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Learning Psychology
Bell Activity 3/22/2013
Learning Targets: At the
end of class you will be
able to-Define Classical
Conditioning
-Define and Identify the
Unconditioned Stimulus,
Unconditioned Response,
Conditioned Stimulus,
and Conditioned
Response
-Apply these terms to
different situations
1.)Explain, in a step-by-step
process, how to teach a
dog to shake hands.
2.) Work on Vocabulary
Reminder: TODAY is the
last day to make up tests for
units 1-4. The unit 5 Test
must be made-up by next
Thursday 3/28)
What is Learning?
Learning is a relatively permanent change
in a behavior tendency that results from
experience.
Classical Conditioning
Learning procedure in which
associations are made between a
neutral stimulus and an unconditioned
stimulus.
(Don’t worry, we’ll explain all of this in more detail a little later!)
Ex: Pavlov’s Dog
http://www.youtube.com/watch?v=hhqumfpxuzI
Classical Conditioning
 Neutral Stimulus (NS):
Stimulus that does not
initially elicit any part of
an unconditioned
response.
In Pavlov’s experiment, the
bell is the neutral
stimulus. Before the
experiment, the bell had
nothing to do with the dog
salivating
Classical Conditioning
 Unconditioned Stimulus
(US): An event that
elicits a certain
predictable response
without previous training
 Food was the US in the
experiment. Food
caused to dog to salivate
without any training
Classical Conditioning
 Unconditioned
Response (UR): An
organism’s natural
reaction to a stimulus
 The salivation was
the UR in the
experiment; This is an
automatic reflex the
dog has when he
smells food
Classical Conditioning
 Conditioned Stimulus: A once-neutral event that
elicits a response after a period of training in which it
has been paired with an unconditioned stimulus.
 Ex: The bell normally does not mean anything to the
dog. Now, the dog has
been taught, or
conditioned, to
associate
the sound
with food.
Classical Conditioning
 Conditioned Response: The learned action to
a conditioned stimulus
 This is the salivation that occurs in response to
the bell; There was
no prior relationship.
This is a learned
response.
Classical Conditioning: General Principles
 Acquisition of a
conditioned response
occurs gradually
 Connection strengthens
over time
 Timing also very
important; Most effective
when the CS was
introduced just before
the US
Classical Conditioning: General Principles
 Generalization: Animals responds to a stimulus
that is similar to the original CS.
 Ex: Dog responded to circle as well as oval;
Develop fear of the sound of a dentist’s
drill=fear of the sound of all drills
Classical Conditioning: General Principles
 Discrimination: The
ability to respond
differently to different
stimuli
 Ex: Taught dog to
respond differently to
the oval and the
circle.
Classical Conditioning: General principles
 Extinction: Gradual disappearance of a
conditioned response.
 Happens when a conditioned stimulus is
presented without the unconditioned stimulus
Classical Conditioning and Human
Behavior
Conditioning helps humans and animals
predict what is going to happen next.
Case of Little Albert
http://www.youtube.com/watch?v=FMnhyGo
zLyE
Taste Aversions: Common occurrence of
linking food to a bad experience
Can you think of other ways that we use
classical conditioning in everyday life?
Bell Activity 3/28/2013
Learning Targets: At the
end of class you will be
able to
-Apply knowledge of classical
conditioning to examples
-Define and describe operant
conditioning
-Create experiments to
illustrate classical and
operant conditioning
1.) What is classical
conditioning?
2.) In Pavlov’s experiment, what
was the conditioned stimulus?
3.) Do you think schools should
use capital punishment
(spanking) as a means to deter
bad behavior? Why or why
not?
The unit 5 Test must be
made-up by Today!!!
All projects must be
turned in by Today!!!!
