Download Chapter 6 - learning

Learning
Our next chapter is on learning...
As high school seniors, if you could write to your past
self as a freshman entering high school, what advice
would you give yourself? Consider your experiences
thus far, the lessons you have learned, and the
situations you wish you had handled better or would
have preferred not to have experienced at all.
This entry MUST be at least ONE full page.
True or False
Becoming sick from eating a certain food can be
a genuine learning experience.
 If you are afraid of snakes, it may help to
surround yourself with them.
 Negative reinforcement is the same thing as
punishment.
 People who watch a lot of violence on television
are more likely to be violent themselves than
people who watch less violence on television.


http://www.learner.org/series/discoveringpsychology/08/e08expand.html

http://watchdocumentary.com/watch/discovering-psychology-episode-08learning-video_1f745f1c9.html
Why are A's better than B's?
Why
do certain old songs evoke a rush
of sensations that you used to feel back
when the song was popular?
Classical conditioning
Conditioning --> learning
 Stimulus --> something that produces a
response
 Response --> a reaction
 Learning that takes place when an
originally neutral stimulus comes to
produce a conditioned response
because of its association with an
unconditioned stimulus
 Wait, what????

Pavlov’s Experiments
Pavlov’s Experiments
Pavlov’s Experiments
Pavlov’s Experiments
Ivan Pavlov
Pavlov and the salivating dogs...
 Can dogs "learn" to salivate to ANY
stimulus that signaled meat or food?

Important concepts
Unconditioned stimulus (UCS) - a
stimulus that causes a response that is
automatic
 Unconditioned response (UCR) the automatic response
 Conditioned stimulus (CS) - a
stimulus that has come to elicit a CR
because it has been associated with the
UCS
 Conditioned response (CR) - a
learned response to a stimulus that was
previously neutral, or meaningless

Everyday applications of
Classical Conditions
Can openers
 Car alarms
 Scents

Key Concepts…
Acquisition – developing a new,
learned response
 Extinction - when a conditioned
stimulus is no longer followed by the
unconditioned stimulus, it will
eventually lose its ability to evoke the CR
 Spontaneous recovery - occurs when
a previously extinguished CR suddenly
reappears after a period of time

Continued...
Generalization - the act of
responding in the same ways to
stimuli that seem to be similar
 Discrimination - the act of
responding differently to stimuli that
are not similar to each other

CC & Cognition
Taste aversions - a learned
avoidance of a particular food
Little Albert!!!
Classical conditioning and
fears/habits
Flooding
 Systematic desensitization
 Counterconditioning

Crash Course Review
CC in Practice
 “Quiz” 
1. In Your own words, define UCS, UCR, CS, CR.
2. Develop a fear of teddy bears by using the principles of
classical conditioning.
Identify the UCS, UCR, CS, CR
3. What could be done to extinguish this fear?
Do Now: Review
Answer in your notebooks…
Describe Pavlov’s experiment by
identifying the four parts…UCS, UCR,
CS, CR.
2. Who was Little Albert?
3. What is generalization?
4. What does “conditioning” mean?
1.
Section 1 Review
Answer in your notebooks…
Describe Pavlov's experiment with dogs
using the following terms: UCS, UCR,
CS, and CR.
 Explain what is meant by extinction,
spontaneous recovery, generalization,
and discrimination in classical
conditioning.
 Define flooding, systematic
desensitization, & counterconditioning
in your notebooks!

Identify the UCS, UCR, CS, CR
1. Every time someone flushes a toilet in the
apartment building, the shower becomes very
hot and causes the person to jump back. Over
time, the person begins to jump back
automatically after hearing the flush, before the
water temperature changes.
 2. You eat a new food and then get sick because
of the flu. However, you develop a dislike for
the food and feel nauseated whenever you smell
it.
 3. An individual receives frequent injections of
drugs, which are administered in a small
examination room at a clinic. The drug itself
causes increased heart rate but after several
trips to the clinic, simply being in a small room
causes an increased heart rate.
 4. John Watson conducted an experiment with
a boy named Albert in which he paired a white
rat with a loud, startling noise. Albert now
becomes startled at the sight of the white rat.

