2. ClassicalCond1.ppt
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This document discusses classical conditioning, including Pavlov's famous experiment with dogs. Classical conditioning is a learning process where associations are made between an unconditioned stimulus that elicits an innate response and a neutral stimulus. Eventually, the neutral stimulus comes to elicit the same response. Examples are given of how classical conditioning is used to train animals and explains concepts like generalization, discrimination, and extinction of conditioned responses. The document also discusses applications of classical conditioning to understanding phobias and behavior modification techniques.
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The document provides an overview of learning and different types of conditioning processes. It discusses classical conditioning, including Pavlov's experiments showing that dogs can learn to associate stimuli. Repeatedly pairing a neutral stimulus with food led dogs to eventually salivate to just the stimulus. Operant conditioning is also examined, focusing on how behaviors are strengthened or weakened based on consequences. Various applications of classical and operant conditioning in teaching are also outlined.
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1. The document summarizes key concepts in learning from classical and operant conditioning. It describes Pavlov's experiments with classical conditioning and key terms like the unconditioned stimulus, conditioned stimulus, and conditioned response.
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This document summarizes key concepts from Chapter 7 of the 9th edition of the psychology textbook by David Myers. It discusses three major types of learning: classical conditioning explored through Pavlov's experiments on dogs, operant conditioning studied using Skinner's experiments in operant chambers, and observational learning demonstrated by Bandura's Bobo doll experiment. Classical conditioning involves forming associations between stimuli, operant conditioning forms associations between behaviors and consequences, and observational learning occurs when behaviors are learned through observing others. The document also outlines concepts like acquisition, extinction, reinforcement schedules, and punishment in operant conditioning.
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This document summarizes different theories and experiments on how learning occurs. It discusses classical conditioning by Pavlov and operant conditioning by Skinner. It also covers observational learning through Bandura's Bobo doll experiment. Later sections extend these theories by considering cognition, biological constraints, and real-world applications of conditioning principles.
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Learning can be defined as a relatively permanent change in behavior or mental state arising from experience. Classical conditioning involves learning associations between stimuli through repeated pairing, such as Pavlov's dogs learning to salivate to a bell. Operant conditioning is a form of learning where behaviors are reinforced or punished to increase or decrease the likelihood of reoccurrence. Reinforcers that immediately follow a behavior are most effective at shaping learning. Cognitive factors like latent learning and observational learning also influence the learning process.
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Classical conditioning is a learning process discovered by Ivan Pavlov where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a new conditioned response. Pavlov's famous experiment involved ringing a bell before giving dogs food, causing the dogs to salivate in response to the bell alone. Classical conditioning involves three stages: before conditioning where the unconditioned stimulus produces an unconditioned response, during conditioning where the neutral stimulus is paired with the unconditioned stimulus, and after conditioning where the now conditioned stimulus elicits the conditioned response. This theory has implications for understanding reward, punishment, language learning, removing superstitions, developing attitudes, and using audiovisual aids in education.
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This document summarizes classical conditioning theory as described by Ivan Pavlov. It discusses Pavlov's experiments showing that a neutral stimulus can become associated with an unconditioned stimulus to elicit a conditioned response. Key aspects of classical conditioning are defined, including unconditioned stimulus, unconditioned response, conditioned stimulus and conditioned response. Examples of classical conditioning contributing to anxiety disorders are provided. Applications of classical conditioning principles in treatments like flooding, aversion therapy, and systematic desensitization are also summarized.
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The document provides an overview of learning and different types of conditioning processes. It discusses classical conditioning, including Pavlov's experiments showing that dogs can learn to associate stimuli. Repeatedly pairing a neutral stimulus with food led dogs to eventually salivate to just the stimulus. Operant conditioning is also examined, focusing on how behaviors are strengthened or weakened based on consequences. Various applications of classical and operant conditioning in teaching are also outlined.
