Download Learning

Goals for the Day:
What are you doing today?
We will begin the LEARNING UNIT – Today
we will begin to talk about Classical
Conditioning
Let’s get started:
1. Grab your computer and sign-in to your email
and click on One Note
2. Go to the COLLABORATION SPACE
SECTION – Find your name and that will be
where you answer the following question:
Important Question:
Who is the one person
you have learned the
most from in your
life? Why?
Answer in your section in the
collaboration space
Next Assignment:
Switch computers with the person
next to you. You will be their
scribe (write the info for them)
There is a PowerPoint – Are you
superstitious? – in the
collaboration space page – Ask
each other the questions and
tally the NO’s.
LEARNING
Classical
Conditioning
Stimulus, Response, Neutral
Stimulus, Conditioned Stimulus,
and Conditioned Response
Who developed classical conditioning?
Ivan Pavlov – 1904 Nobel Prize
Winner in Physiology
Here’s What He Used…..
Stimulus
Conditioned
Stimulus (CS)
Unconditioned
Stimulus (UCS)
Neutral
Stimulus (NS)
Unconditioned
Response
(UCR)
Conditioned
Response (CR)
Diagram This Situation...
Connor loves Chocolate Chip Cookie Dough ice cream from
Scoops. He never paid much attention to the ice cream scooper
they used to scoop the ice cream with until one day the scooper
flew out of the server’s hand and hit him in the head and gave
him a terrible headache. Now every time, he walks by scoops,
he gets a splitting headache.
In the story above, list the following:
Neutral Stimulus (NS):
_______________
Response (R): ______________________________
Unconditioned Stimulus (UCS):
Unconditioned Response (UCR):
__________________
_________________
Conditioned Stimulus (CS):
___________________
Conditioned Response (CR):
___________________
Tough to do when you
don’t know what the
terms mean. So let’s
learn what they mean….
What’s a STIMULUS?
A STIMULUS
is something
that causes
a response
Unconditioned Stimulus
A stimulus
that you did
not have to
be TAUGHT
to react to
You react
by instinct
Unconditioned Response
A response
that you
DID NOT
have to be
trained to
react to
Conditioned Stimulus
A stimulus
that you
have to be
TAUGHT to
reach to
Conditioned Response
A response that you have to
be TAUGHT to reach to
Neutral Stimulus
A stimulus
that doesn’t
mean
anything to
you yet
Classical Conditioning
Pavlov studied
how a person
could control a
dog’s behavior
He especially
focused on dog
drool
Classical Conditioning
Pavlov wanted the dogs to
drool every time he rang a bell
What’s happening here?
Unconditioned Stimulus
(UCS)
Unconditioned Response
(UCR)
Now the Learning Process…
What’s happening here?
Pavlov then RANG THE BELL as he
showed the dog food….
And THE DOG DROOLED!
Neutral Stimulus (NS)
Unconditioned
Stimulus (UCS)
Unconditioned
Response (UCR)
So ultimately…..
Neutral Stimulus
(NS) becomes a
Conditioned
Stimulus
(CS)
Unconditioned
Stimulus (UCS)
Unconditioned
Response (UCR)
becomes a
Conditioned
Response (CR)
So ultimately…..
After awhile, Pavlov only had to ring
the bell and the dog would drool!
Conditioned
Stimulus
(CS)
Conditioned
Response
(CR)
Diagram This Situation...
Connor loves Chocolate Chip Cookie Dough ice cream from
Scoops. He never paid much attention to the ice cream scooper
they used to scoop the ice cream with until one day the scooper
flew out of the server’s hand and hit him in the head and gave
him a terrible headache. Now every time, he walks by scoops,
he gets a splitting headache.
In the story above, list the following:
Neutral Stimulus (NS):
_______________
Response (R): ______________________________
Unconditioned Stimulus (UCS):
Unconditioned Response (UCR):
__________________
_________________
Conditioned Stimulus (CS):
___________________
Conditioned Response (CR):
___________________
So ultimately…..
You will see the terms of Classical
Conditioning everywhere now that
you know about them.
Extensions of
Classical
Conditioning
What are extensions?
After “discovering”
classical
conditioning,
Pavlov spent of his
life expanding upon
his ideas. He cam up
with some
“extensions” that
further develop/add
on his theory.
What are the extensions?
