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Chapte r Introduction Section 1: Classical Conditioning Section 2: Operant Conditioning Section 3: Social Learning. Chapter Menu. Chapter Objectives · Section 1. Classical Conditioning.

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  1. Chapter Introduction Section 1: Classical Conditioning Section 2:Operant Conditioning Section 3:Social Learning Chapter Menu

  2. Chapter Objectives · Section 1 Classical Conditioning Describe classical conditioning, the learning procedure in which associations are made between a neutral stimulus and an unconditioned stimulus. Chapter Preview 1

  3. Chapter Objectives · Section 2 Operant Conditioning Explain how operant conditioning occurs when the consequences that follow a behavior increase or decrease the likelihood of that behavior occurring again. Chapter Preview 2

  4. Chapter Objectives · Section 3 Social Learning Discuss how social learning involves people making decisions and acting upon the information available to them. Chapter Preview 3

  5. Chapter Preview-End

  6. Main Idea People acquire certain behaviors through classical conditioning, a learning procedure in which associations are made between a neutral stimulus and an unconditioned stimulus. Section 1-Main Idea

  7. Vocabulary • classical conditioning • neutral stimulus • unconditioned stimulus (US) • unconditioned response (UR) • conditioned stimulus (CS) • conditioned response (CR) • generalization • discrimination • extinction Section 1-Key Terms

  8. Objectives • Describe the principles of classical conditioning. • Outline the techniques of classical conditioning. Section 1-Objectives

  9. A B C Have you exhibited any behavior related to conditioning in the past hour? A. Yes B.No C.Not sure Section 1-Polling Question

  10. Classical Conditioning • Classical conditioning is a learning procedure in which associations are made between a neutral stimulus and an unconditional stimulus. • Ivan Pavlov discovered this type of learning accidentally while using dogs to study the process of digestion. • Learning is a relatively permanent change in a behavioral tendency that results from experience. Classical Conditioning Experiment Section 1

  11. Classical Conditioning(cont.) • Neutral stimulus • Unconditioned stimulus (US) • Unconditioned response (UR) • Conditioned stimulus (CS) • Conditioned response (CR) Classical Conditioning Experiment Section 1

  12. A B C D Leaving class when the bell rings is best described as what? A.Neutral stimulus B.Unconditioned response C.Conditioned stimulus D.Conditioned response Section 1

  13. General Principles of Classical Conditioning • Acquisition of a classically conditioned response that occurs gradually and increases each time the CS and US are paired. • The timing of the association between the conditioned stimulus and the unconditioned stimulus also influences learning. Section 1

  14. General Principles of Classical Conditioning (cont.) • Pavlov also experimented with generalization and discrimination (using circles and ovals): • Generalization • Discrimination • Extinction Ivan Petrovich Pavlov Section 1

  15. General Principles of Classical Conditioning (cont.) • If a rest period is given following extinction, the CR may reappear when the CS is presented again but not followed by the US. • Such a spontaneous recovery does not bring the CR back to original strength, however. Section 1

  16. A B C D What explains a different response to foods that you like and foods that you dislike? A.Acquisition B.Generalization C.Discrimination D.Extinction Section 1

  17. Classical Conditioning and Human Behavior • John B. Watson and Rosalie Rayner used conditioning on a human infant in the case of Little Albert. • O. Hobart and Mollie Mowrer discovered a solution to bed-wetting by using classical conditioning. Examples of Common Conditioned Responses Section 1

  18. Classical Conditioning and Human Behavior(cont.) • Classical conditioning is an example of a behaviorist theory. • Behaviorism is the attempt to understand behavior in terms of relationships between observable stimuli and observable responses. • Behaviorists are psychologists who study only those behaviors that they can observe and measure. Classical Conditioning vs. Operant Conditioning Section 1

  19. A B C D If the sound of a tornado siren is the CS, what is the UR? A.A spinning funnel B.Freight train sound C.Distress D.Taking shelter Section 1

  20. Section 1-End

  21. Main Idea Operant conditioning occurs when the consequences that follow a behavior increase or decrease the likelihood of that behavior occurring again. Section 2-Main Idea

  22. Vocabulary • operant conditioning • reinforcement • primary reinforcer • secondary reinforcer • fixed-ratio schedule • variable-ratio schedule • fixed-interval schedule • variable-interval schedule • shaping • response chain • aversive control • negative reinforcement • escape conditioning • avoidance conditioning Section 2-Key Terms

  23. Objectives • Outline the principles of operant conditioning. • Describe applications of operant conditioning. Section 2-Objectives

