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Learning!
Psychology
Ms. Rebecca
Do Now:
• What are some good
habits you have? Ex:
Brushing your teeth
after eating,
exercising, eating
healthy, doing
homework etc…
MtZ_dJwQ/SYvvRA0CxAI/AAAAAAAAAo8/Vw1igQ5G_MU/s
Learning
• Anything we are born
NOT knowing how to
do must be learned.
• Ex: reading, walking,
talking….
leplants.com/Schools-Education/thumbs/Schools-Education-Cartoonville-Le
How do we learn things?
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Many different ways:
Watching others
Reading books
Trying something
new….
ttp://www.wallpaperez.net/wallpaper/children/Childrens-Day-learn-696.jpg
Classical Conditioning
• We learn to do
something or not to
do something based
on a stimulus and a
response to that
stimulus.
Stimulus
• Something that
produces a reaction.
http://www.babble.com/CS/blogs/strollerderby/chocolate_chip-cookies.jpg
Response
• The reaction a person
or animal has to
something
(stimulus).
http://scott.club365.net/uploaded_images/drooling_homer-712749.gif
Another Example:
• You really like a song
on the radio. Every
time you hear that
song you feel happy
and you want to
dance.
http://images.paraorkut.com/img/pics/glitters/m/music-8762.jpg
Example Continued
• Stimulus: Music
• Response: feeling happy and wanting to
dance.
Classical Conditioning
• Learning to respond to a stimulus in a
certain way.
Example:
• When we eat food, it’s normal for our
mouths to produce saliva to digest the
food. This is NOT a learned behavior.
BUT
• It is NOT normal to
produce saliva when
we are simply
SMELLING food
because we don’t
need to digest smells.
http://s3.images.com/huge.2.13308.JPG
Classical Conditioning
• The reason that you drool or make saliva
when you smell delicious food is because
you are classically conditioned to do
this.
Classical Conditioning
• We have learned that
when we see and
smell delicious food
nearby, we will
probably get a chance
to eat it, which will
require saliva.
http://blog.americanfeast.com/images/eating-disorder.jpg
2 Stimuli become associated with
one another
• Stimulus 1: Smell of
food
• Stimulus 2: Eating
food
Ivan Pavlov Rings a Bell
• Dogs learned from
experience that when
Pavlov rang a bell,
they would be fed.
Ivan Pavlov Rings a Bell
• The dogs learned to salivate when they
heard the bell, because they associated
the bell with being fed.
Ivan Pavlov Rings a Bell
• Stimulus 1: Being Fed
• Response 1:
Salivating
• Stimulus 2: Bell
Ringing
• Response 2:
Salivating
http://www.big-dog-clothing.com/wp-content/uploads/2008/12/dog-food1.jp
But it’s not called
Stimulus/Response 1 and 2…
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Unconditioned Stimulus
Unconditioned Response
Conditioned Stimulus
Conditioned Response
• Note: Things that are conditioned must
be learned
Unconditioned Stimulus
• Stimulus that caused
as AUTOMATIC
response that doesn’t
need to be learned.
• Ex: When the dogs
were fed they
naturally salivated.
Unconditioned Response
• The response to an
unconditioned
stimulus.
• Ex: When the dogs
were fed they
naturally salivated.
Conditioned Stimulus
• Something that
normally doesn’t
cause the response it
causes AFTER
conditioning.
• Ex: The ringing of a
bell
Conditioned Response
• A learned response to a
stimulus that used to be
meaningless.
• Ex: The dogs salivating
after they hear a ringing
bell (Conditioned
Stimulus).
Adapting to the Environment
• Why is classical
conditioning
important in nature?
• It helps animals to
learn to survive in
their environment.
http://kecute.files.wordpress.com/2008/03/cat-attack.jpg
Adapting to the Environment
• Ex: A bunny learns to
run away when it
smells or sees cats
nearby.
/mjbmeister/SGcrKHNDKQI/AAAAAAAAH_w/zWA8DM9Wws0/s400/cat-paw-
Adapting to the Environment
• Humans may learn to
get out of the house if
they smell smoke,
even if they don’t see
fire.
Taste Aversion
• learned avoidance of
a certain type of food.
• Ex: You eat so much
ice cream you throw
up. You won’t want to
eat ice cream again
for a while.
Why are taste aversions
important?
• They can save lives!
Sometimes when
foods make us sick, it
is because they are
poison and we
shouldn’t eat them.
Ex: Alcohol!
http://www.brainandspinalcord.org/blog/wp-content/uploads/2009/10/alcoh
Extinction
• When a conditioned
stimulus no longer is
followed by an
unconditioned
stimulus, it will lose its
ability to create a
conditioned response.
http://www.lansing.lib.il.us/images/j0422315.jp
Ex:
• Conditioned Stimulus:
Your car alarm goes off
and it is stolen
• Conditioned Response:
You freak out whenever
you hear the alarm go off
on your NEW car
After a while
• You learn that the car alarm goes of ALL
THE TIME and it hasn’t been stolen in
YEARS.
