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Warm Up

Warm Up. Set up new table of contents/title page for chapter 8 Warm Up Think of 3 things you have learned to hate and write down why you hate it/them. What stimuli has to be present for you to hate it/them and what is your response to that stimuli. Warm Up.

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Warm Up

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  1. Warm Up • Set up new table of contents/title page for chapter 8 • Warm Up • Think of 3 things you have learned to hate and write down why you hate it/them. What stimuli has to be present for you to hate it/them and what is your response to that stimuli

  2. Warm Up • Find a group of 2 or 3 to work with. YOU will be working with this group on several assignments and quizzes, so choose wisely • Pick up the 2 papers off of the front desk • Write down HW

  3. Classical conditioning and Pavlov • http://www.youtube.com/watch?v=hhqumfpxuzI • Classical conditioning and the office • http://vimeo.com/5371237 • http://www.youtube.com/watch?v=WfZfMIHwSkU • Classical Conditioning and Baby Albert • http://vimeo.com/17499814 • http://www.youtube.com/watch?v=0FKZAYt77ZM • Operant and Skinner • ://www.youtube.com/watch?v=I_ctJqjlrHA • Operant and Big Bang theory • http://vimeo.com/18823407 • http://www.youtube.com/watch?v=qy_mIEnnlF4 • Op. learning and single ladies • http://www.youtube.com/watch?v=kU9MuM4lP18 • Op Learning and BanduraBobo • http://www.youtube.com/watch?v=lCETgT_Xfzg

  4. Chapter 8 pt. 1: Learning and Classical Conditioning

  5. How Do We Learn? • Learning is defined as a relatively permanent change in an organism’s behavior due to experience (nurture). • Most learning is associative learning:learning that certain events occur together. • There are 3 main types of Learning: • 1. Classical Conditioning • 2. Operant Conditioning • 3. Observational Learning

  6. All Living Animals Learn Through Association

  7. Behaviorism focuses on Learning • John Watson is generally considered the father of behaviorism. • Behaviorism focused on: • Making psychology an objective science • Studying behavior without reference to mental processes (early behaviorists like Watson will ignore cognition but most recognize its importance today.)

  8. John Watson: the Father of Behaviorism Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief…. • Focused on external behavior • Believed Nurture was more important than nature.

  9. Type of Learning 1: Classical Conditioning (Pavlovian Conditioning) • Terms you must understand: • Unconditionedmeans it is unlearned and comes naturally.Ex: salivating when presented with food. • Conditionedmeans it is learned and the response does not come naturally. Ex: getting up when school bell rings. • Response:is a behavior done in response to the stimulus, like salivating. • Stimulus:external thing that may cause a behavior like a bell or food.

  10. Father of Classical Conditioning is Ivan Pavlov • Russian physician/ neurophysiologist • Was studying digestive enzymes in dogs when he accidentally realized the importance of associative learning which would consume his research for rest of his life.

  11. Classical Conditioning (Pavlovian Conditioning) • Classical Conditioningis a type of learning in which an organism comes to associate stimuli. Ex: tone and food. • Begins with a reflex which is unconditioned (unlearned) • A Neutral Stimulus is paired with a stimulus that evokes the reflex. • Eventually the neutral stimulus alone will come to evoke the reflex.

  12. Pavlov’s Classic Experiment

  13. Dog in Pavlov’s Apparatus

  14. Pavlov took an untrained dog in a harness. Pavlov sounded a tone at certain intervals and every time the tone sounded he gave the dog food. The dog salivated when given the food. After several intervals, Pavlov would sound the tone and the dog would salivate even before the food was given to him.

  15. BEFORE CONDITIONING

  16. During Conditioning

  17. After Conditioning The process leading up to this is known as acquisition

  18. Components of Classical Conditioning • Unconditioned Stimulus (UCS) • effective stimulus that unconditionally-automatically and naturally- triggers a response • Food in mouth • Unconditioned Response (UCR) • unlearned, naturally occurring automatic response to the unconditioned stimulus • salivation when food is in the mouth

  19. Components of Classical Conditioning • Conditioned Stimulus (CS) • previously neutral stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response • Tone • Conditioned Response (CR) • learned response to a previously neutral conditioned stimulus • Salivating to the tone

  20. An experimenter sounds a tone just before delivering an air puff to your eye. After several repetitions, you blink to the tone alone. • UCS • UCR • CS • CR

  21. Other Terms Pavlov Used To Describe Process of Conditioning 1. Acquisition 2. Extinction 3. Spontaneous Recovery 4. Generalization 5. Discrimination

  22. Acquisition and Extinction Acquisition:the initial stage of learning, during which a response is established and gradually strengthened. • When a neutral stimulus causes a conditioned response. • Tone = Salivation Extinction: the diminishing of a conditioned response. When bell no longer makes dog salivate.