Discussion...
How can we influence people's
behaviors?
 How do we increase/decrease the
occurrence of various behaviors?
 Provide 2 examples

Operant Conditioning
Actions
have consequences that can
either increase or decrease the
likelihood that the behavior will
reoccur.
Reinforcement
The process by which a stimulus
increases the chances that the
preceding behavior will occur again
 Primary reinforcers - food, water
 Secondary reinforcers - grades,
money, attention, social approval
 B.F. Skinner


http://www.youtube.com/watch?v=qy_mIEnnlF4
Is negative reinforcement and
punishment the same thing???
+ vs. Positive reinforcement - increases
the frequency of the behavior (most
effective for elementary-age children)

 Negative reinforcement increases the frequency of the
behavior by taking away something
bad

Punishment

Unwanted events that decrease the frequency of a
behavior

- does not teach alternate acceptable behavior

- tends to only work when guaranteed

- may try to leave situation than change behavior

- can create anger and hostility

- may be imitated as a way of solving problems

- sometimes accompanied by unseen benefits that
make the behavior more likely to be repeated
CC Review
ANSWER QUESTIONS IN NOTEBOOKS

1. Ivan Pavlov’s experiments with the salivating dogs yielded
information about …

2. What’s spontaneous recovery again???

3. In Ivan Pavlov’s experiment, what was the conditioned
stimulus?

4. A person’s mouth watering at the thought of a meal is a(n) …

5. In Watson’s experiment with “Little Albert,” Albert was
conditioned to fear not only white rats, but anything white and
furry. What is this an example of?
Schedules of Reinforcement
Continuous reinforcement reinforcement of a behavior every
time the behavior occurs
 Partial reinforcement – behavior
that is not reinforced every time;
behaviors tend to last longer if no
longer reinforced

Schedules...





Fixed interval - the first target response after a
fixed amount of time has passed is rewarded
Variable interval - varying amounts of time go by
between reinforcements (pop quizzes)
Fixed ratio - a fixed number of target responses
must be made before a reward is given
Variable ratio - the number of target responses
required for a reward changes (lottery tickets)
* extinction also occurs in operant conditioning
Answer on a separate sheet of
paper...
1. Explain the difference between
classical conditioning and operant
conditioning.
 2. Name four types of reinforcers.
 3. How are fixed schedules of
reinforcement different from variable
schedules?
 4. How do parents and teachers use
rewards and punishments to influence
behavior? Give an example of each.

Applications of Operant
Conditioning

Shaping - a
technique in which
successive
approximations of
a behavior are
reinforced
They see me
rollin’…
Latent Learning
Learning that is
hidden until it is
needed
 Cognitive maps
 Learning may not be
evident until
reinforcement is
given (Tolman’s
rats)

Observational Learning
 "Do
what I say not
what I do?"
 Albert Bandura
Dependent On…
 Attention
 Retention
 Ability
to reproduce
 Motivation
Who are your role models???
By the time you graduate…you have spent
more time watching TV than sitting in
school.
The average US student has
witnessed about 8000 murders and
well over 100,000 violent acts by
the end of elementary school.
Aggression can be learned through
observation. There is a
correlation... It is NOT a causeeffect relationship.
Section 3 Review
How might studying a cookbook for
fun be a form of latent learning?
 Provide an example of observational
learning that takes place in school.
 Has observation of violence through
the media affected YOUR behavior?

PQ4R Method
Based on ACTIVE LEARNING!
(handout!)
Journal #7 due Friday, March 27
1. What is your earliest memory?
Approximately how old were you?
Describe.
 2. What is your most memorable high
school memory?

DEBATE!!!
Is punishment an effective
method of discipline to modify
behavior???
Remember: If you are on the PRO or
CON side…be ready to present your side
with supporting evidence
Jury Members – 2 sources must be
summarized relating to either side of
the debate. Include source.