Download Classical Conditioning

Learning: Classical
Conditioning
Outline
Learning Overview
 Classical conditioning






Ivan Pavlov & his dogs
Watson
Terminology
Applications
Transitioning from
classical conditioning
to operant conditioning
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Learning Overview

Most “lowly” animals, like sea snails, behave by instinct
and are incapable of learning

With training, pigeons can be taught to tell the
difference between Bach and Stravinsky
Skinner pigeons
playing ping pong
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Learning Overview

What is Learning?


Relatively permanent change in behavior due to experience.
How do we know if learning has occurred?

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Observe changes in behavior
Ex. Exams
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Learning Overview

Psychologists study 3 types of learning



Classical Conditioning
Operant Conditioning
Observational Learning
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Classical Conditioning
Ivan Pavlov (1849-1936)
Ivan Pavlov
 Russian Physiologist
 Studied Digestion
 Won 1904 Nobel prize
 Famous (in psychology)
for his incidental study of
learning… “classical
conditioning”
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Classical Conditioning

Creation of an association between
two stimuli
FOOD
VOMIT
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Classical Conditioning

Unconditioned Stimulus (UCS)

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Stimulus that unconditionally (naturally) triggers a
response
Unconditioned Response (UCR)

The unlearned, naturally occurring response to the
unconditioned stimulus (UCS)
UCS
UCR
(bad bacteria,
flu bug, etc.)
(Vomit due to
bug)
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Classical Conditioning

Conditioned Stimulus (CS)


The originally neutral stimulus that comes to trigger a
conditioned response
Conditioned Response (CR)

The learned response to a previously neutral stimulus
(Conditioned Stimulus)
CS
(FOOD)
CR
(gagging)
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Classical Conditioning: Pavlov’s Dogs
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Classical Conditioning
Before Conditioning
UCS (food
in mouth)
UCR
(salivation)
During Conditioning
Neutral
stimulus
(tone)
No
salivation
After Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation)
CS
(tone)
CR (salivation)
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Classical Conditioning
Before Conditioning
UCS (food
in mouth)
UCR
(salivation)
During Conditioning
Neutral
stimulus
(tone)
No
salivation
After Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation)
CS
(tone)
CR (salivation)
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Classical Conditioning
Before Conditioning
UCS (food
in mouth)
UCR
(salivation)
During Conditioning
Neutral
stimulus
(tone)
No
salivation
After Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation)
CS
(tone)
CR (salivation)
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Classical Conditioning
Before Conditioning
UCS (food
in mouth)
UCR
(salivation)
During Conditioning
Neutral
stimulus
(tone)
No
salivation
After Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation)
CS
(tone)
CR (salivation)
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Classical Conditioning
John B. Watson
 Strict Behaviorist


Behavior only, no thoughts
Baby Albert Experiment
John Watson
(1878-1958)
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Baby Albert Experiment, 1920
“At approximately nine months of age we ran him through
the emotional tests that have become a part of our regular
routine in determining whether fear reactions can be
called out by other stimuli than sharp noises and the
sudden removal of support. In brief, the infant was
confronted suddenly and for the first time successively
with a white rat, a rabbit, a dog, a monkey, with masks
with and without hair, cotton wool, burning newspapers,
etc. At no time did this infant ever show fear in any
situation. The infant practically never cried. The test to
determine whether a fear reaction could be called out by a
loud sound was made when he was eight months, twentysix days of age. The sound was that made by striking a
hammer upon a suspended steel bar four feet in length
and three-fourths of an inch in diameter.”
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Baby Albert Experiment, 1920
“The child started violently, his breathing was checked
and the arms were raised in a characteristic manner. On
the second stimulation the same thing occurred, and in
addition the lips began to pucker and tremble. On the
third stimulation the child broke into a sudden crying fit.
This is the first time an emotional situation in the
laboratory has produced any fear or even crying in
Albert. We had expected just these results on account
of our work with other infants brought up under similar
conditions. It is worthwhile to call attention to the fact
that removal of support (dropping and jerking the
blanket upon which the infant was lying) was tried
exhaustively upon this infant on the same occasion. It
was not effective in producing the fear response.”
- Watson’s Journal
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Classical Conditioning
John B. Watson
 Strict Behaviorist

Behavior only, no thoughts

Baby Albert Experiment

Advertising
John Watson
(1878-1958)
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Classical Conditioning: Advertising
Classical Conditioning: Stages

Acquisition

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Initial learning stage
Association between neutral stimulus and UCS
Extinction

Diminishing of a CR usually because the UCS no
longer follows the CS
CS
(FOOD)
NOT
CR
(gagging)
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Classical Conditioning: Stages
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Classical Conditioning

Stimulus Generalization

Tendency to respond to stimuli similar to the
conditioned stimulus
White
Dog
White
Rabbit

Stimulus Discrimination

Fear
White
Beard
White
Rat
Learned ability to distinguish between a CS and other
stimuli that do not signal an UCS
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Classical Conditioning: Applications

Crack cocaine users

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Exposure Therapies
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Drug = UCS; High = UCR
Paraphernalia, people = CS
Craving = CR
Ex. PTSD, phobias
Immune system drugs
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Summary: Classical Conditioning

Ivan Pavlov



James Watson



Baby Albert Experiment
Advertising (examples)
Stages



Definition of terms (UCS, CS,
UCR, CR)
Pavlov’s dogs
Acquisition & Extinction
Stimulus Generalization &
Discrimination
Classical Conditioning:
Applications



Drug abuse
Exposure therapies
Immune system drugs
“I think Mom’s using the can
opener.”
Transitioning from Classical
Conditioning to Operant
Conditioning…
From Classical to Operant Conditioning

Classical conditioning can’t explain all learning

Mathematical learning (S-R) theories arose

Law of Effect:

Behaviors are influenced by their resulting effects
Reward
More Behavior
(stealing)
Behavior
(stealing)
Punishment
Less Behavior
(stealing)
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From Classical to Operant Conditioning

Classical Conditioning


Associations between two
paired stimuli (CS & UCS)
Operant Conditioning

Associations between
behaviors and resulting
events
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