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Basics of Classical and Operant Conditioning

Learn about classical conditioning, including terminology and examples. Explore the principles and processes of operant conditioning. Discover applications of both types of conditioning in everyday life.

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Basics of Classical and Operant Conditioning

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  1. Chapter 6 Learning – 8th edition

  2. Learning • Learning • Classical conditioning • Operant/Instrumental conditioning • Observational learning • Ivan Pavlov – Classical conditioning • Terminology • Unconditioned Stimulus (UCS) • Conditioned Stimulus (CS) • Unconditioned Response (UCR) • Conditioned Response (CR)

  3. Phobias and Conditioning • Phobias are irrational fears of specific objects, animals, or situations • People acquire phobias through conditioning

  4. Classical Conditioning • A learning procedure in which subjects make associations between a natural stimulus and a neutral stimulus • Ivan Pavlov • Tuning fork/salivation

  5. The Experiment • A neutral stimulus can replace a natural stimulus if it’s presented just before that stimulus • Food = unconditioned stimulus (US) • Salivation = unconditioned response (UR)

  6. Other Terms • Conditioned stimulus (CS) = tuning fork • Salivation = conditioned response (CR) • Conditioned responses are learned, not natural or reflexive

  7. Demonstration of Pavlov’s Dog http://www.youtube.com/watch?v=CpoLxEN54ho&feature=related

  8. Classical Conditioning: More Terminology • Trial = pairing of UCS and CS • Acquisition = initial stage in learning • Stimulus contiguity = occurring together in time and space • 3 types of Classical Conditioning • Simultaneous conditioning: CS and UCS begin and end together • Short-delayed conditioning: CS begins just before the UCS, end together • Trace conditioning: CS begins and ends before UCS is presented • Classical Conditioning in Everyday Life • Conditioned fears • Other conditioned emotional responses • Conditioning and physiological responses • Conditioning and drug effects

  9. Processes in Classical Conditioning • Extinction • Spontaneous Recovery • Stimulus Generalization • Discrimination • Higher-order conditioning • Applications of classical conditioning – Pavlov and persuasion

  10. Classical Conditioning and Pleasant Response • Advertising campaigns use classical conditioning • Pairing a healthy, young, pretty model with a product • John Watson

  11. Positive Emotions • A song on the radio • Scent, fragrance, or perfume • Passing a bakery

  12. Applications: Drug Addiction • Withdrawal/“cold turkey” • Cues or triggers in the environment • Avoidance of cues

  13. Taste Aversions • John Garcia explained the role of classical conditioning in creating taste aversions • Timing/single instance

  14. Taste Aversion: An Application • Aversions can have survival benefits • How to protect sheep from coyotes without killing the coyotes

  15. Principles of Classical Conditioning • Acquisition of a conditioned response occurs gradually • Timing is very important • The intensity of the US

  16. Generalization • Occurs when a subject responds to a second stimulus similar to the original (CS) without any conditioning

  17. Discrimination • The ability to respond differently to different stimuli • Generalization and discrimination are each a part of everyday life

  18. Extinction • The gradual weakening and eventual disappearance of a conditioned response • The response disappears but is not forgotten (spontaneous recovery) • Reconditioning

  19. XX 6.7

  20. John B. Watson • The case of “Little Albert” • Fear response • Ethics

  21. XXX 6.8

  22. XX 6.10

  23. Operant Conditioning or Instrumental Learning • Edward L. Thorndike (1913) – the law of effect – puzzle box and learning curve • B.F. Skinner (1953) – principle of reinforcement • Operant chamber – “Skinner Box” • Emission of response • Reinforcement contingencies – antecedents, behaviors, and consequences (ABC) • Cumulative recorder – F 6.13b • http://www.youtube.com/watch?v=AepqpTtKbwo&feature=related

  24. XX 6.12

  25. Figure 6.13 Skinner box and cumulative recorder

  26. Basic Processes in Operant Conditioning • Acquisition • Shaping – animal examples • Extinction • Stimulus Control • Generalization • Discrimination • Remote controlled rat

  27. XX 6.14

  28. Table 6.1 Comparison of Basic Processes in Classical and Operant Conditioning

  29. Reinforcement: Consequences that Strengthen Responses • Delayed Reinforcement • Longer delay, slower conditioning • Primary Reinforcers • Satisfy biological needs • Secondary Reinforcers • Conditioned reinforcement

  30. Schedules of Reinforcement • Continuous reinforcement • Intermittent (partial) reinforcement • Ratio schedules • Fixed • Variable • Interval schedules • Fixed • Variable • Schedules of reinforcement and everyday life – F 6.16

  31. XX 6.17

  32. Consequences: Reinforcement and Punishment • Increasing a response: • Positive reinforcement = response followed by rewarding stimulus • Negative reinforcement = response followed by removal of an aversive stimulus • Escape learning • Avoidance learning • Decreasing a response: • Punishment • Problems with punishment – third variable problem and correlation between punishment and aggression – F 6.21

  33. XX 6.18

  34. XX 6.19

  35. XX 6.20

  36. Changes in Our Understanding of Conditioning • Biological Constraints on Conditioning • Breland and Breland (1961) – misbehavior of organisms • Instinctive Drift • Conditioned Taste Aversion – Garcia & Koelling (1966) – Figure 6.22 • Preparedness and Phobias • Cognitive Influences on Conditioning • Signal relations • Response-outcome relations • Latent learning – F 6.23 • Evolutionary Perspectives on learning

  37. XX 6.22

  38. Observational Learning: Basic Processes • Albert Bandura (1977, 1986) • Observational learning – F 6.24 • Vicarious conditioning • Bandura, Ross, & Ross (1963) – featured study p. 261 – 262 – Figure 6.25 • 4 key processes • attention • retention • reproduction • motivation • acquisition vs. performance

  39. xxx 6.24

  40. Bandura, Ross, & Ross (1963) featured study - p. 245 – 246 – Figure 6.25 http://www.youtube.com/watch?v=vdh7MngntnI&feature=related p. 245

  41. Observational Learning and theMedia Violence Controversy • Studies demonstrate that exposure to TV and movie violence increases the likelihood of physical aggression, verbal aggression, aggressive thoughts, and aggressive emotions • The association between media violence and aggression is nearly as great as the correlation between smoking and cancer – F 6.26 – third variable problem

  42. Figure 6.27. Comparison of the relationship between media violence and aggression to other correlations.

  43. Modify your own behavior? Figures 6.28 and 6.29

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