Unit 1 Exam Review

1. Unit 1 Exam Review • Take a few minutes to review your exam. In a section of your notebook, take notes on the concepts/questions that you struggled with. • In addition, answer the following question: • When you signed up for this course, what did you think psychology would be all about? How has that changed since Unit 1? • Looking back over Unit 1, what learning strategies have you used to help you prepare for the Unit 1 exam? What might you do differently to better prepare you for the next exam?

2. How do we learn? Association A relatively permanent change in an organism’s behavior due to experience. (Behavior change cannot be explained on the basis of innate response tendencies, maturation, or temporary states of the subject – fatigue, drugs, etc) Learning We connect events that occur in sequence Why does Dentist = Pain?

3. Ivan Pavlov John B. Watson B. F. Skinner Types of Learning Classical Conditioning Operant Conditioning Observation “Forget the mind…” Psychology should based on observable behavior Albert Bandura Behaviorism

4. Types of Learning • Classical Conditioning – learning an association between two stimuli that the organism does not control (EX: a bell and food, a white rat and a loud noise, a product and a celebrity) • Behavior occurs as an automatic response (reflexive responding) to stimulus. (Stimulus  Behavior/Response) • Operant Conditioning – learning an association between a response (behavior) and its consequence (EX: studying hard and a high test-grade, bar pressing and food) • Action that operates on environment to produce rewarding or punishing stimulus – instead of simply reacting to stimuli (Behavior/Response  Stimulus) • Observational Learning – imitating the behavior of a role model

5. Learning By Observation Albert Bandura & the Bobo doll Both (+) and (-) actions can be learned by observing others

6. Observational Learning Bandura’s Bobo-Doll Experiments (1961-1963) http://www.youtube.com/watch?v=vdh7MngntnI • Study: 3-5 yr. old children in 4 experimental conditions: • 1) Live, aggressive model • 2) Filmed, aggressive model • 3) Cartoons with aggressive acts • 4) No exposure to aggression (control condition) • Results: Groups 1, 2 & 3 showed significantly greater no. of aggressive acts (i.e. hits against bobo doll) than the control condition

7. Observational Learning • Watch the video clip “Mirror Neurons” from NOVA scienceNOWand take notes on the following: • http://www.pbs.org/wgbh/nova/sciencenow/3204/01.html • What are mirror neurons? Explain the role that mirror neurons may play in how we understand and connect with each other. • Describe the experiment with the monkeys and what it suggests about mirror neurons • Describe the use and purpose of mirror neurons by humans • Describe the experiment involving pictures of different facial expressions and what it suggests about mirror neurons • The connection between mirror neurons and autism • How mirror neurons have enhanced humans' evolutionary process and survival success.

8. Mirror Neurons – set of brain cells that fires both when an animal acts and when the animal observes the same action performed by another. Thus, the neuron "mirrors" the behavior of the other, as though the observer were itself acting. Observational Learning • the neurons that "fire" when a monkey does an activity also "fire" when the monkey observes the activity, suggesting that neurologically doing and watching are the same. • humans use a similar "mirroring" response to translate what we see, so that we can relate to each other and the world. Mirror neurons tie us to each other's feelings as well as actions; thereby, potentially enhancing humans' evolutionary process and survival success y helping humans connect with and learn quickly from each other. • May be a connection between autism and mirror neurons, a developmental disorder that impairs language, communication and social interaction.

9. Observational Learning • Conclusions: • Learning can occur through observation and imitation (i.e. without conditioning or direct reinforcement) • Applications: • Parent’s role as models for children • http://www.youtube.com/watch?v=X_s9pG5CWXM&feature=related • Rodney Atkins “Watching You” http://www.youtube.com/watch?v=4K-wmQuWfrs • Ugly Kid Joe “Cats in the Cradle” http://www.youtube.com/watch?v=T3bht7S-3vI • Media violence: • fMRI studies: • Exposure to violent movies linked to brain area involved in the inhibition of aggressive impulses (lowered activation) • Violent video games: • Reduces sensitivity to violence and suffering of victims • Players more hostile, less forgiving and believe violence is “normal” • Can increase likelihood of aggression • Conversely, prosocial models can have positive effects • Prosocial video games: • Players get into fewer fights at school and found to be more helpful

11. Types of Conditioning Classical Process of associating two stimuli Operant Process of associating a response & its consequence Lightning Pulling candy machine lever Thunder Delivery of candy bar

12. Ivan Pavlov Classical Conditioning Short Biography 20 years studying digestive system 30 years studying learning 1904 Nobel Prize in Medicine Noticed that dogs would drool in anticipation of food. What were dogs thinking or feeling?