  24. A B C Have you experienced operant conditioning? A.Yes B.No C.Not sure Section 2-Polling Question

  25. Operant Conditioning • Operant conditioning • The term operant is used because the subject operates on or causes some change in the environment. • The participant in operant conditioning must engage in a behavior in order for the programmed outcome to occur. Operant Conditioning Section 2

  26. A B C D What are some differences between classical and operant conditioning? A.how the experimenter conducts the experiment B.CS and US independent of the participant’s behavior C.engage in a behavior in order for the programmed outcome to occur D.UR is elicited Section 2

  27. Reinforcement • Burrhus Frederic Skinner is the psychologist most closely associated with operant conditioning. • He believed that most behavior is influenced by a person’s history of rewards and punishments. Section 2

  28. Reinforcement (cont.) • Reinforcement • Positive reinforcement occurs when something the animal wants is added after an action. • Negative reinforcement occurs when something unpleasant is taken away if the animal performs an action. Section 2

  29. Reinforcement (cont.) • A primary reinforcer is a stimulus that is naturally rewarding, such as food or water. • A secondary reinforcer is a stimulus, such as money, that becomes rewarding through its link with a primary reinforcer. Section 2

  30. A B C D Do you agree with the following statement “Extinction will occur if a dog does not receive his treat after shaking hands.” A.Yes B.No C.Not sure D.Sometimes Section 2

  31. Schedules of Reinforcement • Behavior that is reinforced every time it occurs is said to be on a continuous schedule of reinforcement. • When positive reinforcement occurs only intermittently, or on a partial schedule. • Ratio schedules are based on numbers of responses, while interval schedules are based on time. Section 2

  32. Schedules of Reinforcement (cont.) • Four basic methods, or schedules, of intermittent reinforcement have been studied: • Fixed-ratio schedule • Variable-ratio schedule • Fixed-interval schedule • Variable-interval schedule Partial Schedules of Reinforcement Section 2

  33. A B C D Which of the following is an example of a variable-interval schedule? A.Pop-quiz B.Bi-weekly paycheck C.Three strikes in baseball D.Sales commission Section 2

  34. Shaping and Chaining • Shaping • Response chain • Chains of responses are organized into larger response patterns. Section 2

  35. A B C D In order to teach a dog to shake which of the following would you use? A.Shaping B.Chaining C.Response chains D.Response patterns Section 2

  36. Aversive Control • Aversive control • Two ways in which unpleasant events can affect our behavior: • Negative reinforcement • Punishers—an unpleasant consequence occurs and decreases the frequency of the behavior that produced it. Section 2

  37. Aversive Control (cont.) • Two uses of negative reinforcement: • Escape conditioning • Avoidance conditioning Section 2

  38. Aversive Control (cont.) • Disadvantages: • Aversive stimuli can produce unwanted side effects such as rage, aggression, and fear. • People learn to avoid a person delivering the aversive consequences. • Punishment is likely to suppress, but not eliminate, bad behavior. • Punishment alone does not teach appropriate and acceptable behavior. Section 2

  39. A B C D Do you feel that punishment has any advantages? A.Very much so B.Somewhat C.Not very much D.Not at all Section 2

  40. Section 2-End

  41. Main Idea Social learning, consisting of cognitive learning and modeling, involves how people make decisions and act upon the information available to them. Section 3-Main Idea

  42. Vocabulary • social learning • cognitive learning • cognitive map • latent learning • learned helplessness • modeling • behavior modification • token economy Section 3-Key Terms

  43. Objectives • Cite the principles involved in cognitive learning and modeling. • Identify the principles of learning used in behavior modification. Section 3-Objectives

  44. A B C D How often do you engage in modeled learning? A.Very often B.Somewhat often C.Not very often D.Rarely or never Section 3-Polling Question

  45. Social Learning • Two types of social learning: • Cognitive learning • Modeling Section 3

  46. A B C D If you study hard for a test and still do poorly, how do you feel? A.Ready to study some more B.Glad the test is over C.Hopeless D.Depressed Section 3

  47. Cognitive Learning • Two examples of cognitive learning: • Latent learning • Cognitive maps Section 3

  48. Cognitive Learning (cont.) • Psychologists have shown that general learning strategies can affect a person’s relationship to the environment. • If a person has numerous experiences in which his or her actions have no effect, he or she may be taught a general strategy of learned helplessness. • Martin Seligman believes learned helplessness is a major cause of depression. Learned Helplessness Section 3

  49. Cognitive Learning (cont.) • When people are unable to control events in their lives, they respond in one of the following ways: • They may be less motivated to act and thus stop trying. • They may experience a lowered sense of self-esteem and think negatively about themselves. • They may feel depressed. Section 3

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