Download Classical Conditioning

LP 5A 1
07/14/04
How can you Apply your Knowledge from
General Psychology 201?
• What procedures should you use to assess claims?
(chapter 1)
• Maximizing your brain’s potential (chapter 2)
• Strategies for controlling pain (chapter 3)
• Strategies for improving sleep (chapter 4)
• What are good parenting styles? (chapter 9)
What social issues can be addressed from
General Psychology 201?
• Why is it important to have information (including scientific
data) made public?
• What are the effects of sleep deprivation? Why are we sleep
deprived?
• What are the effects of drugs on behavior? Why do people
abuse drugs?
• What are the effects of day care on childhood social
development?
• What is the activity theory of aging and why does it matter?
LP 5A 2
07/14/04
What are some of the things we will learn in psychology 202?
• Why does the political process and political figures evoke strong
emotions?
• Why do political campaigns lack discussions of the issues and
consist more of “sound bites” and “mudslinging”, even though the
public doesn’t want “sound bites” and “mudslinging”?
• Why is there so much sexual content on television, reality
television shows, celebrities sensationalized, and “trash” TV?
• Why is gambling behavior (such as slot machines) hard to stop?
• What is one reason (there are many) that explains why it is difficult
for people (usually women) to leave abusive (psychologically,
physically, or sexually) relationships?
• How do superstitious beliefs develop?
• Why do people lie?
• Will small fines (caps on punitive damages) deter large
corporations and small businesses from breaking the law?
• How reliable/unreliable is memory? Why should you care?
• What strategies can you use to improve your memory?
• How do labels and stereotypes affect memory?
• Why do I believe that the world wide web is more likely to
fragment society, rather than bring it together?
• Why is American politics so polarized?
• What thinking strategies do we use to process information in a
biased manner?
• Are people with a high I.Q. more likely to be socially maladjusted
than people with a low I.Q.?
• Is intelligence genetic or learned? Why do people on both sides of
the issue seem to think the evidence supports their position?
• Why are people overweight? What factors affect eating behavior?
• What is the role of emotions in persuasion (political or
advertising)? Why do we deny or downplay its influence?
LP 5A 3
07/14/04
General Psychology 202
Psychology of Learning
Introduction: What is learning?
Classical conditioning
• Principles of classical conditioning (Pavlov and his dogs): (UCS,
UCR, neutral stimulus, CS, CR)
• Factors that affect conditioning (stimulus generalization, stimulus
discrimination, extinction, spontaneous recovery)
• From Pavlov to Watson
• Conditioned emotional reactions (Little Albert)
• Classical conditioning and drug use
Contemporary views of classical conditioning (timing of the pairing)
• Cognitive aspects of classical conditioning
• Evolutionary aspects of classical conditioning—Taste
aversions/one trial learning, biological preparedness
Operant conditioning
• Thorndike and the Law of Effect
• B.F. Skinner
• Reinforcement (positive and negative)
• Punishments
• In focus 5.3 Alternatives to punishments
• Shaping
• Schedules of reinforcement
Contemporary views of operant conditioning
• Cognitive aspects of operant conditioning
• Learned helplessness
• Operant conditioning and biological predispositions
Observational learning
• Principles of observational learning
• Critical Thinking 5.5: Does “Reel violence cause Real Aggressive
behavior?
Application: Using learning principles to improve self-control
LP 5A 4
07/14/04
Conditioning
The process of learning associations between environmental
events and behavioral responses. Two basic forms of
conditioning are:
• Classical conditioning (often involves involuntary
responses)
• Operant conditioning (often involves voluntary responses)
Classical Conditioning
A process of learning an association between two stimuli that
involves repeatedly pairing a neutral stimulus with a responseproducing stimulus until the neutral stimulus elicits the same
response. These learned behaviors involve involuntary
responses or reflexes.
Examples from your text:
• Pavlov’s dogs
• Little Albert
• One trial learning: Taste aversions
LP 5A 5
07/14/04
If you have trouble with the language being used, replace conditioning
with learned, and response with behavior.
Standard term
Unconditioned stimulus (UCS)
Unconditioned response (UCR)
Everyday language
Unlearned stimulus
Unlearned behavior
Neutral stimulus
Conditioned stimulus (CS)
Conditioned response (CR)
A stimulus causes a response
Learned stimulus
Learned behavior
LP 5A 6
07/14/04
One Trial Learning: Taste aversions
• Lithium and coyotes
• Spaghetti story
Identify the unconditioned stimulus (UCS), unconditioned
response (UCR), neutral stimulus, conditioned stimulus (CS),
conditioned response (CR).
How does the findings of taste aversions violate two basic
principles of classical conditioning?
• Learning of an association does not require repeated
pairings of the stimulus and response.
• The time delay is in hours and not seconds.
LP 5A 7
07/14/04
Other terms associated with Classical Conditioning:
• Stimulus generalization
• Stimulus discrimination
• Extinction
• Spontaneous recovery
• Taste Aversions: one trial learning
• Biological preparedness
• Classically conditioned placebo effect
• Classically conditioned compensatory response
• Contemporary views of classical conditioning (cognitive
aspects of classical conditioning)
What are examples of classical conditioning in “real-life”?
How does classical conditioning help explain events in “the realworld”?
• What are examples in politics where they want you to like a
particular candidate or feel disgust at a particular
candidate?
• What are examples in advertising (Tommy Hilfiger,
cigarettes, Pepsi, Dr. Pepper, etc.)?
• What are examples with music (eg. soundtracks to movies
such as Titanic)?
• Why do politicians like to be shown with the American
flag, mothers and babies, etc.
LP 5A 8
07/14/04
They could “Westinghouse” him
Over one hundred years ago, Thomas Edison and George
Westinghouse were in a fight for which type of electricity would
be the standard: direct current (DC) or alternating (AC).
Edison’s power plants produced DC, while Westinghouse’s
power plants produced AC. Edison tried to convince the public
that AC power was a dangerous alternative to DC power.
As part of a tool of persuasion against Westinghouse,
Edison, recommended that Westinghouse’s AC generators
should be used for electrocution of those sentenced to die (there
were a lot of problems with hanging people at the time) even
though he was against the death penalty.
Source: Flatow, I. (1992). They all Laughed…
UCS:
UCR:
capital punishment (electrocution),
state sponsored murder
negative feelings
Neutral stimulus:
Westinghouse’s AC power
CS:
CR:
Westinghouse’s AC power
negative feelings