Download Myers Update 2011

Myers PSYCHOLOGY
Seventh Edition in Modules
Module 26
Classical Conditioning
James A. McCubbin, Ph.D.
Clemson University
Worth Publishers
http://vimeo.com/35754924 /
http://www.youtube.com/watch?v=cP5lCleK-PM
Learning

Learning
 relatively
permanent
change in an
organism’s
behavior due to
experience
Association
 We learn by association
 Our minds naturally connect events that occur in
sequence
 Aristotle 2000 years ago
 ( knowledge is not preexisting it grows from
experiences and stored in our memories)
 John Locke and David Hume 200 years ago
 (mind is a blank slate at birth and it only acts on
what comes in through the senses.)
 Associative Learning
 learning that two events occur together
 two stimuli
 a response and its consequences
Association
Event 1
Event 2
Sea snail associates splash with a tail shock
Seal learns to expect a snack for its showy antics
 Learning to
associate two
events
 A stimulus
heeds a
response
Classical or Pavlovian
Conditioning
 We learn
to
associate
two stimuli
 React
appropriat
ely based
on the
stimulus
Operant Conditioning
 We learn to
associate a
response and
its
consequence
Behaviorism
http://www.youtube.com/watch?v=9hBfnXACsOI&safe=active
 John B. Watson
 viewed psychology as objective
science
 generally agreed-upon consensus
today
 Human behavior, though biologically
influenced is mainly a bundle of
conditioned responses.
 recommended study of behavior
without reference to unobservable
mental processes
 Studied Little Albert, a young boy
who he trained to fear white rabbits
by associating them with a noise
using classical conditioning
 not universally accepted by all
schools of thought today
Classical Conditioning
 Ivan Pavlov
 1849-1936
 Russian physician/
neurophysiologist
 Nobel Prize in 1904
 First attempted to study the
thoughts of dogs relating to
food causing them to salivate.
 studied digestive secretions
 “Experimental investigation…
should lay a solid foundation for
a future true science of
psychology”
Classical
Conditioning
 Pavlov’s device for
recording salivation
 This design came as a
result of other
attempted experiments,
but this one has the
most control.
 This device gave more
accurate results and
proved his hypothesis
Classical
Conditioning
 Classical Conditioning
 Involuntary form of conditioning
 organism comes to associate two stimuli
 a neutral stimulus that signals an
unconditioned stimulus begins to produce a
response that anticipates and prepares for
the unconditioned stimulus
 This is also known as Pavlovian
conditioning.
Pavlov’s Classic
Experiment
Before Conditioning
During Conditioning
After Conditioning
Classical
Conditioning
 Unconditioned Stimulus (UCS)
 stimulus that unconditionally--automatically and
naturally--triggers a response
 Food provides a natural stimulus for organisms thus
making it a UCS.
 Unconditioned Response (UCR)
 unlearned, naturally occurring response to the
unconditioned stimulus
 Salivating is an automatic response UCR to this
food.
Classical
Conditioning
 Conditioned Stimulus (CS)
 originally irrelevant stimulus that, after association with an
unconditioned stimulus, comes to trigger a conditioned response
 The bell becomes the conditioned stimulus for Pavlov’s dogs as
they learn to associate it with food.
 Conditioned Response (CR)
 learned response to a previously neutral conditioned stimulus
 Salivation at the sound of the bell is the conditioned response
because the dogs have learned to associate the bell with food.
Memory Devices
UCS= UnConditioned Stimulus
UCR= UnConditioned
Response
NS = Neutral Stimulus
CS= Conditioned Stimulus
CR= Conditioned Response
Classical
Conditioning
 Acquisition
 the initial stage in classical conditioning
 the phase associating a neutral stimulus with an
unconditioned stimulus so that the neutral stimulus
comes to elicit a conditioned response
 in operant conditioning, the strengthening of a
reinforced response
 Michael Domjan shows how the CS works in
Japanese quails. Researchers turn on a red light
before presenting an attractive female quail to male
quails. Over time, the male quails began to prefer the
red side of their cages.
Classical
Conditioning
UCS
(passionate
kiss)
CS
(onion
breath)
CS
(onion
breath)
UCR
(sexual
arousal)
UCS
(passionate
Kiss)
CR
(sexual
arousal)
UCR
(sexual
arousal)
Classical
Conditioning
 Extinction
 diminishing of a CR
 in classical conditioning, when a UCS does not
follow a CS
 in operant conditioning, when a response is no
longer reinforced
 In the onion kiss example, once the couple had
broken up, the man no longer associated onion
breath with sexual arousal.
Classical
Conditioning
Strength
of CR
Acquisition
(CS+UCS)
Extinction
(CS alone)
Spontaneous
recovery of
CR
Extinction
(CS alone)
Pause
Classical
Conditioning
 Spontaneous Recovery
 reappearance, after a rest period, of an extinguished
CR
 -Ex: Picking up your flute after not playing for 3
months and remembering how to play several warm
up scales
 Generalization
 tendency for stimuli similar to CS to elicit similar
responses
 Generalization can be adaptive to the survival of an
organism, especially in cases where an organism
learns to fear things that are similar to a predator or
danger.
 Ex: The school bell arouses a person the same way
an alarm does
Classical
Conditioning
 Discrimination
 in classical conditioning, the learned ability
to distinguish between a CS and other
stimuli that do not signal a UCS
 Discrimination has survival value because
slightly different stimuli can be followed by
vastly different consequences so being able
to tell the difference can be an important
survival tactic.
Generalization
Drops of saliva
in 30 seconds
60
50
40
30
20
10
0
Pelvis
Hind
paw
Thigh
Shoulder
Trunk
Front
paw
Foreleg
Part of body stimulated
Nausea Conditioning in
Cancer Patients
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
CR
(nausea)
Classical
Conditioning
 Robert Rescorla
 Michael Domjan
John Garcia