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Psychology in
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Chapter 6: Learning
1
Introductory Definitions

Learning (relatively permanent change in
behavior or mental processes resulting from
practice or experience)

Conditioning (process of learning associations
between environmental stimuli and behavioral
responses)
2
Classical Conditioning

Pavlov’s Contribution
•
Classical
Conditioning: learning
that occurs when a
neutral stimulus (NS)
becomes paired
(associated) with an
unconditioned
stimulus (UCS) to
elicit a conditioned
response (CR)
3
Pavlov’s Original Experiment
4
Classical Conditioning--Key Terms



Neutral Stimulus (NS): stimulus that,
before conditioning, doesn’t naturally
bring about the response of interest
Unconditioned Stimulus (UCS): stimulus
that elicits an UCR occurring without
previous conditioning
Unconditioned Response (UCR):
unlearned reaction to an UCS occurring
without prior conditioning
5
Classical Conditioning--Key Terms
(Continued)

Conditioned Stimulus (CS): previously NS
that, through repeated pairings with an
UCS, now causes a CR

Conditioned Response (CR): learned
reaction to a CS occurring because of
previous repeated pairings with an UCS
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7
Why Study Psychology? It Helps You
Understand Popular Cartoons!
8
Classical Conditioning (Continued)
9
Classical Conditioning (Continued)

Conditioned Emotional
Response (CER):
Watson demonstrated
how emotions can be
classically conditioned to
a previously neutral
stimulus (NS).
John B. Watson
10
Watson and Rayner Created a Fear of Rats
(a CER) in Little Albert
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Classical Conditioning’s Basic
Principles

ALL
Snakes
bite!
Stimulus
Generalization:
learned response
to stimuli that are
similar to the
original conditioned
stimuli (CS)
12
Classical Conditioning’s Basic
Principles (Continued)

Stimulus
Discrimination:
learned response
to a specific
stimulus, but not to
other, similar
stimuli
Now I know
that some
snakes are
nice!
13

Extinction: gradual
weakening or suppression of
a previously conditioned
response (CR)

Spontaneous Recovery:
reappearance of a previously
extinguished conditioned
response (CR)
14
Classical Conditioning’s Basic Principles
(Continued)

Higher-Order Conditioning:
neutral stimulus (NS) becomes a
conditioned stimulus (CS) through
repeated pairings with a previously
conditioned stimulus (CS)
15
Classical Conditioning’s Basic Principles
(Continued) Higher-Order Conditioning
16
Operant Conditioning

Operant
Conditioning:
learning in which
voluntary responses
are controlled by their
consequences
17
Operant Conditioning (Continued)

Thorndike’s Contribution
•
Law of Effect: the
probability of an action
being repeated is
strengthened when
followed by a pleasant or
satisfying consequence
18
Operant Conditioning (Continued)

Skinner’s
Contribution
•
Conducted
systematic
research using a
Skinner box
19
Operant Conditioning’s Basic
Principles

Reinforcement:
strengthening a
response
20
Operant Conditioning’s Basic
Principles (Continued)

Primary Reinforcers:
normally satisfy an
unlearned biological
need (e.g., food)

Secondary Reinforcers:
learned value
(e.g., money, praise)
21
Operant Conditioning’s Basic Principles
(Continued)
•
Positive
Reinforcement: adding
(or presenting) a
stimulus, which
strengthens a
response and makes it
more likely to recur
(e.g., praise)
22
Operant Conditioning’s Basic Principles
(Continued)
•
Negative Reinforcement:
taking away (or
removing) a stimulus,
which strengthens a
response and makes it
more likely to recur (e.g.,
headache removed after
taking an aspirin)
23
Operant Conditioning’s Basic Principles
(Continued)
24
Operant Conditioning’s Basic Principles:
Four Partial Schedules of Reinforcement
1.
Fixed Ratio (FR): reinforcement occurs
after a predetermined set of responses;
the ratio (number or amount) is fixed
2. Variable Ratio (VR): reinforcement
occurs unpredictably; the ratio (number
or amount) varies
25
Operant Conditioning’s Basic Principles:
Four Partial Schedules (Continued)
3.
Fixed Interval (FI): reinforcement occurs
after a predetermined time has elapsed;
the interval (time) is fixed
4. Variable Interval (VI): reinforcement
occurs unpredictably; the interval (time)
varies
26
Operant Conditioning’s Basic Principles:
Four Partial Schedules (Continued)
27
Operant Conditioning’s Basic Principles:
Four Partial Schedules (Continued)

If you want to
increase the
overall number of
responses, which
schedule of
reinforcement
should you
choose?
28
Operant Conditioning’s Basic Principles
(Continued)

Shaping:
reinforcement is
delivered for
successive
approximations of the
desired response
29
Operant Conditioning’s Basic Principles
(Continued)

Punishment:
weakening a
response
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Operant Conditioning’s Basic Principles
(Continued)
•
Positive Punishment:
adding (or
presenting) a
stimulus that
weakens a response
and makes it less
likely to recur (e.g.,
shouting)
31
Operant Conditioning’s Basic Principles
(Continued)
•
Negative Punishment:
taking away (or
removing) a stimulus
that weakens a
response and makes
it less likely to recur
(e.g., restriction)
32
???
???
???
???
33
Side Effects of Punishment

Judging by this woman’s
expression, is she
experiencing an example of
increased aggression,
passive aggressiveness,
avoidance behavior,
modeling, temporary
suppression, or learned
helplessness?
34
Cognitive-Social Learning

Cognitive-Social Theory:
emphasizes the roles of
thinking and social
learning in behavior
35
Cognitive-Social Learning (Continued)

Kohler’s chimps
demonstrated
insight learning
(sudden understanding
of a problem that
implies the solution).
36
Cognitive-Social Learning (Continued)

Tolman’s rats built a cognitive
map (a mental image of a threedimensional space). They also
displayed latent learning
(hidden learning
that exists without
behavioral signs).
37
Cognitive-Social Learning (Continued)

Observational
Learning: learning
new behaviors or
information by
watching others
Bandura's Famous
Bobo Doll study
38
Observational Learning and
Modeling

Note the increasing bicep circumference of these
G.I. Joe action figures. What are the effects of this
type of modeling?
39
Cognitive-Social Learning (Continued)
•
Observational Learning
involves four processes:
1.
Attention
Retention
Motor Reproduction
Reinforcement
2.
3.
4.
40
The Biology of Learning:
Neuroscience and Learning

When we learn
something, we
experience the creation
of new synaptic
connections and
alterations in many brain
structures.
41
The Biology of Learning: Evolution
and Learning

Classical Conditioning
 Taste Aversion:
classically conditioned
negative associations
of food to illness
42
The Biology of Learning: Evolution and
Learning (Continued)

Biological Preparedness: built-in (innate)
readiness to form associations between
certain stimuli and responses

Instinctive Drift: conditioned responses
shift (or drift) back toward innate response
pattern
43
Using Conditioning and Learning
Principles

Classical Conditioning
can be seen in:
•
Marketing
Prejudice
Medical Treatments
Phobias
•
•
•
44
45
Using Conditioning and Learning
Principles (Continued)

Operant
Conditioning
can be seen in:
•
Prejudice
Biofeedback
Superstitions
•
•
46
Using Conditioning and Learning
Principles (Continued)

Cognitive-Social
Theory
can be seen in:
•
Prejudice
Media Influences
•
47