Classical Conditioning
A Quick Review:
http://educationportal.com/academy/lesson/classicalconditioning.html
Classical Conditioning
..as explained by Frasier Crane
Watch the following clip and list the US,
UR, CS and the CR
http://www.youtube.com/watch?v=2c4_l2oe2
2U
Classical Conditioning in Advertising
Milk Ad
http://www.youtube.com/watch?v=1S9tCrq
b7sY
Coke Ad
http://www.youtube.com/watch?v=FZZJHL
_Vdjk
Pepsi Ad
http://www.youtube.com/watch?v=KOPPT
2wWGvQ
Classical Conditioning Experiment
You can either work alone or with A
partner
Create your own classical conditioning
experiment
Identify the US, UR,CS and CR
Classical Conditioning Summary
Write a paragraph summarizing classical
conditioning in your own words. Be sure
to include how it works as well as
terminology (US, UR, CS,CR).
Operant Conditioning: Big Bang Theory
http://www.youtube.com/watch?v=Mt4N9G
SBoMI
After viewing the clip, describe how you
think operant conditioning works
Operant Conditioning
Learning in which a certain action is
reinforced or punished, resulting in
corresponding increases or decreases in
occurrence
Operant Conditioning
 B.F. Skinner
psychologist most
closely associated
with operant
conditioning
 Believed a person’s
behavior is a result of
history of rewards and
punishments
 “Skinner Boxes”
Operant Conditioning
 Reinforcement: Stimulus
or event that increases
the likelihood that a
behavior will be repeated
 Give a positive reinforcer
when correct behavior is
exhibited.
 A negative reinforcer is
when something
unpleasant Is taken
away.
Operant Conditioning: Schedules of
Reinforcement
 More effective when
positive reinforcement
occurs intermittingly.
 Fixed-ratio schedule:
Reinforcement depends
on a specified quantity of
responses
 Variable-Ratio:
Unpredictable number of
responses required (slot
machines).
Operant Conditioning: Schedules of
Reinforcement
 Fixed-Interval: A
specific amount of
time must elapse
before a response will
illicit a reinforcement
 Variable-Interval: The
time which
reinforcement is given
changes
Operant Conditioning
Shaping: Desired behavior is molded by
first rewarding any action that is similar to
the desired behavior and requiring evercloser approximations of the desired
behavior
Chaining: Learned reactions that follow
one another in sequence. Each reaction
leads to the next. (Learning to swim)
Operant Conditioning: Aversive Control
Influencing behavior by using unpleasant
or unwanted stimuli
2 Types: Negative Reinforcement and
Punishers
Operant Conditioning: Aversive Control
 Negative Reinforcement: Removal of painful or
unwanted stimulus
Operant Conditioning: Negative
Reinforcement
 A painful or unpleasant
stimulus is removed in
order to increase the
frequency of behavior.
 Escape Conditioning: a
person’s behavior causes
an unpleasant event to
end
 Avoidance Conditioning:
behavior that prevents an
unpleasant situation from
happening
 Ex: A child whines and
gags while being forced
to eat meat loaf because
she doesn’t like it and the
parent removes the
meatloaf (escape)
 If the child whines as
soon as it comes out of
the oven and is not
served meatloaf
(avoidance)
Operant Conditioning: Punishment
 An unpleasant
consequence that
occurs to decrease
the frequency of a
behavior.
 Opposite of negative
reinforcement
 Ex: Reprimanding a
dog that jumps on
you.
Operant Conditioning: Disadvantages to
Punishment
Can produce unwanted side effects such
as rage, aggression and fear
People tend to avoid situations where they
experience punishments (stay away from
teachers who use aversive punishments)
Punishment does not teach appropriate
and acceptable behaviors
Operant
Conditioning:
Quick Review
http://www.youtube.com/watc
h?v=B8vIbuoktew
Assignments Today (4/3/2013)
 Complete Operant Conditioning Worksheet
 Read chapter 9 section3 and complete section
review questions on page 266 (#1-4)
 Test on Chapter 9 (Unit 6) on Friday April 5
Operant Conditioning: Assignment
Work in groups of 3-4 people.
Create an original skit that illustrates the
principles of classical conditioning
Everyone MUST be a part of the skit
Skits should last between 1-2 minutes and
show an understanding of the principles