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1. The document summarizes key concepts in learning from classical and operant conditioning. It describes Pavlov's experiments with classical conditioning and key terms like the unconditioned stimulus, conditioned stimulus, and conditioned response.
2. It then discusses Skinner's experiments on operant conditioning including concepts like shaping, reinforcement, and reinforcement schedules.
3. The summary also compares classical and operant conditioning, noting the differences in the associations formed in each type of learning.
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This document summarizes key concepts from Chapter 7 of the 9th edition of the psychology textbook by David Myers. It discusses three major types of learning: classical conditioning explored through Pavlov's experiments on dogs, operant conditioning studied using Skinner's experiments in operant chambers, and observational learning demonstrated by Bandura's Bobo doll experiment. Classical conditioning involves forming associations between stimuli, operant conditioning forms associations between behaviors and consequences, and observational learning occurs when behaviors are learned through observing others. The document also outlines concepts like acquisition, extinction, reinforcement schedules, and punishment in operant conditioning.
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Learning can be defined as a relatively permanent change in behavior or mental state arising from experience. Classical conditioning involves learning associations between stimuli through repeated pairing, such as Pavlov's dogs learning to salivate to a bell. Operant conditioning is a form of learning where behaviors are reinforced or punished to increase or decrease the likelihood of reoccurrence. Reinforcers that immediately follow a behavior are most effective at shaping learning. Cognitive factors like latent learning and observational learning also influence the learning process.
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Classical conditioning is a learning process discovered by Ivan Pavlov where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a new conditioned response. Pavlov's famous experiment involved ringing a bell before giving dogs food, causing the dogs to salivate in response to the bell alone. Classical conditioning involves three stages: before conditioning where the unconditioned stimulus produces an unconditioned response, during conditioning where the neutral stimulus is paired with the unconditioned stimulus, and after conditioning where the now conditioned stimulus elicits the conditioned response. This theory has implications for understanding reward, punishment, language learning, removing superstitions, developing attitudes, and using audiovisual aids in education.
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This document summarizes classical conditioning theory as described by Ivan Pavlov. It discusses Pavlov's experiments showing that a neutral stimulus can become associated with an unconditioned stimulus to elicit a conditioned response. Key aspects of classical conditioning are defined, including unconditioned stimulus, unconditioned response, conditioned stimulus and conditioned response. Examples of classical conditioning contributing to anxiety disorders are provided. Applications of classical conditioning principles in treatments like flooding, aversion therapy, and systematic desensitization are also summarized.
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Pavlov's experiment demonstrated classical conditioning, where a dog learns to associate food with the sound of a metronome through repeated pairings. Classical conditioning is a form of learning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. Pavlov showed that dogs could be conditioned to salivate in response to a previously neutral stimulus like a bell through repeated pairing with food. His findings established the basic principles of classical conditioning, including acquisition, extinction, spontaneous recovery, stimulus generalization, and discrimination. Classical conditioning forms the basis for explaining many types of learned behaviors and has applications in treating phobias and anxiety disorders.
6LearningRevised by Pauline Davey Zeece, University of.docx
6
Learning
Revised by Pauline Davey Zeece, University of Nebraska-Lincoln
Learning
Acquiring new and relatively enduring information or behaviors through experience
Associative learning: Learning that certain events occur together
Events may be two stimuli or a response and its consequences.
Cognitive learning: Acquisition of mental information by observing events, watching others, or through language
2
Forms of Conditioning
Classical conditioning
One learns to link two or more stimuli and anticipate events
Produces respondent behavior
Operant conditioning
One learns to associate an action and its consequence.
Produces operant behavior
Conditioning - A process of learning associations.
Stimulus: Any event or situation that evokes a response.
Respondent behavior: Behavior that occurs as an automatic response to some stimulus.
Operant behavior: Behavior that operates on the environment, producing consequences.
3
Figure 6.1 - Classical Conditioning
4
Figure 6.2 - Operant Conditioning
Retrieve and Remember 1
Why are habits, such as having something sweet with that cup of coffee, so hard to break?
