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Transcript
Classical Conditioning
Unit 7- Learning
Lesson 1
Objectives



Define learning and provide examples.
Identify John B Watson, BF Skinner, and
Ivan Pavlov.
Describe and apply the components of
classical conditioning.
Warm Up

Identify some of the
things you’ve learned
in the past few
months.
Learning


Learning IS…
A process leading to
relatively permanent
change in behavior.

Learning is NOT…

Reflex:


Simple, unlearned behavior
controlled by the ANS
Instinct:

Inborn, complex pattern of
behavior of a species
Behaviorists

John B. Watson

Behaviorism

Study of observable
behaviors

BF Skinner

Behavior influenced by
history of
consequences
Behavioral Psychology

Study of how our behavior results from
stimuli in the environment and within
ourselves. (Stimulus-Response Learning)
Classical Conditioning
 Operant Conditioning
Cognitive or Social Learning


Think-Pair-Share



“When I’m driving
and see a stoplight
turn red, I stop”
Stimulus – red light
Reaction – stop

Write down three
more conditioned
responses you do on
a daily basis.



Phone rings, pick it up
Bell rings, you switch
classes
Teacher asks ?, you
raise hand
Classical Conditioning


Stimulus in
environment triggers
response in subject.
Ivan Pavlov


(1849-1936)
Physiologist
researching digestion
in dogs
Activity



PsychSim 4.0 “Classical Conditioning”
This activity provides a review of Pavlov’s famous
experiment on the salivary response in dogs, as well as
the basic processes of classical conditioning: acquisition,
generalization, discrimination training, and extinction.
http://www.worthpublishers.com/kolb/content/psychsim/
index.htm
Pavlov’s Experiment

Before Conditioning (Pre-Learning)



During Conditioning (Learning)


Ring tuning fork (NS)  No response from dog
Food (UCS)  Dog salivates automatically (UCR)
Ring fork (NS)  Present food (UCS)  Salivation (UCR)
After Conditioning (Post-Learning)

Ring fork (CS)  Salivation (CR)
Think-Pair-Share

What other
conditioned stimuli
may have existed in
Pavlov’s experiment?
General Principles of C2

Acquisition


Generalization


Distinguishing between different stimuli
Extinction


Stimuli similar to CS cause CR
Discrimination


Time period it takes for NS to be associated with UCS
Disappearance of CR to CS
Spontaneous Recovery

Previously extinguished CR returns suddenly
Eye Blink Experiment

UCS – puff of air in eye
UCR – blink

NS – tone



CS – tone
CR – blink
Emotional Conditioning

John B. Watson




Prove human
emotional reaction was
result of conditioning
Fear, rage, sadness
Little Albert
http://video.google.com/videoplay?docid=8331168072486928717&q=Classical+Conditioning&
hl=en
Albert Activity




Set up experimental design.
Give examples of generalization in
experiment.
Cite criticisms of experiment
Identify ways researchers could help
Albert get over his fears.
Albert Answers
Before:
Rat  No Response
Loud noise  Fear
During:
Rat  Noise  Fear

Generalization:



Criticisms:

After:
Rat  Fear
Rabbit
Fur Coat

Screwed up kid
Didn’t fix him
Albert Answers

Fixing Albert’s Fears



Counter Conditioning: pleasant stimulus
presented with fear object, re-condition
Systematic Desensitization: gradually exposed
to fear-evoking stimuli in pleasant
circumstance
Flooding: exposed to fear stimulus until
response extinguished
Other Examples

Associate song with relationship…break
up, song makes you sad


Associate smells
Taste Aversion – Got sick eating spaghetti,
can’t eat it anymore