Download psychweek3 - Ms. Bishop`s Classroom

Warm Up
 Write three hypotheses that you could research using
an observational study in a fast food restaurant.

I’m sorry 
Prework for study
 write the following for each hypothesis:
 1. What would you have to measure in this experiment? (ie:
overweight/normal, male/female, number of bites, number of
items ordered, amount of food left, number of chews, amount
of time spent eating)
 2. How would you measure this? (count and record, tally,
stopwatch?)

Star the hypothesis you wish to use, and raise your hand for
me to check.
Warm-Up
 Define learning in your own words.
 How do you know if learning has occurred?
 Do you think that learning can happen by accident or
does it have to be intentional Explain your answer.
OBJ: SWBAT identify and describe the process of classical
conditioning.
Relevance: Today we are learning about this because
classical conditioning is one of the main ways people
acquire knowledge about the world around them.
DOL: On a piece of paper answer the following
 1. What is my hypothesis?
 2. Why do I think this?
 3. What are my variables?
 4. How am I going to measure these?
 4b: what materials do I need to bring with me?
 5. Who is my population?
 6. Who is my sample?
 *You may take a picture of this on your phone to refer to, and
then immediately put your phone back away.
Learning
 Learning: a relatively permanent change in behavior
that arises from practice or experience
 According to cognitive psychologists:
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
learning may be a mental change
Does not have to be a change in behavior
 Learning we will study:
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Classical Conditioning
Operant Conditioning
Latent Learning
Observational Learning
Video
 We are going to watch a short video.
 Answer the following questions:
1.
2.
3.
What did Pavlov originally want to study?
Why wasn’t he able to find exactly what he
wanted?
Explain how classical conditioning can be called
natural learning. What conclusions did Pavlov
come to concerning classical conditioning?
Classical Conditioning
It all started with:
Ivan Pavlov
What is classical conditioning?
 Classical conditioning: When your
brain and nervous system make
an association between 2 stimuli
(thing).
Example:
food and a bell
A song and making out with your
“friend”
Vocab-Terms to know
Unconditioned Stimulus (UCS): a
stimulus that naturally and automatically
triggers a response.
Unconditional Response
(UCR): the unlearned,
naturally occurring
response to the UCS.
Conditioned Stimulus (CS): an
originally irrelevant stimulus that, after
association with the UCS, comes to
trigger a response.
Conditioned
Response (CR): the
learned response to a
previously neutral
stimulus.
 Neutral Stimulus (NS) a stimulus
which initially produces no specific
response other than provoking
attention. When with an unconditioned
stimulus, the neutral stimulus becomes
a conditioned stimulus.
e
video
 http://www.youtube.com/watch?v=Eo7jcI8fAuI
Break it down
 What is the NS, UCS, UCR, CS, CR?
Examples
 Every time someone flushes a toilet in the apartment
building, the shower becomes very hot and causes the
person to jump back. Over time, the person begins to
jump back automatically after hearing the flush, before
the water temperature changes.
 Unconditioned stimulus

Hot Water
 Unconditioned Response

Jumping back
 Conditioned Stimulus

Toilet Flush
 Conditioned response

Jumping back to toilet flush alone
Examples
 You eat a new food and then get sick because of the
flu. However, you develop a dislike for the food and
feel nauseated whenever you smell it.
 Unconditioned stimulus

flu
 Unconditioned Response
 nausea
 Conditioned Stimulus
 New food
 Conditioned response
 Nausea to smell of new food
Warm Up 1/24
 Explain Classical Conditioning in your own words.
Examples
 5. An individual receives frequent injections of drugs,
which are administered in a small examination room at a
clinic. The drug itself causes increased heart rate but
after several trips to the clinic, simply being in a small
room causes an increased heart rate.
 Unconditioned stimulus

Drug
 Unconditioned Response

Increase in heart rate
 Conditioned Stimulus

Waiting room
 Conditioned response

Increase heart rate to new waiting room
 John Watson conducted an experiment with a boy
named Albert in which he paired a white rat with a
loud, startling noise. Albert now becomes startled at the
sight of the white rat.
 Unconditioned stimulus

Drug
 Unconditioned Response

Increase in heart rate
 Conditioned Stimulus

Waiting room
 Conditioned response

Increase heart rate to new waiting room
Think/Pair/Share
 What is an example of classical conditioning that you
have seen before in your lives.