Acquisition
Extinction
Spontaneous Recovery
Generalization
Discrimination
Higher-Order
Conditioning
Acquisition
The Preliminary
stage of LEARNING
– This is when the
person first
CONNECTS the
events together in
their minds (It goes
from unconditioned
to conditioned)
Extinction
The WITHDRAWING
of a conditioned
response.
Occurs when you
stop pairing the US
and NS/CS and time
passes
Spontaneous Recovery
The RECURRENCE of
a conditioned
response after a rest
period following
extinction.
You have to connect
the CS and NS again
for it to re-appear
Generalization
When stimuli similar to the neutral
stimulus BRING FORTH SIMILAR
RESPONSES as the neutral stimulus.
“Yay! I love when Mr. C feeds me canned food!
NOM NOM NOM NOM NOM NOM NOM NOM”
“Wait a second…
IS THAT A CAN I HEAR???”
“Yay! I’m about to get food!
…Where is it???”
Discrimination
When an organism DOESN’T
RESPOND TO SIMILAR STIMULI as
the neutral stimulus.
Opposite of generalization. Don’t confuse
this with social psych’s discrimination.
“Yay! I love when Mr. C feeds me canned food!
NOM NOM NOM NOM NOM NOM NOM NOM”
“I just heard Mr. C open a can of soda.
Not gonna fall for that one, bro.”
“Since I’m not being fed I think
I’ll go spin instead.”
Higher-Order Conditioning
After classical conditioning has
successfully been established, THE
PAIRING OF A SECOND NEUTRAL
STIMULUS with the previously
conditioned stimulus.
Cognitive Processes of CC
Does classical conditioning work as
well on humans as it does on
animals?
NO, because of our COGNITION
and INTELLIGENCE
Classical
Conditioning and
Phobias
What are your PHOBIAS?
Superstitious
Believing
something will
happen, good or
bad, because
change or magic
instead of logic or
common sense
What are your PHOBIAS?
Phobia
Being so fearful or
something, no
matter how rational
or irrational, that
makes a person do
just about anything
to avoid it
Top Ten Phobias
Phobia
Top Ten Phobias
10. Necrophobia – Fear of Death
Top Ten Phobias
9. Brontophobia – Fear of lighting/thunder
Top Ten Phobias
8. Mysophobia – Fear of Germs/Dirt
Top Ten Phobias
7. Emetophobia – Fear of Vomit
Top Ten Phobias
6. Claustrophobia – Fear of Confinement
Top Ten Phobias
5. Agoraphobia – Fear of Open spaces/crowds
Top Ten Phobias
4. Aerophobia – Fear of Flying
Top Ten Phobias
3. Acrophobia – Fear of Heights
Top Ten Phobias
2. Glossophobia – Fear of Public Speaking
Top Ten Phobias
1. Arachnophobia – Fear of Spiders
Phobic Anxiety Disorder
Typical Symptoms include:
Dizziness, rapid heartbeat, trembling, or
other uncontrollable physical response
Sensation of terror, dread or panic
Preoccupation of thoughts; inability to
change focus from the feared situation
Intense desire to flee the situation
Reducing Fears and Phobias
Flooding
A person is exposed
to the harmless
stimulus until fear
responses to that
stimulus are
extinguished
Reducing Fears and Phobias
Counterconditioning
A pleasant stimulus is paired
repeatedly with a fearful one,
counteracting the fear
Reducing Fears and Phobias
Bell and Pad Methods
US = Bell
UR = Wake-up and
preventing urination
CS = Blatter Tension
CR = Wake-up and
preventing urination
All of these are Classical Conditioning
John B. Watson and Little Albert
US = Loud bar
sound
UR = Fear/Crying
CS = White Rat
CR = Fear/Crying
Operant
Conditioning
Edward Thorndike
I was the first person to ask for
rewards!!! 
Thorndike came
up with the LAW
OF EFFECT
(Rewarded
behavior is likely
to recur) around
1900.
B.F. Skinner
B.F. Skinner extended
and formalized
Thorndike’s ideas
beginning around 1940.
B.F. Skinner is best
known for OPERANT
CONDITIONING
B.F. Skinner
Operant Conditioning –
Learning behavior as a
result of effects and
consequences.
For example, if our actions
result in people getting
angry or disliking us, we
are being operant
conditioned to believe the
world is a dangerous place.
B.F. Skinner
Reinforcement –
Something that
strengthens the
response or makes it
more likely to recur.
