Download File - Mr. Treska`s Class

Question of the Day
• What color means the most to you? (10 sent)
Learning
Chapter 9
Classical Conditioning
Ch. 9.1 p. 241-248
Classical Conditioning
• Attaching an old response to
a new stimulus
• Pioneered by Ivan Pavlov
(behaviorist)
• Part of learning
▫ Permanent change in
behavioral tendency resulting
from experience
Ivan Pavlov (1849-1936)
Classical Conditioning & Humans
• John B. Watson: Little Albert
experiment
▫ Used 11 month old to test
emotional responses
▫ Initially Albert played with a rat
▫ Watson then made a loud sound
when the rat was near, creating
a sense of fear in Albert
▫ Whenever a rat was near, even
without a loud sound Albert
became scared
Before Conditioning…
• Neutral Stimulus
▫ A stimulus that does not initially elicit (bring out)
any part of an unconditioned response
• Unconditioned Stimulus (US)
▫ A stimulus that automatically and naturally
triggers a response; predictable response
• Unconditioned Response (UR)
▫ A unlearned, naturally occurring response to the
unconditioned stimulus; a reflex
Conditioning
• Conditioned Stimulus (CS)
▫ Originally a neutral stimulus that, after
association with an unconditioned stimulus,
comes to trigger a conditioned response
• Conditioned Response (CR)
▫ A learned response to a previously neutral
conditioned stimulus.
Pavlov’s Experiments
Before conditioning, food (Unconditioned
Stimulus, US) produces salivation
(Unconditioned Response, UR). However, the
tone (neutral stimulus) does not.
Pavlov’s Experiments
During conditioning, the neutral stimulus (tone)
and the US (food) are paired, resulting in
salivation (UR). After conditioning, the neutral
stimulus (now Conditioned Stimulus, CS) elicits
salivation (now Conditioned Response, CR)
Science & Songs
• Listen to the two songs
• Which one do you have a stronger response to?
• Why?
Acquisition
Acquisition is the initial learning stage in
classical conditioning in which an association
between a neutral stimulus and an
unconditioned stimulus takes place.
1. In most cases, for conditioning to occur, the
neutral stimulus needs to come before the
unconditioned stimulus.
2. The time in between the two stimuli should
be about half a second.
Acquisition
The CS needs to come half a second before the US
for acquisition to occur.
Generalization & Discrimination
• Responding to a second
stimulus similar to the original
CS without previous training
• Example: Originally
responding to blue lights, but
create the same response when
green lights come on.
▫ Explanation: The subject was
never trained to respond to
green lights, but has the same
response and blue lights
• The ability to respond
differently to different stimuli
• Example: Being able to
differentiate between people’s
voices before reacting
Extinction
When the US (food) does not follow the CS
(tone), CR (salivation) begins to decrease and
eventually causes extinction.
Spontaneous Recovery
• Following a period of extinction, the conditioned
response (CR) may reappear when the
conditioned stimulus (CS) is presented again
• The strength/intensity of the CR is not as strong
as it originally was
• Example:
▫ A baby learns to stop crying when her mother comes into the room.
Then, even when her mother does come into the room, she continues to
cry. Eventually, the original response of stopping the crying when the
mother enters the room returns.
Taste Aversion
• Feeling of sickness typically attributed to some
new food that a person ate
• Actual cause may have nothing to do with what
was eaten
• Turns people off to that food (or drink) for
future times
Class work/Homework
• P. 248 #1, 3, 4, 5
ACTIVITY
• Give each student a cup of powder, then choose
some neutral stimulus to serve as a conditioned
stimulus. The Cogans use the word “Pavlov.”
• Instruct your students to moisten the tip of their
index finger and to watch for your signal (for
example, you will raise your arm) to dip their
finger into the powder and then put it into their
mouth. Also inform them that from time to time
you will say the words “test trial” instead of
giving the signal; when they hear those words,
they should not dip into the powder but close
their eyes and concentrate on their experience.
• Present the CS and, after a small delay (0.5 to 1.5
seconds), give the signal for your students to dip
into the lemonade powder.
• Repeat trials at 10- to 15-second intervals, with a
test trial after every 10 conditioning trials.
• After each test trial ask for a show of hands of
those who salivated.
• When all or most of the students have
demonstrated conditioning, begin extinction
using the same test-trial procedure (in which
you state on successive trials, “Pavlov . . . test
trial”). Extinction should be completed during
the same class period.
Journal
• How do consequences affect your decisions?
(minimum 6 sentences, Happy Thursday!)
Operant Conditioning
Ch. 9.2 p. 250-258
What is It?
• Operant Conditioning describes learning that is
controlled and results in shaping behavior through
the reinforcement of stimulus-response patterns.1
• In other words:
• Rewarding the desired behavior will make the
behavior more likely to happen.
• Pioneered by B.F. Skinner (1904 – 1990). He
conducted experiments in which he rewarded the
desired behavior of the subjects and therefore saw
them behaving in the desired manner.
• For example: Skinner placed a rat in a box with a lever.
As the rat moved about the box, and the rat would
move the lever, a food pellet would immediately fall
into the box. The rat soon learned that by moving the
lever, a food pellet would be expelled. The
reinforcement represented by the food pellet assured
that the rat would move the lever again and again.
How does this affect students?
• Students benefit under this theory because they are
motivated to do well.
• Students are going to want free time/phone time
during classroom time and without knowing it, they
are going to try harder to get that A and going to
want to do it again and again.
Social Learning
Chapter 9.3
Social Learning
• Altering behavior by observing and imitating the
behavior of others
• Split into:
▫ Cognitive learning
▫ Modeling
Cognitive Learning
• HOW information is obtained, processed, and
organized
• LATENT LEARNING
▫ Not demonstrated by immediate observable
change in behavior at the time of learning
▫ Create a COGNITIVE MAP (mental map)
Learned Helplessness
• Repeated attempts to CONTROL a situation FAIL
thinking situation is UNCONTROLLABLE
• If rewards come without effort, a person never
learns to work
• Potential cause of depression
Elements of Learned Helplessness
• Stability
▫ Helplessness comes from a permanent
characteristic
• Globality
▫ Overall generalization of a problem
• Internality
▫ Finding fault in oneself
▫ Internalizing situations leads to longer bouts of
depression or self-guilt
Modeling
• Learning by imitating/copying other people’s
behavior
• Behavior of others will increase the chances we
will do the same thing
▫
•
Perform old responses that otherwise would not
be used at that time
Observational learning (imitation)
▫
Perform a behavior that can later be reproduced
Modeling (cont)
• Disinhibition
▫ Seeing someone engage in threatening activity
without punishment increases the likelihood of
that person participating in the same risky
behavior
Journal
• Pancakes, French toast, or Belgian waffle?
• Turkey bacon, beef bacon or sausage?
• Hashbrowns, french fries, tator tots, or potato
cubes?
• Orange juice, apple juice, milk, water, tea or coffee?
• Please state why you chose each one. (min. 6 sent)