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Chapter 6
Learning – 8th edition
Learning

Learning
– Classical conditioning
– Operant/Instrumental conditioning
– Observational learning
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Ivan Pavlov – Classical conditioning
Terminology
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–
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Unconditioned Stimulus (UCS)
Conditioned Stimulus (CS)
Unconditioned Response (UCR)
Conditioned Response (CR)
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Phobias and Conditioning

Phobias are
irrational fears of
specific objects,
animals, or
situations
 People acquire
phobias through
conditioning
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3
Classical Conditioning
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A learning procedure in
which subjects make
associations between a
natural stimulus and a
neutral stimulus
Ivan Pavlov
Tuning fork/salivation
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4
The Experiment

A neutral stimulus
can replace a
natural stimulus if
it’s presented just
before that stimulus
 Food =
unconditioned
stimulus (US)
 Salivation =
unconditioned
response (UR)
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5
Other Terms

Conditioned stimulus
(CS) = tuning fork
 Salivation =
conditioned response
(CR)
 Conditioned
responses are
learned, not natural or
reflexive
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6
Demonstration of Pavlov’s Dog
http://www.youtube.com/watch?v=CpoLxEN54ho&feature=related
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Classical Conditioning: More Terminology
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Trial = pairing of UCS and CS
Acquisition = initial stage in learning
Stimulus contiguity = occurring together in time and space
3 types of Classical Conditioning
– Simultaneous conditioning: CS and UCS begin and end together
– Short-delayed conditioning: CS begins just before the UCS, end
together
– Trace conditioning: CS begins and ends before UCS is presented
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Classical Conditioning in Everyday Life
–
–
–
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Conditioned fears
Other conditioned emotional responses
Conditioning and physiological responses
Conditioning and drug effects
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Processes in Classical Conditioning
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Extinction
Spontaneous Recovery
Stimulus Generalization
Discrimination
Higher-order conditioning
Applications of classical conditioning – Pavlov
and persuasion
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Classical Conditioning
and Pleasant Response

Advertising
campaigns use
classical
conditioning
 Pairing a healthy,
young, pretty model
with a product
 John Watson
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Positive Emotions

A song on the radio
 Scent, fragrance, or
perfume
 Passing a bakery
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Applications: Drug Addiction
Withdrawal/“cold
turkey”
 Cues or triggers in
the environment
 Avoidance of cues
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Taste Aversions

John Garcia
explained the role of
classical
conditioning in
creating taste
aversions
 Timing/single
instance
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Taste Aversion: An Application

Aversions can have
survival benefits
 How to protect
sheep from coyotes
without killing the
coyotes
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Principles of
Classical Conditioning
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Acquisition of a conditioned response occurs
gradually
Timing is very important
The intensity of the US
Slide # 17
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Generalization

Occurs when a subject
responds to a second
stimulus similar to the
original (CS) without
any conditioning
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Discrimination
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The ability to respond differently to different stimuli
Generalization and discrimination are each a part of
everyday life
Slide # 19
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Extinction
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The gradual weakening and eventual disappearance
of a conditioned response
The response disappears but is not forgotten
(spontaneous recovery)
Reconditioning
Slide # 20
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XX 6.7
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John B. Watson

The case of
“Little Albert”
 Fear response
 Ethics
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XXX 6.8
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XX 6.10
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Operant Conditioning or Instrumental
Learning
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Edward L. Thorndike (1913) – the law of effect –
puzzle box and learning curve
B.F. Skinner (1953) – principle of reinforcement
– Operant chamber – “Skinner Box”
– Emission of response
– Reinforcement contingencies – antecedents, behaviors, and
consequences (ABC)
– Cumulative recorder – F 6.13b
– http://www.youtube.com/watch?v=AepqpTtKbwo&feature=related
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XX 6.12
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Figure 6.13 Skinner box and cumulative recorder
Basic Processes in Operant
Conditioning
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Acquisition
Shaping – animal examples
Extinction
Stimulus Control
– Generalization
– Discrimination
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Remote controlled rat
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XX 6.14
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Table 6.1 Comparison of Basic Processes in Classical and Operant Conditioning
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Reinforcement: Consequences that
Strengthen Responses
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Delayed Reinforcement
– Longer delay, slower conditioning
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Primary Reinforcers
– Satisfy biological needs
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Secondary Reinforcers
– Conditioned reinforcement
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Schedules of Reinforcement
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Continuous reinforcement
Intermittent (partial) reinforcement
Ratio schedules
– Fixed
– Variable
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Interval schedules
– Fixed
– Variable
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Schedules of reinforcement and everyday life – F
6.16
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XX 6.17
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Consequences: Reinforcement and
Punishment

Increasing a response:
– Positive reinforcement = response followed by rewarding
stimulus
– Negative reinforcement = response followed by removal of
an aversive stimulus
• Escape learning
• Avoidance learning
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Decreasing a response:
– Punishment
– Problems with punishment – third variable problem and
correlation between punishment and aggression – F 6.21
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XX 6.18
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XX 6.19
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XX 6.20
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Changes in Our Understanding of
Conditioning
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Biological Constraints on Conditioning
– Breland and Breland (1961) – misbehavior of organisms
– Instinctive Drift
– Conditioned Taste Aversion – Garcia & Koelling (1966) –
Figure 6.22
– Preparedness and Phobias
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Cognitive Influences on Conditioning
– Signal relations
– Response-outcome relations
– Latent learning – F 6.23
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Evolutionary Perspectives on learning
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XX 6.22
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Observational Learning: Basic
Processes

Albert Bandura (1977, 1986)
– Observational learning – F 6.24
– Vicarious conditioning
– Bandura, Ross, & Ross (1963) – featured study p. 261 –
262 – Figure 6.25
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4 key processes
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attention
retention
reproduction
motivation
acquisition vs. performance
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xxx 6.24
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Bandura, Ross, & Ross (1963)
featured study - p. 245 – 246 –
Figure 6.25
http://www.youtube.com/watch?
v=vdh7MngntnI&feature=related
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p. 245
Observational Learning and the
Media Violence Controversy
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Studies demonstrate that exposure to TV and
movie violence increases the likelihood of
physical aggression, verbal aggression,
aggressive thoughts, and aggressive emotions
The association between media violence and
aggression is nearly as great as the correlation
between smoking and cancer – F 6.26 – third
variable problem
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Figure 6.27. Comparison of the relationship between media violence and aggression to other correlations.
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Modify your own behavior?
Figures 6.28 and 6.29
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