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Unit 5: Learning
Corresponding Chapter(s): 6
Topic: Learning (7-9%)
LEARNING: SUPPLEMENTARY CHARTS
CLASSICAL CONDITIONING: Scheduling the CS and the UCS
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NOT IN THE MYERS
TEXT! KNOW THIS!
DELAYED CONDITIONING: Present the CS (bell) first & while the bell is still ringing give the UCS (food). Fastest way to get acquisition.
TRACE CONDITIONING: Present the CS (bell), followed by a short break; then present the UCS (food).
SIMULTANEOUS CONDITIONING: CS (bell) and UCS (food) are presented at the same time.
BACKWARD CONDITIONING: UCS (food) is presented first and is followed by the CS (bell) – definitely NOT the most effective method.
Comparing Two Kinds of Conditioning: Classical Conditioning v. Operant Conditioning
Classical Conditioning
Operant Conditioning
End result is the creation of a new response to a stimulus that did
not normally produce that response
End result is an increase in the rate of an already occurring
response
Responses are involuntary and reflexive
Responses are voluntary
Antecedent stimuli are important in forming an association
Consequences are important in forming an association
Conditioned stimulus (CS) should occur immediately before the
unconditioned stimulus (UCS)
Reinforcement should be immediate
An expectancy develops for unconditioned stimulus (UCS) to follow
conditioned stimulus (CS)
An expectancy develops for reinforcement to follow a correct
response
Comparison of Basic Processes in Classical and Operant Conditioning
Process and Definition
Description in Classical Conditioning
Description in Operant Conditioning
Acquisition: The initial stage of learning
Conditioned stimulus (CS) and
unconditioned stimulus (UCS) are paired,
gradually resulting in a conditioned
response (CR)
Responding gradually increases because of
reinforcement, possibly through shaping
Extinction: The gradual weakening and
disappearance of a conditioned response
Conditioned stimulus (CS) is presented
alone until it no longer elicits conditioned
response (CR)
Responding gradually slows and stops after
reinforcement is terminated
Stimulus Generalization: An organism’s
responding to stimuli other than the
original stimulus used in conditioning
Conditioned response (CR) is elicited by a
new stimulus that resembles the original
conditioned stimulus (CS)
Responding increases in the presence of a
new stimulus that resembles original
discriminative stimulus***
Stimulus Discrimination: An organism’s
lack of response to stimuli that are similar
to the original stimulus used in
conditioning
Conditioned response (CR) is not elicited by
a new stimulus that resembles the original
conditioned stimulus (CS)
Responding does not increase in the
presence of a new stimulus that resembles
original discriminative stimulus
***Discriminative Stimulus: Cues that influence operant behavior by indicating the probable consequences (reinforcement or non
reinforcement) of a response.
OPERANT CONDITIONING: Four Ways to Modify Behavior (Reinforcement v. Punishment)
Reinforcement
Punishment
Positive
(Adding)
 Something valued or desirable
 Positive Reinforcement
 Example: Getting a gold star for good behavior
in school
 Something unpleasant
 Punishment by Application (or positive
punishment)
 Example: Getting a spanking for disobeying
Negative
(Removing/Avoiding)
 Something unpleasant
 Negative Reinforcement
 Example: Avoiding a ticket by stopping at a red
light
 Something valued or desirable
 Punishment by Removal (or negative punishment)
 Example: Losing a privilege such as going out with
friends
OPERANT CONDITIONING: Negative Reinforcement vs. Punishment by Removal (Comparison in Examples)
Examples of Negative Reinforcement
Examples of Punishment by Removal
Stopping at a red light to avoid getting in an accident
Losing the privilege of driving because you got into too many
accidents
Submitting a homework assignment on time to avoid being
penalized
Receiving a low grade on an assignment because it was turned in
late
Obeying a parent before the parent reaches the count of “three” to
avoid getting a scolding
Being “grounded” because of disobedience
KEY STUDIES IN LEARNING
Classical Conditioning
Operant Conditioning
PAVLOV
Dogs salivating to neutral stimuli
THORNDIKE
Cats solving problems in a puzzle box
(Law of Effect and Instrumental Learning)
WATSON
Little Albert (rat, noise, fear)
SKINNER
Skinner Box
RESCORLA
Different conditions of pairing bell
with shock for dogs; learning
depended on a contingency between
bell and shock (predictability)
Cognitive Learning
SELIGMAN
Dogs not being able to escape from shock,
then not trying when they could escape
TOLMAN
Rats wander in mazes; demonstrate quicker
learning
KOHLER
Oberserving chimps solve problems to get
fruit
BANDURA
Children watching others rewarded or
punished for hitting Bobo doll.
Applications
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Counter-conditioning
Aversion therapy
Systematic desensitization
Flooding
 Behavior modification
 Token economy
 Behavioral contracting
 Modeling
 Self-efficacy
 Challenging ineffective and maladaptive
beliefs and behaviors