ANSWER: Habits form when we repeat behaviors in a given context and, as a result, learn associations—often without our awareness. For example, we may have eaten a sweet pastry with a cup of coffee often enough to associate the flavor of the coffee with the treat, so that the cup of coffee alone just doesn’t seem right anymore!
6
Classical Conditioning
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Figure 6.3 - Pavlov’s Classic Experiment
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8
Classical Conditioning: Terms
Neutral stimulus (NS): Evokes no response before conditioning
Unconditioned stimulus (US): Unconditionally, naturally and automatically, triggers a response
Unconditioned response (UR): Unlearned and naturally occurring response to an unconditioned stimulus (US)
9
Conditioned Response and Conditioned Stimulus
Conditioned response (CR)
Learned response to a previously neutral but now conditioned stimulus
Conditioned stimulus (CS)
Irrelevant stimulus that triggers a conditioned response (CR) after association with an unconditioned stimulus (US)
Pavlov’s Experiments
Explored conditioning processes
Acquisition
Extinction
Spontaneous recovery
Generalization
Discrimination
Ivan Pavlov: “Experimental investigation…
should lay a solid foundation for a future true
science of psychology” (1927).
Retrieve and Remember 2
An experimenter sounds a tone just before delivering an air puff that causes your eye to blink.
After several repetitions, you blink to the tone alone.
What is the NS? The US? The UR? The CS? The CR?
ANSWERS: NS = tone before conditioning; US = air puff; UR = blink to air puff; CS = tone after conditioning; CR = blink to tone
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2) Several principles of classical conditioning are covered, such as acquisition, extinction, spontaneous recovery, stimulus generalization, and stimulus discrimination.
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This document provides an overview of learning theories including classical conditioning, operant conditioning, and observational learning. It summarizes key experiments and findings in these areas. For classical conditioning, it describes Pavlov's experiments with dogs and conditioning and key concepts like acquisition, extinction, generalization, and discrimination. For operant conditioning, it outlines Skinner's experiments with rats in operant chambers and concepts like shaping, reinforcement schedules, and punishment. It also discusses Bandura's experiments demonstrating observational learning in children through imitation of rewarded and punished behaviors.
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This document provides an overview of classical conditioning. It defines classical conditioning as a type of learning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. The document discusses Pavlov's famous experiments with dogs and the salivation response. It covers principles of classical conditioning like acquisition, extinction, generalization, and discrimination. Applications to behavior therapy and the neural basis are also mentioned.
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This document discusses several theories of learning, including:
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- Skinner's operant conditioning theory involving reinforcing or punishing behaviors to shape learning through rewards and punishments.
- Bandura's social learning theory which emphasizes how observation, modeling, and imitation of others influences learning behaviors and reactions. Bandura's experiments showed learning through observing consequences to others.
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1) The document discusses classical and operant conditioning, summarizing key experiments and findings. It describes Ivan Pavlov's classical conditioning experiments with dogs and salivation. 2) It also summarizes B.F. Skinner's operant conditioning experiments using operant chambers and reinforcement schedules to shape animal behaviors. 3) The document notes extensions of classical and operant conditioning theories to incorporate cognitive processes and biological constraints on learning.
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This document summarizes key concepts from Chapter 8 of Psychology (9th Edition) by David Myers regarding learning. It discusses three major types of learning: classical conditioning, operant conditioning, and observational learning. For classical conditioning, it describes Pavlov's experiments with dogs and conditioning and key concepts like acquisition, extinction, and generalization. For operant conditioning, it outlines Skinner's experiments with rats in operant chambers and concepts like reinforcement schedules, shaping, and punishment. It also discusses Bandura's bobo doll experiment regarding observational learning from models.
