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Unit II
Behavior: What controls it
and how to change it
General Information
 What
is behavior? Any observable act
 What are the two kinds of behavior?
1. Involuntary –reflex behavior
2. Voluntary –behaviors you select or
choose
Normal vs Abnormal behavior
behavior –any act that agrees with
self concept and is not designed to hurt
self or others physically or emotionally
 Normal
 Abnormal
behavior
is the opposite of normal
Abnormal
 What
to look for when evaluating abnormal
behaviors?
Nature side of Behavior
 Has
two interacting parts
1. The peripheral nervous system
2. The central nervous system made up of
the spinal cord
Nervous system
 How
it works
The nervous system is made up of 100
billion cells called neurons
All sensation, emotion, desires, require
this network of neurons
Neurons

All behavior is a result of an electricalchemical process
There are several kinds of neurons
1. motor
2. message
3. sensory
4. memory
5. thinking
Neurons
 Parts
of neurons
1. Dendrites- The part of the neuron that
receives the chemical message and turns
it into an electrical signal.
2. Neuron sends signal to the correct axon
3. Axon is the part that sends a chemical
signal to the next dendrite
4. Neurotransmitters is the chemical that
crosses the synapse.
Biological behavior
 What
can change aspects behavior?
1. physical injury
spinal cord, concussion
2. chemical changes—a change in the
brains ability to produce certain chemicals
3. drugs– three basic kinds
Biological behavior changes
1. depressants
slows process
2. stimulants
speeds up process
3. hallucinogens
wild process
Peripheral Nervous System
2
parts
1. Autonomic nervous system-regulates
involuntary behaviors
a. sympathetic --energizes
b. parasympathetic –calms
Peripheral Nervous System
2. Somatic nervous system– carries
sensory messages to the central nervous
system
The Brain and Behavior

The brain is the control center – the many
parts of the brain work together to create
behavior.
 Bio
feed back
 –read p. 114
 Phineas Gage
 –read p. 65
How the brain is organized


Divided into two hemispheres, right – left
Brain is divided into three sections
1. hindbrain- made up of :
a. lower part of the reticular activating
system
b. medulla- regulates vital functions
c. cerebellum-balance and coordination
d. pons-regulates body movement
How the brain is organized
2. mid brain is made up of the
a. middle and upper reticular activating
system
b. pituitary- controls
alertness, sleep,
arousal, blood pressure

How the brain is organized
3. forebrain- is the most modern part of
the brain it is made up of
a. thalamus- serves as a relay station for
sensory stimuli
b. hypothalamus- regulates body
temperature, emotions, motives,
aggression, sex
How the brain is organized
c. limbic system –learning and memory
emotions, sex, hunger
d. cerebrum is connected to memory,
language, emotions, perception,
thinking
Brain Wave Patterns & Behaviors

4 basic patterns
1. Beta 13-28-- alertness, learning,
thinking
2. Alpha 8-12– relaxation, daydreaming
3. Theta 4-7– drowsiness, next to deep
sleep
4. Delta 1-3– deep sleep
 REM
Brain Wave Patterns & Behaviors
 REM
Effects of loss of sleep and what can
cause it.
 Dreams

Glands and Behavior

2 kinds
1. Exocrine glands- secrete products
ex.?
Theses glands may influence behaviors
but will not alter behavior
Glands and Behavior
2. Endocrine glands –produce hormones
directly into the blood stream
ex. –adrenal
This glands can alter behavior
Biofeedback
The Nurture Side of Behavior
 Learning
 How
is achieved through experience.
are behaviors learned?
1. Classical conditioning– is a form of
learning in response to an outside stimuli
that involves automatic (not learned) or
involuntary behaviors
---Read P. 336 –give your on opinion on
which is right
--Read p. 134 little Albert
Little Albert
 1.
What were they trying accomplish in this
study and what method did they use?
 2. Why is it unethical?
 3. Why is it important today?
 4. Where can the results of this study lead
to future uses?
 On
4. you can discuss the answer before
writing it down
Learning Theory
Three major school of Learning Theory
1. Classical Conditioning: I. Pavlov, J. Watson
2. Operant Conditioning: B. F. Skinner
3. Observational Learning: A. Bandura
Learning Theory
 Major
Assumption:
All human behavior is the result of learning
processes, as the organism responds to
stimuli in its environment
Classical Conditioning
 Key
1.
2.
3.
terms:
Stimulus: a physical event capable of
affecting behavior
Response: a behavioral reaction to
stimulus
Conditioning: the repeated pairing of
stimuli to obtain a specific response
Classical Conditioning
 Pavlov’s
Classic Experiment:
1. Unconditioned Stimulus (UCS): naturally
elicits a desired response
2. Unconditioned Response (UCR): Elicited
by an unconditioned stimulus
3. Conditioned Stimulus (CS): Neutral until
repeatedly paired with UCS
4. Conditioned Response (CR): Response
to a conditioned stimulus
Classical Conditioning
 Examples
of classical conditioning
1. Pavlov’s dog
Basic Principles of
Classical Conditioning
1.
2.
3.
4.
5.
Acquisition: CR elicited by pairing UCS
with CS
Extinction: CR ceases after UCS & CS
are no longer paired
Spontaneous Recovery: Return of CR
following extinction
Stimulus Generalization: Similar stimuli to
a CS elicit a CR
Stimulus Discrimination: Differentiation
between similar stimuli
 Avoidance
conditioning or taste aversion
2. chili supper (avoidance)
us--chili
ur--ate chili got sick
cs--chili (smell, word, taste)
cr--didn’t feel well or won’t eat
Classical conditioning cont.
3. Involuntary behaviors can be learned
and involuntary behaviors can be reduced
to extinct to the same stimuli.
Ex. Lightening storm
us-lightening ---- ur-fear
cs(camera’s picture)+us – ur+cr(pictures)
Repeat
cs + cr
---- cr (pictures/no fear)
Classical conditioning cont.
Conclusions
1. Classical conditioning can solve specific
problems
2. Involuntary responses can become
extinct.
3. Extinct responses may reoccur.
4. Responses to stimuli can be generalized

