Download Classical Conditioning

Happy Monday, I Missed You!
Today:
1. Intro Learning
2. Learning Via Conditioning
3. Classical Conditioning
4. Pavlov
HW: Read Ch. 7 pages 264-284
VOCAB QUIZ FRIDAY (ALL
CHAPTERS)
Complete retakes or make-ups
ASAP
Learning: Behaviorist View
Learning – The process of aquiring new, mostly enduring,
information and behaviors. (Conditioning, Observation, etc.)
Behaviorists focused on learning as a process of association.
Associative Learning – learning that certain events occure
together. The events may be two stimuli (as in classical
conditioning) or a response and its consequences as in
operant conditioning)
Stimulus – Any event or situation that evokes a response.
Learning via Conditioning
Classical Conditioning
What other
examples of
classical
conditioning can
you come up with
as a group?
Classical Conditioning: Key Terms
• Unconditioned Stimulus (UCS): Stimulus that evokes an
unconditioned response (automatic)
• Conditioned Stimulus (CS): Previously neutral stimulus that
has, through conditioning, acquired the capacity to evoke a
conditioned response
• Unconditioned Response (UCR): Unlearned reaction to an
unconditioned stimulus that occurs without previous
conditioning
• Conditioned Response (CR): Learned reaction to a
conditioned stimulus that occurs because of previous
conditioning
Classical Conditioning and Pavlov
Acquisition – initial learning
Extinction- diminished response
over time…
Spontaneous Recovery – the
reappearance of a weakened
response (indicated that extinction
was really suppression)
Generalization vs Discrimination –
How does one respond to similar
stimuli?
Exit Ticket: Classical Conditioning
Explain how advertisers use classical conditioning.
Use the key terms in your answer.
Welcome Back From the Mini Vacay
Today:
1. Warm Up: Classical
Conditioning
2. Notes: Operant
Conditioning
3. Project Work Time
HW: Ch. 7 reading
Vocab Quiz Friday
Begin Conditioning Project
Warm Up: Classical Conditioning
Explain how advertisers use classical
conditioning.
Use the key terms in your answer.
Operant Conditioning
• Thorndike’s Law of Effect
Behavior preceding positive reinforcement
increases
Behavior preceding punishment or no
reinforcement decreases
• Puzzle Box:
http://www.youtube.com/watch?v=BDujDOLre-8
Terminology and Consequences
Reinforcement: consequences that strengthen responses
• Positive Reinforcement:
• A response is strengthened because it is followed by the presentation of a
rewarding stimulus
• Negative Reinforcement:
• A response is strengthened because it is followed by the removal of an aversive
stimulus (buzzer for seat belt)
• Conditioned Reinforcement
• Primary Reinforcers: Inherently reinforcing satisfy biological needs (food, water,
shelter)
• Secondary Reinforcers: Acquire reinforcing qualities by being associated with
primary reinforcers (money, stickers, praise)
Operant Conditioning and Skinner
• Skinner
• Skinner Box: http://www.youtube.com/watch?v=I_ctJqjlrHA
• Shaping: Reinforcing small steps toward more complex
behavior
• Discrimitive Stimulus: signals availability of reinforcement
or punishment (light, sound, parent)
Thorndike Puzzle Box
Skinner Box
Operant Conditioning
Find an image to represent each of the following:
1.
2.
3.
4.
Positive Reinforcement
Negative Reinforcement
Rewards
Punishment
Project Work Time
• Your project should include a ‘lab report’ with all of the following:
• Part 1:
Intro (typed)
• What is learning?
• What is Operant Conditioning?
• What is Classical Conditioning?
• Which did you use? Why?
• Summary of your conditioning project, 2-3 Paragraphs
• Advanced Option: Write the lab report using the scientific method
• Part 2:
Research Journal (typed or handwritten)
• You are to keep a log of your attempts at conditioning your subject.
• What successes and/or failures did you experience in your conditioning attempts?
• Part 3: Detailed Description of type of conditioning used. (1-2 pages)
• Include 2-3 photographs, charts, etc. to help outline and document your conditioning experiment.
• If you used Operant Conditioning include answers to the following:
• What was the baseline behavior?
• What was the target behavior? (be very specific)
• What types of Reinforcers were used and why?
• What type of reinforcement schedule did you use and why?
• Why didn’t you use punishment?
• How did you shape through successive approximations?
• How did you prevent against response generalization?
• If you used Classical Conditioning include answers to the following:
• What were the UCS, UCR, CS, and CR?
• How did contingency play into the conditioning of your subject?
• Why was time important in pairing the UCS with the CS?
• How did extinction, stimulus generalization, and spontaneous recovery play a role in your conditioning experiment?
Happy Friday Friends!
Today:
1. Vocab Quiz
2. Schedules of
Reinforcement
HW: Have a fun safe
weekend and don’t forget
your Conditioning
Projects!
VOCAB QUIZ - TEST
Today we are taking an ONLINE, MULTIPLE
CHOICE, VOCAB quiz as a test of the quiz grading
technology for Ms. Rosenberg.
The link is in your CLASS VIEW folder
In the future – vocab quizzes will be online, but you
will be expected to type in the term yourself NOT
select from a list of choices.
Conditioning Schedules
List an Example of each of
the following:
•
•
•
•
Fixed Interval
Variable Interval
Fixed Ratio
Variable Ratio
What are the pros and cons
of each of the schedules of
reinforcement?
Conditioning Schedules?
1. Which of the reinforcement schedules does AP Psychology
currently run on?
2. Which reinforcement schedule would be present in a class that
uses a lot of pop quizzes?
3. What about online classes? What reinforcement schedule do
they run on?
Which schedule do you think is best for school and why?
What type of student might be best served by each schedule?