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The document discusses several learning theories related to health care practices, including behaviorist theory, cognitive theory, social theory, and motivation and needs theory. It provides details on behaviorist theory, which focuses on observable behaviors and stimulus-response conditioning. It also explains principles of classical conditioning, such as neutral stimuli, unconditioned stimuli, conditioned responses, and generalization. Systematic desensitization is discussed as a technique used to reduce fear and anxiety based on classical conditioning principles.
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Pavlov's experiment demonstrated classical conditioning, where a dog learns to associate food with the sound of a metronome through repeated pairings. Classical conditioning is a form of learning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. Pavlov showed that dogs could be conditioned to salivate in response to a previously neutral stimulus like a bell through repeated pairing with food. His findings established the basic principles of classical conditioning, including acquisition, extinction, spontaneous recovery, stimulus generalization, and discrimination. Classical conditioning forms the basis for explaining many types of learned behaviors and has applications in treating phobias and anxiety disorders.
6LearningRevised by Pauline Davey Zeece, University of.docx
6
Learning
Revised by Pauline Davey Zeece, University of Nebraska-Lincoln
Learning
Acquiring new and relatively enduring information or behaviors through experience
Associative learning: Learning that certain events occur together
Events may be two stimuli or a response and its consequences.
Cognitive learning: Acquisition of mental information by observing events, watching others, or through language
2
Forms of Conditioning
Classical conditioning
One learns to link two or more stimuli and anticipate events
Produces respondent behavior
Operant conditioning
One learns to associate an action and its consequence.
Produces operant behavior
Conditioning - A process of learning associations.
Stimulus: Any event or situation that evokes a response.
Respondent behavior: Behavior that occurs as an automatic response to some stimulus.
Operant behavior: Behavior that operates on the environment, producing consequences.
3
Figure 6.1 - Classical Conditioning
4
Figure 6.2 - Operant Conditioning
Retrieve and Remember 1
Why are habits, such as having something sweet with that cup of coffee, so hard to break?
ANSWER: Habits form when we repeat behaviors in a given context and, as a result, learn associations—often without our awareness. For example, we may have eaten a sweet pastry with a cup of coffee often enough to associate the flavor of the coffee with the treat, so that the cup of coffee alone just doesn’t seem right anymore!
6
Classical Conditioning
Pavlov’s experiments
Pavlov’s legacy
Figure 6.3 - Pavlov’s Classic Experiment
Pavlov presented a neutral stimulus (a tone) just before an unconditioned stimulus (food in mouth). The neutral stimulus then became a conditioned stimulus, producing a conditioned response.
8
Classical Conditioning: Terms
Neutral stimulus (NS): Evokes no response before conditioning
Unconditioned stimulus (US): Unconditionally, naturally and automatically, triggers a response
Unconditioned response (UR): Unlearned and naturally occurring response to an unconditioned stimulus (US)
9
Conditioned Response and Conditioned Stimulus
Conditioned response (CR)
Learned response to a previously neutral but now conditioned stimulus
Conditioned stimulus (CS)
Irrelevant stimulus that triggers a conditioned response (CR) after association with an unconditioned stimulus (US)
Pavlov’s Experiments
Explored conditioning processes
Acquisition
Extinction
Spontaneous recovery
Generalization
Discrimination
Ivan Pavlov: “Experimental investigation…
should lay a solid foundation for a future true
science of psychology” (1927).
Retrieve and Remember 2
An experimenter sounds a tone just before delivering an air puff that causes your eye to blink.
After several repetitions, you blink to the tone alone.
What is the NS? The US? The UR? The CS? The CR?
ANSWERS: NS = tone before conditioning; US = air puff; UR = blink to air puff; CS = tone after conditioning; CR = blink to tone
12
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Psychology . Classical Conditioning by Ivan Pavlov and Watson.
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This document provides an overview of classical conditioning. It discusses Ivan Pavlov's experiments showing that dogs could learn to associate a neutral stimulus like a tone with food. The tone would come to elicit salivation as a conditioned response. Key terms in classical conditioning are defined like unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. Pavlov's classic experiment is described demonstrating how classical conditioning works. Examples of classical conditioning in human contexts are also provided.