Write in your notes
John Watson conducted an experiment with a boy
named Albert in which he paired a white rat with a
loud, startling noise. Albert now becomes startled at
the sight of the white rat.
What are the following?
 Unconditioned stimulus
 Unconditioned Response
 Conditioned Stimulus
 Conditioned response
Extinction
Extinction- a procedure in which stimuli lose their ability
to evoke responses because the events that followed the
stimuli no longer occur
example: bell without the trigger of food;
if a child learns to associate the sound of a car pulling in a
driveway with the sound of their mom coming home,
they may establish a response of joy. If the parent begins
taking the bus, and the only sound of a car pulling in a
driveway is that of their neighbors (not followed by
entrance of the mom, then the CR of joy to the sound will
eventually go away
extinction
What do you
think would
happen if a day
or two after
extinction, the
tone was
sounded again?
Spontaneous recovery
 The recurrence of an extinguished response as a
function of the passage of time
Little Albert / Generalization
 Read the half sheet on the famous Little Albert
experiment
Little Albert was only conditioned to fear rats. Yet, he
grew to fear ___________.
-he did not learn to fear these, he showed
generalization
Generalization- In conditioning, the tendency for a
CR to be evoked by stimuli that are similar to the
stimulus which the response was conditioned
(people can show a learned response to something
similar to the CS)
Discrimination
 Discrimination- the tendency for an organism to
distinguish between a conditioned stimulus and
similar stimuli that do not forecast an unconditioned
stimulus (ie: Little Albert could have discriminated
against the other white objects with training)

Circles and Squares before food
Counterconditioning
 One complaint with the Little Albert experiment, is
that he was not counterconditioned.
Counterconditioning- a fear reduction technique in
which pleasant stimuli are associated with fearevoking (fear causing) stimuli so that the fearevoking stimuli lose their aversive (avoidancecausing) qualities
Counterconditioning
Example: Little Albert given
cookies, a bunny in the corner of
the room. Eventually the bunny
could get closer and closer until
eventually the bunny could be in
Little Albert’s lap while he eats
cookies (fear gone)
**This would be systemic
desensitization.
Flooding- fear evoking stimuli
presented without actual harm.
Presented all at once.
Bell and Pad treatment
 For children who do not wake up to the sensation of
bladder tension, this treatment can work:
Child is given a special sheet
When child wets bed, a circuit closes, and a bell goes off.
Bell wakes child
Eventually the Stimulus of a tight bladder wakes the child
**This shows that classical conditioning can be learned without
someone knowing
Think-Pair-write-share: What is the UCS? UCR? CS? CR?
DOL
 1. What is extinction? What process happens for
extinction to occur?
 2. Explain what spontaneous recovery is?
 3. Compare generalization and discrimination.
 4. How might Watson have counterconditioned Little
Albert? Be specific.
business
 Grade checks
 Star stickers
Warm-Up
 Write a definition for:
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Counter Conditioning
Flooding
Systematic Desensitization .
 Give an example of how each of these could be used
to overcome a fear.
OBJ: SWBAT identify and describe the process of
operant conditioning.
Relevance: Today we are learning about this because
operant conditioning is one of the main ways people
acquire knowledge about the world around them.
Warm-Up
 Write a definition for:



Counter Conditioning
Flooding
Systematic Desensitization .
 Give an example of how each of these could be used
to overcome a fear.
OBJ: SWBAT identify and describe the process of
operant conditioning.
Relevance: Today we are learning about this because
operant conditioning is one of the main ways people
acquire knowledge about the world around them.
What is Operant Conditioning?
 Operant Conditioning - The theory that
behaviors are a result of reinforcements and
punishments.
Is this experiment realistic? Do you think it could work?
What could you change to make it better?
Reinforcer
 Any event that STRENGTHENS the
behavior it follows.
Two Types of Reinforcement:
Positive and Negative
 Reinforcement – an event that
Reinforcement
increases the probability that a
response will be repeated
(**increases behavior)
Positive Reinforcement –
giving something good to increase
a behavior
 Negative Reinforcement –
taking away something bad to
increase a behavior