Classical conditioning. Cont.
5. Desensitization may help people adjust
6. Many behaviors are learned through
classical conditioning.
Commercial examples
Homework
Watch 5 commercials
For each:
1. Write down who the commercial is
targeting.
2. What ways are used to get people to
want their product?
3.List the CS, CR
4. Why should you buy this product, what
ultimately are they selling you?
Operant Conditioning
B. F. Skinner
-Major Assumption: The probability that a
given behavior (response) will occur depends
upon the consequences that follow it.
-Organisms learn to repeat behaviors that are
associated with positive outcomes and avoid
behaviors associated with negative
outcomes.
Operant conditioning
Terms used with Operant conditioning
A. Reinforcers- Stimuli designed to increase
the strength of a response
1. Positive reinforcement-Strengthens
responses preceding them when applied
(add)
2. Negative reinforcement-Strengthens
responses preceding them when
withdrawn. (take away)
Operant conditioning
Basic Concepts
B. Premack principle-Using a more preferred
activity to reinforce a less preferred activity
C. Punishment-designed to decrease the
strength of a response. (positive or negative)
D. Shaping-Reinforcing successive
approximation of a desired response or
behavior
---difference between negative reinforcement
and punishment
Operant Conditioning
Schedule of Reinforcement- designed to
acquire and maintain responses
1. Continuous Reinforcement: A response
is reinforced each time it is produced
2. Partial (Intermittent) Reinforcement: A
response is reinforced based on a ratio or
interval schedule
Schedule of Reinforcement
Four types of partial reinforcement schedules
1. Fixed interval schedule: reinforcement occurs
at a fixed time between responses
2. Variable interval schedule: reinforcement
occurs at a variable time between responses
3. Fixed ratio schedule: reinforcement occurs at
a fixed number of responses
4. Variable ratio schedule: reinforcement occurs
at a variable number of responses
Operant conditioning cont.
examples of Operant Conditioning
Label these correctly
1. Skinners box-rat + bar pressing=food
2. Cleaning room=$
3. Share toy= ice-cream
4. Help with siblings-reduce chores
Operant Conditioning cont.
5. Dog jump the fence-stun collar
6. Smoking cigarettes-pill to make you sick
7. Boy hitting sister-more attention to sister
Operant Conditioning cont.
8. Dog digs in yard-hit dog
9. Curfew violation-grounded
10. Touch things in store-slap hand
11. Talk back to your parents-lose phone
Bribery!!
Operant Conditioning
 Conclusions
from Operant Conditioning
1. voluntary behaviors are learned as a
consequence of behavior
2. positive reinforcements build behaviors
3. punishment leads to avoidance of
punishment not building desired behaviors
4. learned behaviors can become extinct
Shaping
 Shaping
teaches complex behaviors using
the same process as in O.C.
-- examples teaching a dog to play fetch and
circus acts.
Observational Learning
 Learning
through observing the world and
people.
 Bandura—Bobo doll experiment
Motives and behavior
 Motive-is
the reason for behavior-drive
may be internal or external.
 ----ALL behavior has a motive behind it.
 There are 3
--physiological, mixed, psychological
Motives-physiological
–those motives that are
mostly ruled by the body and the nervous
system.
 --example-hunger external
internal Physiological
Motives-psychological
 Psychological


motives that are learned
example –religion-- external
-- internal
Motives-mixed
 Mixed
are motives that are both
physiological and psychological.
 example—
 pain-- internal
-- external-
Emotions and behavior


1.
2.
3.
4.
Emotions are psychological feelings that
affect your mind and body .
How emotions affect mind. Stages
Distort reality
Panic attacks
Phobias (phobias ws)
Psychosomatic illness
 Review
abnormal behaviors
 Multiple personalities
Emotions cont.
 How
emotions affect the body
1. heart rate increases
2. blood pressure increases
3. sugar content in blood stream increases
4. digestion slows down
5. body produces adrenaline (fight or flight)
Emotions cont
 How
emotions can help you
1. prepares for action
2. helps you communicate
3. breaks monotony of life
4. helps you gain goals
5. helps you to self actualize
Emotions cont.
 Negative
emotions that are most
dangerous
1. fear: an emotional response to danger
2. anxiety: is a diffused or unexplained fear
3. frustration: an emotional response when
your goals are blocked
Negative emotions cont.
4. stress: an emotional response when
one’s welfare or safety is at stake.
5. anger: an emotional response related to
disagreement
Negative emotions cont.
How to handle negative emotions.
1. Remember goals before you respond
2. Evaluate source
3. Form coping strategies (classical
conditioning)
4. Release emotions do not bottle them up
inside.
5. Do not displace (take emotions out on
someone innocent)