13. Ivan Pavlov Classical Conditioning What were dogs thinking or feeling? Pointless! Examine the phenomenon more objectively using Experiments!

14. Ivan Pavlov Classical Conditioning Will the dog learn to associate the arrival of food with a neutral stimulus (e.g., a bell)?

15. Classical Conditioning Terms Neutral Stimulus Unconditioned Response Unconditioned Stimulus Conditioned Response Conditioned Stimulus NS - bell UCR - drool in response to food (not learned) UCS - food (triggers drool reflex) CR - drool in response to sound of bell (learned) CS - sound of bell (triggers drool reflex)

20. Examples of Classical Conditioning • http://www.bukisa.com/videos/63827_the-pavlov-altoid-theory • The Office • NS (rebooting computer noise)  no response • UCS (altoid)  UCR (salivation/refreshes taste in mouth) • NS (rebooting computer noise) + UCS (altoid)  UCR (salivation/refreshes taste in mouth) • CS (rebooting computer noise)  CR (salivation/need to refresh taste in mouth)

21. Examples of Classical Conditioning • http://video.google.com/videoplay?docid=-8331168072486928717# • http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/ • Little Albert • NS (white rat)  no response • UCS (loud noise)  UCR (fear) • NS (white rat) + UCS (loud noise)  UCR (fear) • CS (white rat)  CR (fear)

22. Conditioning Processes • Acquisition – initial learning of the response • At first, the white rat by itself caused no special response. After repeated pairings of the white rat with the loud noise, the white rat by itself gradually became more and more likely to cause a learned response • Short-delayed conditioning – the NS begins just before the UCS and stops at the same time as the UCS • The white rat is presented just before the loud noise and is taken away as the loud noise ends.

23. Conditioning Processes • Extinction – decrease in CR without CS or unlearning a conditioned association • The learned response (fear) probably became less common after Little Albert left John Watson’s lab and the white rat was not presented with the loud noise

24. Conditioning Processes • Spontaneous Recovery – reappearance of the CR after some time period. Need additional extinction trials to breaks association completely • After extinction, the presentation of the white rat may still have caused a learned response (fear) following a long period in which the loud noise was not heard.

25. Conditioning Processes • Generalization – the tendency for organisms to respond similarly to similar stimuli as the CS. • Little Albert’s fear of anything white and furry.

26. Conditioning Processes • Discrimination – the ability to distinguish (discriminate) between the CS and other stimuli • Little Albert only being afraid of white rats – not brown rats or any other white animals.

27. Examples of Classical Conditioning • http://www.youtube.com/watch?v=HSCotdOh5WY • Food/Taste Aversion • NS (sight and taste of pickles)  no response • UCS (contamination/sickness)  UCR (aversion/disgust) • NS (sight and taste of pickles) + UCS (contamination/sickness)  UCR (aversion/disgust) • CS (sight and taste of pickles)  CR (aversion/disgust) • Conditioned Taste Aversion (Sauce Bernaise Phenomenon) – readily learn an aversion to the taste (not to the sight of the associated restaurant, the plates, people you are with), even if you got sick hours after eating the food • Violates the notion that for conditioning to occur, the UCS (sickness) has to immediately follow the NS/CS (food) • Biological Preparedness – degree to which biology has made it more easy or difficult to learn an association. Biological predispositions of each species dispose it to learn the particular associations that enhance its survival.