CFU: Provide an example of
positive and negative
reinforcement.
Positive Reinforcement
 Strengthens a response by presenting a stimulus
after a response.
Negative Reinforcement
 Strengthens a response by reducing or removing
an aversive stimulus.
Punishment
 Punishments- Reduce behavior
 positive punishment –(passive avoidance) giving
something bad to reduce a behavior
 negative punishment – (omission training) taking
away something good to reduce a behavior
 CFU: Provide an example of positive and negative
punishment.
The following are examples
of what???
ANSWER CHOICES ARE:
1. POSITIVE PUNISHMENT
2. NEGATIVE PUNISHMENT
3. POSITIVE REINFORCEMENT
4. NEGATIVE REINFORCEMENT
Spanking a child for writing
graffiti on your car door.
Giving candy for correct
answers.
Taking away cell phone privileges
because of low grades.
Stop jamming toothpicks up
one’s fingernails in exchange for
information
Reading 1
 Read Schedules of Reinforcement on page 250-
251.
 Write down 3 main ideas as you read.
Shaping
 A procedure in Operant Conditioning in
which reinforcers guide behavior closer
and closer towards a goal.
Reading 2
 Read Interval Schedules on pg. 251.
 Write down 3 main ideas.
Reading 3
 Read Ratio Schedules on pg. 251-252.
 Write down 3 main ideas.
Operant Conditioning ABC
 Complete the Operant Conditioning ABC work sheet.
 You have 10 minutes.
DOL
 Given an exit card, SWBAT
 Write a 3-5 sentence explanation of operant conditioning.
 Write a definition for positive reinforcement and give 1
example.
 Write a definition for negative reinforcement and give 1
example.
What is Operant Conditioning?
 Operant Conditioning - The theory that
behaviors are a result of reinforcements and
punishments.
Is this experiment realistic? Do you think it could work?
What could you change to make it better?
Shaping
 A procedure in Operant Conditioning in
which reinforcers guide behavior closer
and closer towards a goal.
Reinforcer
 Any event that STRENGTHENS the
behavior it follows.
Two Types of Reinforcement:
Positive and Negative
 Reinforcement – an event that
Reinforcement
increases the probability that a
response will be repeated
(**increases behavior)
Positive Reinforcement –
giving something good to increase
a behavior
 Negative Reinforcement –
taking away something bad to
increase a behavior


CFU: Provide an example of
positive and negative
reinforcement.
Positive Reinforcement
 Strengthens a response by presenting a stimulus
after a response.
Negative Reinforcement
 Strengthens a response by reducing or removing
an aversive stimulus.
Punishment
 Punishments- Reduce behavior
 positive punishment –(passive avoidance) giving
something bad to reduce a behavior
 negative punishment – (omission training) taking
away something good to reduce a behavior
 CFU: Provide an example of positive and negative
punishment.
The following are examples
of what???
ANSWER CHOICES ARE:
1. POSITIVE PUNISHMENT
2. NEGATIVE PUNISHMENT
3. POSITIVE REINFORCEMENT
4. NEGATIVE REINFORCEMENT
Spanking a child for writing
graffiti on your car door.
Giving candy for correct
answers.
Taking away cell phone privileges
because of low grades.
Stop jamming toothpicks up
one’s fingernails in exchange for
information
Reading 1
 Read Schedules of Reinforcement on page 250-
251.
 Write down 3 main ideas as you read.
Reading 2
 Read Interval Schedules on pg. 251.
 Write down 3 main ideas.
Reading 3
 Read Ratio Schedules on pg. 251-252.
 Write down 3 main ideas.
Operant Conditioning ABC
 Complete the Operant Conditioning ABC work sheet.
 You have 10 minutes.
DOL
 Given an exit card, SWBAT
 Write a 3-5 sentence explanation of operant conditioning.
 Write a definition for positive reinforcement and give 1
example.
 Write a definition for negative reinforcement and give 1
example.