Operant Chamber or Skinner Box
Operant Chamber or Skinner Box –
contains a bar that an animal can push
to obtain a food reinforcer with a
recorder of the bar pressing.
Shaping
Procedure where reinforces (food),
gradually guides an animal’s actions
toward a desired behavior
The Consequence of Behavior
Reinforcement
When your dog begs for food at the
table, and you give him/her a scrap. The
result in the begging will increase.
Positive and Negative
Reinforcement
Positive Reinforcement
A stimulus that
increases the
frequency of a
behavior when it
is presented.
Examples:
Hungry rewards with food.
Athletes reward with playing time.
Your 16 reward with Driving.
Positive and Negative
Reinforcement
Negative Reinforcement
An unpleasant
stimulus that
increases the
frequency of
behavior when it is
removed or avoided
Examples:
Hot sun, we move to shade.
Tired, we go to sleep.
Take out trash to avoid mom
yelling.
Positive and Negative
Reinforcement
Behavior:
Studying
Negative
Reinforcement:
Poor Grades
Positive
Reinforcement
Good Grades
Result:
Studying
Increases
Punishments
Weakening a response by following it
with unpleasant consequences.
F
Punishments
Weakening a response by following it
with unpleasant consequences.
F
Punishments
Problems with Punishments
1. Doesn’t erase behavior, just suppresses it
2. Only works when guaranteed and
immediate
3. May have bad side effects – resent parent,
and no admittance, or opposite effect.
4. May be abusive or imitated as the only
way to solve problems
5. Does not teach acceptable behavior
Punishments
Do you agree with spanking in school?
Punishments
Types of Punishments
Positive Punishment
Administer a “bad
stimulus” to
decrease a
behavior.
Example: Spanking,
speeding ticket
Same child – 13 days later
Punishments
Types of Punishments
Negative Punishment
Withdraw a
rewarding stimulus
to decrease a
behavior
Example: take cell
phone, or license
Which punishment hurts more?
Primary and Secondary
Reinforcement
Primary Reinforcement
Reinforcement
that uses a
physical survival
need.
(food, water, and
adequate
warmth)
Primary and Secondary
Reinforcement
Secondary Reinforcement
Reinforcement
that comes to
represent a
primary
reinforcer.
(Money,
attention, social
approval)
Reinforcement Schedules
Partial or Intermittent Reinforcement
Reinforcing a
response only part
of the time – 4 types
1.
Fixed-Ratio Schedules (FR) – reinforce
behavior after a set number of responses –
Example: Coffee card
2. Variable-Ratio Schedules (VR) – reinforce after
unpredictable number of responses – Example:
Gambling.
Reinforcement Schedules
Partial or Intermittent Reinforcement
3. Fixed-Interval
Schedule (FI) – reinforce
the 1st response after a
fixed time period –
Example: Checking Mail
4. Variable-Interval
Schedules (VI) –
reinforce the 1st response
after a varying time
period. There is no
knowing when the
waiting is over –
Example: Email.
Why do we act stupid???
1. Operant Conditioning is stronger
when delivery of the reinforcer is
immediate
2. The larger the reinforcer, the more
effective
Cognitive Factors
in Learning
Cognitive Factors in Learning
Cognitive Learning
Learning is NOT
so mechanic, but
we learn because
we want to. We
seek out
knowledge by
thinking or
watching people.
Cognitive Factors in Learning
Two Type of Cognitive Learning
Latent
Learning
Observational
Learning
Cognitive Factors in Learning
Latent Learning
Learning that
occurs but remains
hidden until there
is a need to use it.
Rats learned by
roaming the maze
E.C. Tolman
Cognitive Factors in Learning
Cognitive Maps
Mental map of a
physical area.
Rats created
mental map of
the maze
E.C. Tolman
Cognitive Factors in Learning
Insight and Learning
Insight – A sudden
understanding and solving
of a problem
• Chimps acted as if they
understood the problem
• Chimps rarely tried a solution
that didn’t work out. The
animals often reached a
solution suddenly
Wolfgang
Kohler
Cognitive Factors in Learning
Observational Learning
Learning by watching and
imitating others.
Mirror Neurons
Fire when
performing a certain
action, or observing a
certain action
Do-er
Watcher
Cognitive Factors in Learning
Alfred Bandura
Showed that we acquire
knowledge by MODELING
MODELING –
the process of
observing and
imitating a
specific
behavior.