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Chapter 6

Chapter 6. Habituation & Respondent Learning. Recap: Reflexes as Universal I Behaviors. Hard - Wired Present at birth Do not need much experience Unlearned thus “Unconditioned” Reflex is not a behavior but stimulus-behavior relationship.

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Chapter 6

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  1. Chapter 6 Habituation & Respondent Learning

  2. Recap:Reflexes as Universal I Behaviors • Hard - Wired • Present at birth • Do not need much experience • Unlearned thus “Unconditioned” • Reflex is not a behavior but stimulus-behavior relationship

  3. Recap: Reflex as Unlearned Stimulus-Behavior Relationship • UnConditioned = Unlearned • Stimulus - environmental event • Behavior = Response - action of organism • UCS---------> CR

  4. Recap: Examples of Reflexes • Consummatory • Defensive • Social

  5. Consummatory Reflexes • Search

  6. Defensive Reflexes

  7. How Do Reflexes Change? • 1. Reflexes May Stay the Same • 2. Reflexes May Disappear • 3. Reflexes May Be Elicited by New Stimuli - Respondent Conditioning • 4. Reflexes May be Elaborated into New Behaviors - Operant Conditioning

  8. What is Learning? • Relatively permanent change in behavior that is due to experience • Change in behavior (in relation to environ. • Change is “relatively” permanent • Due to experience (not maturation)

  9. Selectionism - Learning as a Natural Process • Parallel to natural selection - phylogenic • Ontogenic contingencies - Learning • Variability • Selection • Retention

  10. The Evolutionary Significance of Learning • Natural selection - survival of species • Learning - survival of individual • Ontogenic Adaptability

  11. A Parallelism Between Evolution and Learning • Phylogenic Contingencies - • Natural Selection • Ontogenic Contingencies • Selection by Consequences • Learning

  12. Selectionism - Learning as a Natural Process • How does Learning Relate to Development? • Is Learning "A" process or "THE" process in development?

  13. Learning -- What Develops? • Stimulus-Response Relationships • Classifying Stimuli • Physical Stimulus Classes • Functional Stimulus Classes • Classifying Stimuli • Response Classes • Topography • Function • Classes mean Variability

  14. Types of Learning • Habituation • Respondent Learning • Operant Learning

  15. HabituationDefining Characteristics • Start with a reflex • UCS UCR • Repeated UCS lead to decrement in or elimination of responding • Not due to fatigue

  16. Habituation • UCS ---------> UCR • UCS ---------> UCR • UCS --------> UCR • UCS ---------> UCR • UCS --------> UCR • UCS (habituation) • UCS (habituation)

  17. Habituation • BANG -------> Jump • BANG!-------->Jump • BANG! -------->Jump • BANG! -------->Jump • BANG! • BANG!

  18. Respondent Learning • Nonhuman Studies • Infant Studies • Defining characteristics • Generalization • Discrimination • Respondent Extinction • Why study respondent learning? • Types of Behaviors

  19. Respondent LearningDefining Characteristics • Reflex • UCS----------->UCR • Neutral Stimulus • NS (Doesn’t elicit UCR) • With repeated pairings NS elicits Response • CS----------->CR

  20. Respondent Learning • NS UCS------------>UCR • NS UCS------------>UCR • NS UCS------------->UCR

  21. Respondent Learning (cont.) • NS UCS------------>UCR • NS UCS------------>UCR • CS --------------CR (Respondent Learning)

  22. Respondent Learning (e.g.) • CS(rat)----------->CR(fear) • UCS (Bang!) --------->UCR(fear)

  23. ExtinctionRepeated presentations of CS alone leads to disappearance of the CR to CS • CS-------->CR • CS-------->CR • CS-------->CR • CS-------->CR • CS-------->CR • CS • CS

  24. Generalization vs. Discrimination • Generalization • Other (unpaired) stimuli elicit CR • Discrimination • CR to some stimuli but not others

  25. Practical Problem with Extinction Escape or Avoidance • Systematic Densitization • Fear Hierarchy • Gradual Extinction • Counter Conditioning • Associate CS to an UCS which elicits an incompatible UCR • e.g. pair rabbit with candy • rabbit elicits similar response that candy does

  26. What Factors Influence Respondent Acquisition? • Order of Presentation • Forward or Delayed • Trace • Backward • NS ----->UCS Interval • Intensity of the UCS

  27. Forward or Trace Conditioning NS UCS------->UCR • Most effective

  28. Trace conditioning NS UCS------->UCR • Some effects

  29. Backward Conditioning UCS---------->UCR NS • Not effective • Serve as a control for sensitization

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