  23. Spontaneous Recovery • Spontaneous Recoveryrefers to the reappearance, after a rest period, of an extinguished conditioned response.

  24. Generalization vs. Discrimination • Generalization:tendency for a stimuli similar to CS to evoke similar responses. Ex: doesn’t have to be same tone to make dog’s salivate…they generalize. • Discrimination:the ability to distinguish between a CS and other stimuli that do not signal an UCS. • Ex: dogs wouldn’t salivate to a whistle since it was too different from the tone.

  25. Effectiveness of Proper Conditioning • Conditioning works best when a Conditioned Stimulus is presented before a Unconditioned Stimulus which is called forward conditioning • Why do you think backwards conditioning (when Unconditioned stimulus is presented before conditioned stimulus) is usually ineffective?

  26. Other Examples of Classical Conditioning • John Watson conducted the Little Albert study in 1920 in which he attempted to modify the behavior of a 9 month old infant. Started with white rat which infant originally did not fear. • After experiment, Little Albert feared white rats, rabbits, Santa Claus, cotton wool, etc. • Generalization:

  27. UCS (passionate kiss) UCR (sexual arousal) CS (onion breath) UCS (passionate Kiss) UCR (sexual arousal) CS (onion breath) CR (sexual arousal) Other Examples of Classical Conditioning

  28. UCS (drug) UCR (nausea) CS (waiting room) UCS (drug) UCR (nausea) CS (waiting room) CR (nausea) Other Examples of Classical Conditioning: Nausea in Cancer Patients

  29. Criticism of Old School Behaviorists: They Ignore Cognition • Studies proved that subjects attitudes did matter when attempting to create conditioned responses in them. • Ex:½ told that being conditioned was wise, sensible, and intelligent while other half was told the reverse….positive instructions assisted conditioning while negative instructions undermined the process • Drugs

  30. Criticism of Old School Behaviorists: They Ignore Biological Predispositions • Watson and Pavlov believed any animal (including humans) could be conditioned where ANY neutral stimulus paired with a unconditioned stimulus could easily produce a conditioned response. • Proved wrong by taste aversion studies • Biology influences learning • Conditioning occurs easier with some stimuli than others • The response does not have to follow the stimuli immediately

  31. The biological predispositions of each species dispose it to learn the particular associations that enhance its survival

  32. Garcia’s Taste Aversion Studies • Set up experiment with rats. Exposed them to sights, sounds, and tastes (CS) and later also gave them radiation or drugs that led to nausea and vomiting (UCR). • Even if sickened hours later, rats avoided the particular flavor of water but did NOT develop aversions to the sights or sounds. • Taste Aversion became known as the “Garcia Effect.”

  33. Importance of Taste Aversion Studies 1.) Violated behaviorists principle that any stimulus could serve as a CS. • Flowers 2.) Shows that nature prepares the members of each species to learn those things crucial to their survival. 3.) Are exceptions to classical conditioning rules: UCS does not always have to follow CS immediately.

  34. Some Real World Applications of Classical Conditioning • 1.  Crack cocaine users feel craving when they encounter cues associated with highs (people, places, etc). So drug and rehab counselors advise them to steer clear of these places and people…make new friends, move. • 2.  Alcohol with drug that induces vomiting cut down drinking.

  35. Classical conditioning is especially useful for understanding which one of the following examples of learning? • A dog that has learned to “sit” for a food reward • A psych student who is learning how memory works • A child who, after a painful dental visit, has developed a fear of the dentist • An executive who is afraid that she will lose her job

  36. The responses in classical conditioning were originally • Innate reflexes • New behaviors • Premeditated behaviors • Random acts

  37. If you learned to fear electrical outlets after getting a painful shock, what would be the CS? • The electrical outlet • The painful shock • The fear • The time period between seeing the outlet and getting the shock

  38. Which of the following would be most likely to be an unconditioned stimulus (UCS) involved in classical conditioning? • Food • A flashing light • Music • Money

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