Principles of Learning

1. Principles of Learning

3. Learning Introduction • Learning –a relatively permanent change in an organism’s behavior due to experience. • Several types of learning exist. • We will look at four types of learning in Chpt 7: • Classical Conditioning; INVOLUNTARY behavior is determined by what PRECEDES it • Operant Conditioning; VOLUNTARY behavior is determined by the anticipation of something that FOLLOWS it. • Social Learning; OBSERVING others • Cognitive Approach; Emphasizes thought processes

4. Classical Conditioning Ivan Pavlov • Early 1900’s • Physiologist interested in how the digestive system works. • Began to study psychological processes. • His research on conditioning laid the groundwork for types of behavior therapy that would become important decades later.

5. Classical Conditioning • Associative learning—making a new association between events and/or objects in the environment. • Stimulus—anything that causes some type of reaction. • Response—this reaction caused by the stimulus. • Neutral Stimulus—has no effect on a particular response.

6. Classical Conditioning:The Elements of Associative Learning Ivan Pavlov Conditioning Trial: Salivation Test Trial: Salivation

7. Classical Conditioning:Definitions Unconditioned Stimulus (UCS): a stimulus that has the ability to produce a specified response before conditioning begins. (FOOD) Unconditioned Response (UCR): the response produced by the UCS. (SALIVATION PRODUCED BY FOOD) Conditioned Stimulus (CS): an initially neutral stimulus that comes to produce a new response because it is associated with the UCS. (BELL) Conditioned Response (CR): the response produced by the CS. (SALIVATION PRODUCED BY THE BELL)

8. Classical Conditioning Pavlov’s Dog Experiment NS + UCS  UCR Bell + Food  Salivation CS  CR Bell  Salivation

9. Classical Conditioning Personal Experiences and Examples • Number in your notebook 1 & 2 • Brainstorm with your partner to come up with two examples and write them in your notes. • Share with class

10. Practical Examples • There's someone you dislike who wears a certain perfume. Generally you wouldn't have a problem with smelling this perfume, although whenever you see this person, you smell it, and so your mind starts associating it with this unpleasant feeling. So from then on out, whenever you smell it, you immediately get this unpleasant feeling without any seemingly rational reason.

11. My cat comes running every time she hears a can being opened, because shes been classically conditioned (She's learned over time through her experiences) that a can being opened often means that she's about to get fed some fancy feast! If a cat who had never experienced the two stimuli paired together (opening can, getting food) they would not respond in the same way as my cat had.

12. When my boys were younger and got hurt, I would speak calmly and soothingly and give them a popsicle while I bandaged whatever injury they had incurred. When I took my son to our family doctor for his mandatory kindergarten check-up, he needed some immunizations as well. After the nurse gave him his first shot, he looked up at me and said, “Where’s my popsicle?”

13. Classical Conditioning • Write this in your notes: _________ + ________  ___________ NS UCS UCR __________ __________ CS CR

14. Classical Conditioning

15. Classical Conditioning computer + altoid mint  wants/needs mint NS UCS UCR computer  wants/needs mint CS CR

16. Classical Conditioning Famous Quote by John B. Watson • "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 beggarman and thief…”

17. Classical Conditioning John B. Watson • Psychologist • Studies classical conditioning in infants • Emotional Conditioning; emotions can be conditioned with associative learning principles (series of stimulus and response).

18. Little Albert Experiment

19. Classical Conditioning:Additional Principles Stimulus Generalization After a CR has been trained to a CS, that same CR will tend to occur withsimilar stimuli without further training; The greater the similarity, the stronger the response will be. Conditioning: Test for Generalization:

20. Classical Conditioning Stimulus Discrimination A subject responds to the CS but not to a similar stimulus because the CS was paired with a UCS but the similar stimulus was presented without the UCS. X

21. Classical Conditioning:Basic Principles Extinction After conditioning has taken place, repeatedly presenting the CS without the UCS will make the CR weaker and eventually make it disappear. X Following extinction, the CR reappears at reduced strength if the CS is presented again after a rest period.

22. Hand out worksheet

23. Little Albert Experiment Check Your Answers

24. Applying New Vocab. to Little Albert Experiment • If Little Albert practiced stimulus generalization, what would we expect to happen? • He might cry at the sight of similar objects (he did – rabbit, dog, sealskin coat, some rumors – Santa’s beard)

25. 2. How could we teach Little Albert to practice stimulus discrimination? • Continually expose him to stimuli similar to the rat, but only make the loud noise when exposing him to the rat

26. How could we help Little Albert’s conditioning reach extinction? • Continually expose him to a white rat without making the loud noise (unfortunately, this was never done because as soon as Little Albert’s Mom discovered what was happening, she took him and left.)

27. If Little Albert were still alive, his fear of white rats is likely to have been extinguished (no loud noise when he sees a rat). However, occasionally, when he sees a rat, he may find that his heart races for a second or two. What is this called? • Spontaneous recovery

28. Test Your Understanding