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Chapter 6
Learning
Chapter Overview
Will be some of the first Psychology
information you learn in college
 Classical Conditioning
 Operant Conditioning
 Learned Behaviors
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I. Classical Conditioning
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Definitions to know in this chapter

Conditioning type of learning that involves
stimulus-response connections

Learning  process of learning associations
between environmental stimuli and behavior
responses
I. Classical Conditioning

Classical Conditioning: a form of
learning that involves the use of a stimulus
to generate a specific response

Classical conditioning can help people
adapt to the environment and can help
eliminate troubling fears or other behaviors
I. Classical Conditioning
Russian psychologist Ivan Pavlov
pioneered research into a form of learning
known as classical conditioning
 In classical conditioning, one stimulus
causes a response that is usually caused
by another stimulus

I. Classical Conditioning
Pavlov’s Dogs – Famous Experiment
 Pavlov used dogs in his studies of
classical conditioning
 He trained the dogs to associate the
sound of a bell with food
 They learned that the sound of the bell
meant food was coming
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YouTube - Classical Conditioning - Ivan
Pavlov
I. Classical Conditioning
I. Classical Conditioning
I. Classical Conditioning

Stimulus and Response
Unconditioned stimulus: a stimulus that
causes a response that is automatic, not
learned
 Unconditioned response: caused by an
unconditioned stimulus
 Conditioned response: a learned response
to a neutral stimulus

I. Classical Conditioning

Stimulus and Response


Conditioned stimulus: a previously neutral
stimulus that causes a conditioned response
Conditioned Emotional Response (CER)
Emotional responses are classically
conditioned to a previously neutral stimulus
 CyberPsych, Alcohol and Ads Video

I. Classical Conditioning
Adapting to the Environment using CC
 Taste Aversions

Learned response to a particular food
 One-trial learning

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Extinction

Disappearance of conditioned response when
unconditioned stimulus no longer follows
conditioned stimulus
I. Classical Conditioning

Adaptation to Environment

Spontaneous Recovery  Reappearance of an
extinguished conditioned response after some time
has passed
Generalization  The tendency to respond in the
same way to stimuli that have similar characteristics
Discrimination  The act of responding differently
to stimuli that are not similar to each other


Review
The type of learning that involves stimulus-response
connections is called?
1)



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A
B
C
D
Learning by example
Classical
Conditioning
Operant
A stimulus that causes a response that is automatic is
known as which of the following?
2)



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A
B
C
D
Unconditioned stimulus
Unconditioned response
Conditioned response
Conditioned stimulus
II. Operant Conditioning
Psychologist B.F. Skinner was a pioneer in
the research of Operant Conditioning
 Operant Conditioning depends on the use
of reinforcements and a schedule to
execute them


Operant conditioning is when people and
animals learn through the consequences of
their behavior
II. Operant Conditioning

The principles of operant conditioning can
be applied to help people or animals learn
to combine a series of simple steps or
actions to form complex behaviors

Operant conditioning will occur when people
or animals have learned to respond to a
certain situation
II. Operant Conditioning

During Operant Conditioning people learn
to continue or eliminate behaviors based
on what happens after the behavior

People learn from the consequences of their
actions

Voluntary responses are conditioned
II. Operant Conditioning


Skinner’s Experiment
Studied operant conditioning by using the
“Skinner Box”

His experiment demonstrated reinforcement, or the
process by which a stimulus (food) increases the
chances that a preceding behavior (a rat pressing a
lever) will occur again

Knowledge of results is often all the reinforcement
that people need to learn new skills
II. Operant Conditioning

Reinforcement, defined as the
strengthening of a response, will increase
the chances of a behavior being repeated

There are different types of reinforcement

Example  Dog learning to lay down will
receive a treat from the owner
II. Operant Conditioning


Types of Reinforcements
Positive reinforcers increase the frequency of
a behavior when presented


Person receives something he or she wants following
the behavior
Negative reinforcers increase the frequency of
a behavior when they are removed

Behavior is reinforced because something unwanted
stops happening or is removed following the behavior
II. Operant Conditioning


Rewards and Punishments
Rewards  Like positive reinforcement,
rewards help encourage learning

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Some psychologists, however, prefer positive
reinforcement
Punishments  Quite different from negative
reinforcers

Punishments are unwanted events that decrease the
frequency of the behavior they follow
II. Operant Conditioning
• The effectiveness of reinforcement
depends on the schedule of
reinforcement
• When and how often the reinforcement occurs
is known as schedule of reinforcement

There are different types of schedules that
can be followed
II. Operant Conditioning

Continuous reinforcement is the
reinforcement of a behavior every time the
behavior occurs
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Continuous reinforcement is not always practical
or possible
The alternative is partial reinforcement,
which means a behavior is not reinforced
every time the behavior occurs
II. Operant Conditioning
Interval Schedules
 Fixed - Interval Schedule: a fixed amount
of time must elapse between
reinforcements
 Variable – Interval Schedule: varying
amounts of time go by between
reinforcements

Review
____________ are unwanted events that decrease the
frequency of the behavior they follow.
1)
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
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A
B
C
D
Rewards
Punishments
Negative Reinforcements
Positive Reinforcements
___________ is defined as the strengthening of a
response.
2)



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A
B
C
D
Operant Conditioning
Reinforcement
Classical Conditioning
Adaptation
III. Cognitive Factors in Learning
Cognitive psychologists focus on the
mental aspects of learning and are
interested in what people or animals
know, not just what they do
 Cognitive learning is based on the idea
that people and animals can learn by
thinking or by watching others

III. Cognitive Factors in Learning

Cognitive learning studies multiple factors
including:

How people obtain information

How people process information

Problem Solving Ability
III. Cognitive Factors in Learning
There are several different types of
Cognitive Learning
 Latent Learning is learning that remains
hidden until it is needed

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Most psychologists believe that much learning
takes place without reinforcement
III. Cognitive Factors in Learning

Observational Learning  knowledge
and skills acquired by observing and
imitating others
Modeling is a basic form of imitation
 Vicarious reinforcement is the ability to
learn from the experiences of another
 Observational learning and modeling account
for much of human learning

III. Cognitive Factors in Learning
Media Violence  very controversial
issue
 Television is a major source of informal
observational learning
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Most health professionals agree that
media violence contributes to aggression
III. Cognitive Factors in Learning
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Class Activity

You will be coming up with a different
example of what people (society) have
learned because of the media