28. Psych Demonstration • Air Horn • NS (saying word “can”)  no response • UCS (horn/loud noise)  UCR (cringe/jump out of seat) • NS (saying word “can”) + UCS (horn/loud noise)  UCR (cringe/jump out of seat) • CS (saying word “can”)  CR (cringe/jump out of seat)

29. Other Examples of Classical Conditioning • Michigan Fight Song • http://www.youtube.com/watch?v=H-fc5os23mI • NS (Michigan Fight Song)  no response • UCS (being pinched)  UCR (cry) • NS (Michigan Fight Song) + UCS (being pinched)  UCR (cry) • CS (Michigan Fight Song)  CR (cry) • Slasher Movies • NS (violence)  no response • UCS (nude women)  UCR (sexual arousal) • NS (violence) + UCS ( nude women)  UCR (sexual arousal) • CS (violence)  CR (sexual arousal) • Advertising • NS (alcohol)  no response • UCS (lots of friends, attractive people people)  UCR (happy, desire) • NS (alcohol) + UCS (lots of friends, attractive people)  UCR (happy, desire) • CS (alcohol)  CR (happy, desire) • Politics • NS (politician) • UCS (apple pie)  UCR (feelings of warmth) • NS (politician) + UCS (apple pie)  UCR (feelings of warmth) • CS (politician)  CR (feelings of warmth)

30. Other Examples of Classical Conditioning • Every time you take a shower, someone in the house flushes the toilet causing the water to turn cold and you become cold. Now every time you hear a toilet flush, you get cold • NS (toilet flush)  no response • UCS (cold water)  UCR (feel cold) • NS (toilet flush) + UCS (cold water)  UCR (feel cold) • CS (toilet flush)  CR (feel cold) • Fred has a fluffy down pillow with some of the down sticking out of the fabric. When he first tries out the pillow, a piece of down tickles his nose and he sneezes. This happens every time he goes to bed. Soon he sneezes every time he lays down on any kind of pillow. • NS (pillow)  no response • UCS (down tickles nose)  UCR (sneeze) • NS (pillow) + UCS (down tickles nose)  UCR (sneeze) • CS (pillow)  CR (sneeze) • It is springtime and the pollen from the flowers causes you to sneeze. Soon you are sneezing every time you see a flower • NS (flower)  no response • UCS (pollen)  UCR (sneeze) • NS (flower) + UCS (pollen)  UCR (sneeze) • CS (flower)  CR (sneeze)

31. Other Examples of Classical Conditioning • In order to treat bedwetting, a pad that is sensitive to dampness is placed under sheets. When this pad becomes wet, it sounds an alarm and you wakeup. Eventually you don’t need the alarm to wake up, your bladder will wake you up • NS (full bladder)  no response • UCS (alarm)  UCR (wake up) • NS (full bladder) + UCS (alarm)  UCR (wake up) • CS (full bladder)  CR (wake up) • The smell of food makes you hungry. Soon every time you go into the kitchen, you feel hungry • NS (kitchen)  no response • UCS (smell of food)  UCR (hungry) • NS (kitchen) + UCS (smell of food)  UCR (hungry) • CS (kitchen)  CR (hungry) • When you see a scary movie, you always eat a box of thin mints. Now you find that eating a box of thin mints makes you feel scared. • NS (thin mints)  no response • UCS (watching a scary movie)  UCR (feeling scared) • NS (thin mints) + UCS (watching a scary movie)  UCR (feeling scared) • CS (thin mints)  CR (feeling scared)

32. Other Examples of Classical Conditioning • An MIT student spent an entire summer going to the Harvard football field every day wearing a black and white striped shirt, walking up and down the field ten or fifteen minutes throwing birdseed all over the field, blowing a whistle and then walking off the field. At the end of the summer, it came time for the first Harvard home football game, the referee walked onto the field and blew the whistle, and the game had to be delayed for a half hour to wait for the birds to get off of the field. The guy wrote his thesis on this and graduated. • NS (whistle/black-white striped shirt)  no response • UCS (birdseed)  UCR (birds eating) • NS (whistle/black-white striped shirt) + UCS (birdseed)  UCR (birds eating) • CS (referee blowing whistle and wearing black-white striped shirt)  CR (birds eating)

