number
of responses produced.
 Fixed ratio (FR)—a reinforcer is
delivered after a certain (fixed) number
of correct responses.
 Variable ratio (VR)—a reinforcer is
delivered after an average number of
responses, but varies from trial to trial.
Partial Schedules—Interval
 Interval
schedules are based on time.
 Fixed interval (FI)—reinforcer is delivered
for the first response after a fixed period of
time has elapsed.
 Variable interval (VI)—reinforcer is
delivered for the first response after an
average time has elapsed, differs between
trials.
Mental Aspects of Operant
Conditioning
 Learned
helplessness—phenomenon
where exposure to inescapable and
uncontrollable negative events
produces passive behavior.
 Ex./ routinely doing poor in school
causes one to not care anymore and
fail.
Classical Conditioning vs.
Operant Conditioning
 Differences
between Classical and
Operant conditioning Video 4:30min
 http://www.youtube.com/watch?v=H6LEc
M0E0io
 Video
on Operant Conditioning (10min)
Observation Learning
 Observation
 Modeling
 Imitation
 Albert
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Bandura and the Bobo doll study
Read p. 229-230 about the Bobo doll study
http://www.youtube.com/watch?v=kJppnQsB
Nzs
(5min)
2
Video clips on observational learning
(Real Player)
Research on Violence in Media
Does “Reel” Violence Cause
Aggressive Behavior? and answer critical
thinking questions. – pp. 232-233.
 Read
Practice test