• You stop freaking out when you hear the
car alarm. This is Extinction.
Same thing happened with the
dogs
• Pavlov stopped giving the dogs food after
he rang a bell.
• After a while, the dogs stopped salivating
when they heard the bell.
Spontaneous Recovery
• BUT Extinction may not last forever.
• For a few days, Pavlov did not ring the bell
AT ALL. THEN, he rang the bell and the
dogs salivated again. But not as much.
Spontaneous Recovery
• If your car alarm doesn’t go off for a long
time, and then suddenly it does, you may
freak out a little bit, even if your car hasn’t
been stolen.
Another example:
• Perfume or Cologne
of someone you
loved.
http://www.overstockdrugstore.com/product_images/c/012044007105.jpg
Generalization
• Responding the same way to stimuli that
are similar.
• Ex: If you throw up after eating a gallon of
chocolate ice cream you probably will
avoid other flavors of ice cream too in
addition to chocolate ice cream.
Discrimination
• BUT people still respond
differently to stimuli that are
NOT similar.
• Ex: You can’t eat ice cream for
a while but chocolate cake is
different enough from ice
cream to be ok to eat.
How does classical conditioning
help people?
• It can help people get over fears of things
and situations.
2 ways to help reduce fears:
• 1. Flooding
• 2. Systematic Desensitization
1. Flooding
• A person is forced to be
around the thing that they
fear.
• Ex: If you are afraid of
heights, you may be
forced to look out a 6th
story window until you
are no longer upset about
it.
Problem with flooding:
• People who are really
afraid of something would
HATE being forced to be
around the thing they
fear. It may be difficult to
get someone to face their
fear like that.
2. Systematic Desensitization
• People are taught ways to relax when
facing a fear. They are GRADUALLY
exposed to the things they fear while being
helped to relax.
Example:
• People who are afraid
of spiders may be
shown pictures of
spiders and are
helped to relax.
http://www.white-hat-web-design.co.uk/images/spider.jpg
Example continued
• Gradually they are shown real spiders at a
distance and helped to relax.
Example continued
• Finally, the spiders may be brought closer
and closer while using the same relaxation
techniques until the person is no longer
afraid.
Pros and Cons:
• Systematic
Desensitization is
easier for patients
than Flooding BUT it
can take a LONG
time.
http://school.discoveryeducation.com/clipart/images/clock.gif
Another way to get over a fear:
Counter conditioning
• A pleasant stimulus is
paired with something
someone is afraid of.
oakhurstveterinaryhospitalca.com/assets/faq/67/RESPONSESUBSTITUTIO
Counter conditioning example:
• A child who is afraid
of shots is given
candy while they are
at the doctor. The
good experience of
eating the candy my
cancel out the fear of
shots.
http://www.momlogic.com/images/pediatrician-candy-kid-270.jpg
Review Question
• Read the following situation and write
which parts are the:
• 1. Unconditioned Stimulus
• 2. Unconditioned Response
• 3. Conditioned Stimulus
• 4. Conditioned Response
Situation
• Whenever you see your boyfriend or
girlfriend you want to kiss them. You love
everything about them. You especially like
the way their perfume or cologne smells.
Eventually, just smelling the perfume or
cologne they wear makes you want to kiss
them.
Homework:
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Define the following vocabulary words in your notebooks:
Learning
Classical conditioning
Stimulus
Response
Pavlov
Unconditioned Stimulus
Unconditioned Response
Conditioned Stimulus
Conditioned Response
Taste Aversion
Extinction
Spontaneous Recovery
Generalization
Discrimination
Flooding
Systematic Desensitization
Counter Conditioning
Another type of learning:
Operant Conditioning:
Learning to do things
because of their
results.
Ex: You may learn to
study because when
you study you get
good grades.
http://www.personhoodpress.com/jalmarbooks/StudySkills.jpg
Different from Classical
Conditioning
• Because people have more control over
these behaviors.
• Studying is still a choice. Drooling when
you eat isn’t a choice and drooling when
you hear a bell isn’t a choice either.
B.F. Skinner’s birds
• Trained to peck target
for food.
http://flowstate.homestead.com/files/bfskinner.jpg
Reinforcement
• Something, like a
reward, that helps
increase the
frequency of a
behavior.
Reinforcement
• Ex: Dogs are
reinforced to do tricks
with treats
Different Types of Reinforcers
• Primary Reinforcers
• Secondary Reinforcers
Primary Reinforcers
• Reinforcement that works
because of the biological
NEEDS of a person or animal
• Ex: We need food, water,
shelter to survive. To don’t
need to be taught the
importance of these things.
Secondary Reinforcement
• Reinforcement that
has value that must
be learned over time.
• Ex: grades, money,
social approval,
attention
Positive and Negative
Reinforcement
• Positive
Reinforcement:
increases the
frequency of a
behavior when it is
given.
