Learning PP

1. LEARNING
AN INTRODUCTION TO CLASSICAL AND
OPERANT CONDITIONING

2. OBJECTIVE
• I can explain how learning occurs.
• I can explain how learning has impacted
my behavior.
• Essential Question: How does learning
occur and shape my behavior?

3. TODAY’S LEARNING
INTENTIONS
• We are learning about different theories about how
humans learn to behave.
• We should be able to use key terms about learning to help
explain a change in a person or animal’s behavior.
• This is because we want to be able to explain how our
environment impacts our behavior.

4. WARM UP
AGREE OR DISAGREE?

5. WHAT IS LEARNING?
• A long term change in behavior that is based on our
experiences.

6. THE BIOLOGY OF
LEARNING
• In the brain, learning occurs as we build neural pathways
based on your new experiences. As you practice those
skills/ideas/perceptions, those pathways are
strengthened.

7. BONICA’S DOGS

8. PAVLOV’S DOGS
• Pavlov was a Russian doctor studying the digestive
systems of dogs.
• One day, he realized that the dogs would begin to salivate
before they actually had food in front of them.
• He wondered, if the dogs could be taught to salivate
without the presence of food.

9. PAVLOV SIMUALATION
• Play the simulation to see if you can get the Dog to
salivate without the presence of food.
• Pavlov Simulation

10. PAVLOV’S DOGS
• Pavlov began to ring a bell before bringing the Dogs’
dinner to them.
• Dogs learned to associate the sound of the bell with the
anticipated food.
• He found that after a few weeks, dogs began to salivate at
the mere sound of the bell.

11. BEFORE
CONDITIONING
• Neutral Stimulus: A naturally occurring event that does
not lead to a particular behavior. (The Bell)
• Unconditioned Stimulus: A stimulus that leads to a
naturally occurring, reflexive response in the absence of
learning. (The Food)
• Natural Response: An untrained or reflexive response to a
stimulus in the absence of learning. (The Salvation)

12. CONDITIONING KEY
TERMS
• Paired Stimulus: The process of connecting a neutral
stimulus with that of an unconditioned stimulus. (Bell &
Meat)
• Conditioned Response: The process of demonstrating an
action associated with a new stimulus (salvation).
• Conditioned Stimulus: A new association between the
neutral stimulus with the conditioned response.

13. CLASSICAL
CONDITIONING
• A type of learning in which one learns to link two or more
stimuli and anticipate events.

14. BABY ALBERT
• Key Question: How does learning occur in humans
• Lil' Baby Albert Video

15. GENERALIZATION
• Baby Albert began to generalize his fear of white rats to
other furry and white objects.
• Generalization: The tendency to respond in the same way
to different but similar stimuli.

16. COMPLETING NOTES
• Work for the next three minutes to complete your notes
by…
• Checking with a neighbor to fill any pieces of information
that you may have missed.
• Write study questions in the side box.
• Highlight any key terms.
• Circle key ideas.
• Write questionmarks next to any areas that you still don’t
understand.

17. OPERANT CONDITIONING
• A type of learning in which behavior is
strengthened or diminished based on the
consequence of that behavior.

18. REINFORCEMENT
POSITIVE
REINFORCEMENT
• Something positive is
given.
• Gold Star
• Cookies
• Compliment
• Good Feelings
• Happiness
NEGATIVE
REINFORCEMENT
• Something negative is
taken away.
• No Homework
• No Chores
• Beeping in Car
• Crying child
Reinforcement: A consequence that makes a behavior more likely to
happen again.

19. WHEN REINFORCEMENT
WORKS
• Reinforcements work when they are…
• Immediate
• Continually reinforced
• Are intrinsically motivating
• Reinforcements can cause problems when they…
• Rely too heavily on extrinsic rewards.
• Are inconsistent

20. PUNISHMENTS
POSITIVE
PUNISHMENTS
• Giving an unpleasant
consequence.
• Extra Chores
• Traffic Ticket
• Physical Pain
NEGATIVE
PUNISHMENTS
• Taking away a pleasant
consequence.
• Detention
• Cell Phone Taken Away
• Bed without Dinner
Punishment: A consequence that makes a behavior less likely.

21. THE PROS & CONS OF
PUNISHMENT
• Punishments are most effective when they are…
• Appropriate and thoughtful
• Consistently enforced
• Enforced immediately following the behavior
• Helpful in teaching what to do.
• Not sources of additional wanted attention
• Punishment does not work when they are...
• Mindless or inappropriate
• Sources of anxiety, pain, rage, or fear
• Inconsistenly enforced
• Delayed
• Dependent on the presense of the enforcer
• Unclear or do not teach a lesson
• Sources of additional attention.

22. EXTINCTION
• Extinction is the disappearance of a
previously learned behavior when the
behavior is not reinforced.

23. COMPLETING NOTES
• Work for the next three minutes to complete your notes
by…
• Checking with a neighbor to fill any pieces of information
that you may have missed.
• Write study questions in the side box.
• Highlight any key terms.
• Circle key ideas.
• Write questionmarks next to any areas that you still don’t
understand.

24. CLASSICAL & OPERANT
CONDITIONING
• TedED: The Difference Between Classical & Operant
Conditioning

25. BIG BANG
CONDITIONING
Sheldon the Teacher
• What was Sheldon’s goal by giving chocolates?
• To what extent do you think Sheldon would be
successful in changing behavior in real life?
• Where have you seen similar techniques?
• What does this show about human behavior?

26. LEARNING SKITS
• Your team are a group of experts on learning that has been
hired by the Tualatin High School to improve their school
community.
• Each team will be assigned with a different problem within
our school that you are tasked with fixing using principles
from Classical & Operant Conditioning.
• Create a short demonstration skit that will help the school
put in place procedures to help make TuHS a better school.
• Identify the problem you are addressing.
• Demonstrate what steps should be taken to change the
behavior of TuHS students.
• Be creative & have fun.
• Be prepared to present.