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Mr. Kittek Understanding Psychology Unit 2: Learning and Cognitive Processes Learning and Cognitive Processes Classical Conditioning I. Introduction of Classical Conditioning a. _____________________________ is when a person’s or animal’s old response becomes attached to a new stimulus. - Learning can be defined as a relatively permanent ________________ in _______________________ that results from experience. b. ________________________ discovered the principle of classical conditioning by accident. - Pavlov observed how his ____________ anticipated food and how salivation occurred before the food was presented. - Pavlov began his experiments by ringing a tuning fork and then immediately placing some meat powder on the dog’s tongue. - The tuning fork was a __________________________ = It had nothing to do with the response to meat (salivation) prior to _______________________________. - Soon the dog began salivating as soon as it heard the sound, even if the food was not placed in its mouth. - Pavlov demonstrated that a neutral _____________________ will cause a formerly unrelated _________________ if it is presented regularly just before the ___________________ that normally brings about that response. - Pavlov used the term __________________________ to refer to stimuli and to the automatic involuntary responses they caused. c. Classical Conditioning Experiment Details - In the experiment, food was the ________________________________ (UCS) – an event that leads to a certain, predictable response without previous training. - The salivation is an _____________________________________ (UCR) – a reaction that occurs ____________________ and automatically when the unconditioned stimulus is presented, in other words, a __________________. - An ordinarily neutral event that, after training, leads to a response such as salivation is termed a _____________________________________ (CS). - The salivation it causes is a ____________________________________ (CR). - A conditioned response is ____________________. II. General Principles of Classical Conditioning a. Classical conditioning helps animals and humans adapt to the _________________________ and avoid danger. b. Acquisition of a classically conditioned response generally occurs gradually. - ****With each pairing of the conditioned stimulus (CS) and the unconditioned stimulus (UCS), the conditioned response (CR) –or learned response- is strengthened. - The timing of the association between the conditioned stimulus and the unconditioned stimulus also influences _____________________. c. ________________________________ occurs when an animal responds to a second stimulus similar to the original CS, without prior training with the second stimulus. - When Pavlov conditioned a dog to salivate at the sight of a circle, he found that the dog would salivate when it saw an oval as well. - Pavlov also taught the dog ____________________________ – to respond only to the circle, not the oval. - Generalization and discrimination are complementary processes and are part of your everyday life. d. A classically conditioned response, like any other behavior, is subject to change. - Pavlov discovered that if he stopped presenting food after the sound of the tuning fork, the sound gradually lost its effect on the dog. - He called this _________________________________ because the CR had gradually died out. - If a rest period is given following extinction, the CR may reappear when the CS is presented again but not followed by a UCS. - This spontaneous recovery does not bring the CR back to its original strength. III. Classical Conditioning and Human Behavior a. _________________________ and Rosalie Rayner (1920) used conditioning on a human infant in the case of _________________________________. - This experiment conditioned an 11-month-old infant named Albert to fear laboratory ______________. - It provided evidence that _____________________________ can be classically conditioned in humans. b. Hobart Mowrer and his wife Mollie (1938) discovered a practical solution to the problem of bed-wetting. - They developed a device known as the bell and pad. - When the sleeping child moistens the sheet with the first drops of urine, an alarm goes off and awakens the child. - The child can then use the bathroom. UCS CS Dentist Product (Soda) Flashing Police UCR CR IV. ____________________________________ a. When people or animals become ill, they seem to decide, “It must have been something I ate,” even if they have not eaten for several hours. - Psychologists can even predict that people will probably blame a new food. b. _________________________ and R.A. Koelling (1966) first demonstrated this phenomenon with rats. - Whenever a rat took a drink of flavored water, lights flashed and clicks sounded. - Some rats were then given an __________________________________. - All of these rats showed traditional classical conditioning – the lights and the sounds became _________, and the rats tried to avoid them in order to avoid a shock. - The other rats were not shocked, but given a drug that made them sick after they drank and the lights and sounds occurred. - They developed an ____________________ only to the taste of the water. - In summary, classical conditioning helps animals and humans _________________ what is going to happen. c. Learning associated with classical conditioning may aid animals in finding food or help humans avoid _____________ or injury. - Classical conditioning is an example of a __________________________ theory. - Behaviorism is the attempt to understand behavior in terms of relationships between observable ______________ and observable ______________________. - Behaviorists are psychologists who study only those behaviors that they can observe and measure. V. Classical Conditioning vs. Operant Conditioning Classical Conditioning Operant Conditioning 1. Always a specific stimulus (USC) that elicits the desired response. 1. No stimulus; learner must first respond Appropriately, then behavior is reinforced. 2. UCS does not depend on learner’s response. 2. Reinforcement depends upon learner’s behavior. 3. Learner responds to its environment. 3. Learner activity operates on its environment.