• Ex: good grades are
positive
reinforcement for
studying.
Negative Reinforcement
• Increases the frequency of a behavior
when it is taken away.
Ex of Negative Reinforcement
• Your mother always
complains that you
never talk to her. If
you e-mail her, she
stops complaining.
• Your mother NOT
complaining is the
negative
reinforcement for you
e-mailing her.
http://www.halfthedeck.com/images/Nagging%20Wife.jpg
Punishments
• Unwanted events that
DECREASE the
frequency of a behavior.
• If you get caught hitting
your brother, your parents
may take t.v. away. This
punishment is supposed
to decrease the
frequency of you hitting
your brother.
How is punishment different from
negative reinforcement?
• Punishment
DECREASES the
frequency of a
behavior.
• Negative
Reinforcement
INCREASES the
frequency of a
behavior by taking
something bad away.
Continuous and Partial
Reinforcement
• Continuous
Reinforcement:
When you give
reinforcement EVERY
time a desirable
behavior happens.
• Problem: This isn’t
always possible and
can get expensive!
http://scienceblogs.com/retrospectacle/upload/2007/01/FatDog.jpg
Partial Reinforcement
• Desirable behavior is
only reinforced
enough times to make
people want to repeat
it.
• Ex: Going to the
movies isn’t ALWAYS
awesome, but…..
http://www.bobo-movies.com/image/The_Pacifier.jpg
3 Types of Partial
Reinforcement
• Variable and Fixed
Interval Schedules
• Variable and Fixed
Ratio Schedules
http://www.geekologie.com/2007/12/10/imobile-watch-phone.jpg
Interval Schedule
• Fixed Interval Schedule:
• Reinforcement comes
after a certain amount of
time.
• Ex: You have a quiz
every Friday. You will be
reinforced to study each
week for that test.
Probably on Thursday.
http://www.cosmogirl.com/cm/cosmogirl/images/Kristensihzc6t0-med.jpg
Interval Schedule
• Variable Interval
Schedule
• Varying amounts of
time go by before you
are reinforced.
• Ex: Pop quizzes
http://www.yesweekly.com/imgs/hed/art552widea.jpg
Variable Interval Schedule
• Makes students more
likely to study EVERY
night because they
never know when the
next quiz will be.
http://home.comcast.net/~markthoma/Graphics/skipclass.jpg
Fixed Ratio Schedule
• A behavior must happen a certain number
of times before someone receives
reinforcement.
• Ex: Buy 3 sandwiches, get one free
Variable Ratio Schedule
• When the ratio of reinforcement randomly
changes.
• Ex: Slot Machines
• Sometimes you can win $20 after one try.
• Sometimes you play 50 times and you
only win $5
Extinction
• If reinforcement no
longer occurs, a
behavior may stop
happening.
• Ex: You stop passing
tests no matter how
much you study. SO,
you stop studying.
http://1.bp.blogspot.com/_lctXUx9NVYw/SV1YxedY_EI/AAAAAAAALtU/iKt51fcA_vU/s1600/nostudyin
Operant Conditioning in
Education:
• Classroom Discipline
• Learning
• Shaping
Shaping
• A way of teaching
complex things by
first teaching small
steps.
• Ex: Learning to ride a
bike
http://i.ehow.com/images/a04/ek/v4/training-wheels-work-800X800.jpg
Classroom Discipline
• In the classroom you are
given positive
reinforcement for
answering questions
right:
• Good job!
• Negative Reinforcement
for answering questions
right, take away
homework! 
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Cognitive Factors in Learning
•
What people and animals know because
of learning.
2 kinds of cognitive learning:
1. Latent Learning
2. Observational Learning
Latent Learning
• Learning that you
don’t think about
unless you need it.
• Ex: You have learned
where things in your
house are but you
don’t think about
where everything is
UNLESS you need to
find something.
http://sprinkledinpink.files.wordpress.com/2009/06/mg_9811.jpg
Observational Learning
• When we learn how
to do something by
watching another
person do it.
• Ex: Play a sport
http://www.redsevenexperiences.co.uk/images/products/81_1.jpg
Learning to Learn
• PQ4R
http://images.pearsoned-ema.com/jpeg/large/9780321099716.jpg
Homework:
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Define the following vocabulary words in your notebooks:
Operant Conditioning
reinforcement
Primary reinforcement
Secondary reinforcement
Positive reinforcement
Negative reinforcement
punishment
Continuous reinforcement
Partial Reinforcement
Fixed Interval Schedule
Variable Interval Schedule
Fixed Ratio Schedule
Variable Ratio Schedule
Extinction
Latent Learning
Observational Learning
PQ4R
Learning Project!
By the end of today you need to
show me:
• A Description of your problem
• 1 Main goal and 3 ways you are going to
work to reach that goal
• A definition for Operant Conditioning and
how you will use this type of conditioning
on yourself to reach your goal.
• A definition of reinforcement.
• A definition of schedule of reinforcement