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1) Learning is defined as a relatively permanent change in behavior due to experience. It allows for more flexibility than genetically programmed behaviors.
2) There are different types of learning, including associative learning (connecting events), classical conditioning (associating a stimulus with a response), and operant conditioning (associating a behavior with a consequence).
3) Classical conditioning experiments by Pavlov demonstrated that a neutral stimulus could elicit a conditioned response through repeated pairing with an unconditioned stimulus. Operant conditioning experiments by Skinner showed that behaviors are strengthened or weakened by their consequences.
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1) The document discusses classical conditioning theory as proposed by Ivan Pavlov. It explains the key elements of classical conditioning including unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.
2) Several principles of classical conditioning are covered, such as acquisition, extinction, spontaneous recovery, stimulus generalization, and stimulus discrimination.
3) Pavlov's famous experiment with dogs is described, where he conditioned dogs to salivate when they heard a tone, based on its association with food.
Week 4 Behaviourism
This document discusses learning theories of behaviorism, including classical and operant conditioning. It summarizes the key experiments and concepts from theorists like Pavlov, Watson, Thorndike, and Skinner. Specifically, it describes Pavlov's classical conditioning experiment with dogs, Watson's classical conditioning experiment with Little Albert, and Thorndike's early experiments with puzzle boxes that helped establish the laws of exercise and effect related to operant conditioning.
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一模一样【微信：A575476】【布拉德福德大学毕业证（bradford毕业证）成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024Hector Del Castillo, CPM, CPMM
Time for an overhaul. Trainers and trainees unite!
The Silver Spring Leadership has spent the last six months collecting thoughts, ideas, and feedback on what our membership wants from the Chapter to help them on their PMI journey.
We've listened and now we're hosting a workshop during our June virtual meeting to give you our pitch and collect final feedback. Before we design our new page of resources we want to hear from:
Local, certified PMI trainers who teach PMI courses. We want to highlight you and provide your resources to our members.
Members and non-members who are new to PMI course work for certifications, or looking to start. We want to hear if our solution tackle the challenges we've heard you're facing.
Three of PMISSC's membership advocates will lead three discussions on the offerings we're rolling out and facilitate a discussion on your thoughts and desires in these areas. Register for the topic you would like to participate in.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.How to overcome obstacles in the way of success.pdf
Success is often not achievable without facing and overcoming obstacles along the way. To reach our goals and achieve success, it is important to understand and resolve the obstacles that come in our way.
In this article, we will discuss the various obstacles that hinder success, strategies to overcome them, and examples of individuals who have successfully surmounted their obstacles.
Learnings from Successful Jobs Searchers
Are you interested to know what actions help in a job search? This webinar is the summary of several individuals who discussed their job search journey for others to follow. You will learn there are common actions that helped them succeed in their quest for gainful employment.
一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理
原版办理【微信号:BYZS866】【美国西北大学毕业证(NWU毕业证书)】【微信号:BYZS866】《成绩单、外壳、雅思、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号BYZS866】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号BYZS866】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
体育博彩论坛-十大体育博彩论坛-体育博彩论坛|【网址🎉ac55.net🎉】
在体育博彩论坛，你会发现数之不尽的在线博彩机会，包括世界各地的精彩体育赛事以及绝佳的赔率。此外，体育博彩论坛还会为你提供诸如赌场、宾果和扑克等在线游戏以及各种各样的奖金优惠，包括体育博彩论坛的免费投注。无论你是忠实的足球迷，或者是二十一点的专业玩家，在这里都可以找到你最感兴趣的投注市场或游戏。
Connect to Grow: The power of building networks
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样
原版一模一样【微信：741003700 】【美国旧金山州立大学毕业证学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
A Guide to a Winning Interview June 2024
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
办理阿卡迪亚大学毕业证（uvic毕业证）本科文凭证书原版一模一样
原版一模一样【微信：741003700 】【阿卡迪亚大学毕业证（uvic毕业证）本科文凭证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
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2. ClassicalCond1.ppt
- 1. Conditioning I. Learning A. Any relatively permanent change in behavior as a result of practice or experience. Changes due to growth or maturation are not learning.