33. Examples of Classical Conditioning • http://www.youtube.com/watch?v=QO253RicE-E • http://www.youtube.com/watch?v=wwx-Q1tXlxM • Jaws • Note: This is an example of second order conditioning – a conditioned stimulus functions as it were an unconditioned stimulus.  • First Order: • NS (sharks)  no response (Easy to condition however due to sharp teeth and evolutionary predator cues our visual system processes) • UCS (Blood Carnage - pictures, images, stories)  UCR (fear) • NS (sharks) + UCS (carnage)  UCR (fear) • CS (sharks)  CR (fear) • Second Order: CS can become a new UCS • NS (soundtrack - Dudah!..... Dudah! Dudah!) • UCS (shark)  UCR (fear) • NS (soundtrack) + UCS (shark)  UCR (fear) • CS (soundtrack)  CR (fear)

34. Examples of Classical Conditioning • Drug Use • NS (syringe)  no response • UCS (drug)  UCR (bio change, creates pleasure) • NS (syringe) + UCS (drug)  UCR (bio change) • CS (syringe)  compensatory CR (prepares for bio change – reduce body’s normal amount of NT to prepare for extra NT by drug) • However, this is one reason for tolerance (need larger and larger amounts of the drug to feel the same effect and reasons for overdose – change scene or method, lose compensatory effect

36. Better Applications of Classical Conditioning Rats Snakes Enclosed Places Open Places Dirt Walrus Treatment of Phobias

37. Mrs. Walenga’s Phobia • Acquisition • NS (ocean)  no response • UCS (jelly fish sting)  UCR (pain/fear) • NS + UCS  UCR • CS (ocean)  CR (pain/fear) • Extinction • Systematic desensitization •  Generalization • Fear response to any ocean, any time of year, photos • Discrimination • Fear response is only to Gulf of Mexico at specific time of year • Spontaneous Recovery • Need numerous extinction trials to get rid of link

38. Classical Conditioning Behavior Therapies • Counter-conditioning – uses classical conditioning to evoke new responses to stimuli that are triggering unwanted behaviors • EX: Fear of being in a confined space, such as elevators • Pairs the trigger stimulus (elevator) with a new response (relaxation) • NS (elevator)  no response (response of fear at least) • UCS (listening to music)  UCR (relaxation/upbeat mood) • NS (elevator) + UCS (listening to music)  UCR (relaxation/upbeat mood) • CS (elevator)  CR (relaxation/upbeat mood) • Exposure Therapies – treats anxieties by exposing people (in imagination or actuality) to the things they fear and avoid. With repeated exposure, people can become less anxious to things that once petrified them. • Systematic Desensitization – associates a pleasant relaxed state with gradually increasing anxiety-triggering stimuli. • EX: Fear of public speaking • Construct a hierarchy of anxiety-triggering speaking situations, speaking up in a small group of friends to panic provoking situations, such as having to address a large audience • Next, using progressive relaxation, the therapist would train you to relax one muscle group after another, until you achieve a drowsy state of complete relaxation and comfort. • Therapist pairs each anxiety arousing situation on hierarchy with relaxation, until you can move to a real situation. • Virtual reality exposure therapy - anxiety treatment that progressively exposes people to simulations of their greatest fears virtually, such as airplane flying, spiders, or public speaking.

39. Classical Conditioning Behavior Therapies Counter-conditioning – uses classical conditioning to evoke new responses to stimuli that are triggering unwanted behaviors Aversive Conditioning - associates an unpleasant state (such as nausea) with an unwanted behavior (such as drinking alcohol)

40. Classical Conditioning Practice(pgs 28-29) 1. NS (dog bark)  no response UCS (bitten)  UCR (whimper) NS (dog bark) + UCS (bitten)  UCR (whimper) CS (dog bark)  CR (whimper) • NS (jar of pickles)  no response UCS (eating pickles)  UCR (salivate) NS (jar of pickles) + UCS (eating pickles)  UCR (salivate) CS (jar of pickles)  CR (salivate) • NS (mutton – sheep meat)  no response UCS (poison)  UCR (nausea) NS (mutton) + UCS (poison)  UCR (nausea) CS (sheep)  CR (fear because expect to get nauseous) 4 . NS (saccharine flavored water)  no response UCS (drug)  UCR (weakened immune system) NS (saccharine flavored water) + UCS (drug)  UCR (weakened immune system) CS (saccharine flavored water)  CR (weakened immune system)

41. Classical Conditioning Practice(pgs 30-31) • NS (song “tonight”)  no response UCS (popped eardrum)  UCR (pain) NS (song “tonight) + UCS (popped eardrum)  UCR (pain) CS (song “tonight” or any other song by Smashing Pumpkins)  CR (pain) illustrates generalization • NS (Mr. Williams)  no response UCS (yelled at)  UCR (nervous) NS (Mr. Williams) + UCS (yelled at)  UCR (nervous) CS (Mr. Williams)  CR (nervous) illustrates discrimination – only nervous when he sees Mr. Williams • NS (Pavlov)  no response UCS (lemonade mix)  UCR (salivate) NS (Pavlov) + UCS (lemonade mix)  UCR (salivate) CS (Pavlov)  CR (salivate) illustrates discrimination – only salivate at Pavlov’s name, not Watson’s or Skinner’s name • NS (Space Mountain)  no response UCS (ill)  UCR (queasy stomach) NS (Space Mountain) + UCS (ill)  UCR (queasy stomach) CS (Space Mountain or any other roller coaster)  CR (queasy stomach) illustrates generalization • NS (Abe)  no response UCS (love)  UCR (beating heart) NS (Abe) + UCS (love)  UCR (beating heart) CS (Abe – seeing him or seeing a picture of him)  CR (love) illustrates generalization – can see him or see a picture of him and her heart starts to beat

42. Different Types of Behavior ClassicalRespondentBehavior Behavior occurs as an automatic response to stimulus. Associating different stimuli that the organism does not control. OperantOperant Behavior Action that operates on environment to produce rewarding or punishing stimulus. Associating your behavior with its’ consequences (e.g., teaching a child to say “Please”) Fear response to a white beard Saying “Please” to elicit praise versus

43. Operant Conditioning • Discovering Psychology: Learning – start at 11:30 or 15:30. http://www.learner.org/vod/vod_window.html?pid=1529 • Take notes on the following: • B.F. Skinner’s beliefs about free will! • Psychology’s ABC’s • Skinner Box • Operant Conditioning

44. Operant Conditioning  Operant Behavior • Learning an association between a response (behavior) and its consequence (EX: studying hard and a high test-grade, bar pressing and food) • Action that operates on environment to produce rewarding or punishing stimulus – instead of simply reacting to stimuli (Behavior/Response  Stimulus) • Also called Instrumental Learning – learning is controlled by consequences • Based on Law of Effect - actions that were rewarded become more likely to occur and actions that were punished or not reinforced become less likely to occur (Behavior  Consequence  decrease or increase in behavior in future) • Acquisition is based on shaping - gradual rewarding the organism as it approaches the desired behavior. • Skinner’s ABCs

45. Operant Conditioning  Operant Behavior • Skinner’s ABCs • A (antecedent) = stimulus/environmental cues (situation) present at time of reinforcement. What is happening before behavior occurs? • B (behavior - accidental) • C (consequence) = reinforcement • D (determines the frequency of deliberate behavior in future) * Behavior is most likely to occur in situations similar to the one in which it has been reinforced

46. B. F. Skinner (1904-1990) E. L. Thorndike B. F. Skinner Skinner elaborated on Thorndike’s Law of Effect “Rewarded behavior is likely to reoccur” External influences, not internal thoughts & feelings, govern behavior.

47. Fave SubjectsRats & Pigeons FaveOperatusSkinner Box Fave ProcedureShaping Skinner’s Experiments Shaping Guiding current behavior toward some desired behavior through successive approximations

49. Principles of Reinforcement Reinforcer - any event that increases the frequency of the preceding event Positive Reinforcers Introduce (+) stimulus (e.g., food) Negative Reinforcers Remove (-) stimulus (e.g., electric shock) ReinforcersALWAYS strengthen behavior!

50. Operant Conditioning versus Punishment Matrix