- 2. B. How do we learn?
- 3. C. How do we stimulate learning? 1. Rewards (operant conditioning) 2. Punishments 3. Classical conditioning
- 4. II. CLASSICAL CONDITIONING People (and animals) acquire certain behaviors through classical conditioning Learning process in which associations are made between an unconditioned stimulus and a neutral stimulus.
- 5. STIMULI Something that elicits a response. NEUTRAL STIMULUS: Initially does not elicit a response. UNCONDITIONED STIMULUS (UCS): elicits a predictable response w/o training. UNCONDITIONED RESPONSE (UCR): automatic or natural reaction to a stimulus w/o training
- 6. STIMULI cont. CONDITIONED STIMULUS (CS): elicits a response due to being paired with an UCS. CONDITIONED RESPONSE (CR): the learned reaction to a CS
- 8. Classical Conditioning - Ivan Pavlov A. Pavlov’s Dogs Experiment (US) Unconditioned Stimulus - food (UR) Unconditioned Response - saliva (NS) Neutral Stimulus - bell (CS) Conditioned Stimulus - bell (CR) Conditioned Response - saliva to bell
- 11. EXAMPLES OF CLASSICAL CONDITIONING Using electric wires to keep cows in a field UCS - Electric shock UCR - Jump back CS - wire CR - Stay away
- 12. ELECTRIC CAN OPENER / CATS UCS - food UCR - Run into the kitchen CS - Can opener CR - Run into the kitchen Dad C.C.
- 13. Classical Conditioning in the real (comics) world Jim & Dwight
- 14. John B. Watson & Baby Albert 1. Little Albert a. (US) - loud noise b. (UR) - fear, crying c. (NS/CS) - white rat d. (CR) - fear, crying
- 16. Taking classical conditioning a step further ✏ GENERALIZATION: Responding to a second stimulus similar to the original CS DISCRIMINATION: the ability to respond differently to different stimuli ✏ EXTINCTION: When the CR gradually dies out after the CS is repeatedly presented w/o the UCS SPONTANEOUS RECOVERY: When the CR reappears after a rest period following extinction.
- 17. What did Watson do after leaving academia? He got involved with advertising, using the principles of classical conditioning and applying them to getting consumers to buy certain products.
- 18. Classical Conditioning and Phobias B. Applications 1. Generalizations A. Phobias 2. Discrimination C. Behavior Modification 1. Immersion Therapy 2. Systematic Desensitization a. anxiety hierarchy b. biofeedback/relaxation
- 20. Cognitive Processes Early behaviorists believed that learned behaviors of various organisms could be reduced to mindless mechanisms. (cognition in rats and dogs does not play a role) Rescorla and Wagner (1972) disagreed Experimented with rats using tone, light (sometimes), and electric shock Rats feared the tone, but not the light, even though the light was always followed by a shock.
- 21. Cognitive Processes, cont. Treating alcoholics with classical conditioning Lace alcohol with nausea inducing drugs Patient knows to blame the nausea on the drug, not the alcohol Similar treatment has had limited success
- 22. Biological Predispositions Early researchers believed that the laws of learning were basically the same in all species. (any natural response could be conditioned to any neutral stimulus) Each species has predispositions that prepare it to learn the associations that enhance its survival. Rats develop taste aversions to poisoned bait Birds (that hunt by sight) develop aversions to the sight of tainted food Humans develop taste aversions to novel foods after getting sick. (not the restaurant, plates, people, or music)
- 23. Think, Write, Pair, & Share Three big ideas (at least one visual) Two connections (to me or prior learning) One question (or thing I am confused about)