The document discusses several key concepts in learning psychology including: 1. Classical conditioning involves learning associations between stimuli through experiences, like Pavlov's dog experiment. 2. Operant conditioning involves learning through reinforcement or punishment of behaviors, as in Skinner's box experiments with rats. 3. Behaviorism views psychology objectively in terms of observable behaviors rather than internal mental states, as proposed by theorists like Watson and Skinner.

1. LEARNING CHP. 8

2. Learning Learning relatively permanent change in an organism’s behavior due to experience experience (nurture) is the key to learning

3. Association We learn by association Our minds naturally connect events that occur in sequence Aristotle 2000 years ago John Locke and David Hume 200 yrs ago Associative Learning learning that two events occur together two stimuli a response and its consequences

4. Association Learning to associate two events Event 1 Event 2 Sea snail associates splash with a tail shock Seal learns to expect a snack for its showy antics

5. Classical or Pavlovian Conditioning We learn to associate two stimuli Two related events: Lightning Stimulus 1 Thunder Stimulus 2 Result after repetition We see lightning Stimulus We wince anticipating thunder Response

6. Operant Conditioning We learn to associate a response and its consequence Response: Pushing vending machine button Consequence: Receiving a candy bar

7. Behaviorism John B. Watson viewed psychology as objective science generally agreed-upon consensus today recommended study of behavior without reference to unobservable mental processes not universally accepted by all schools of thought today

8. Classical or Pavlovian Conditioning Ivan Pavlov 1849-1936 Russian physician/ neurophysiologist Nobel Prize in 1904 studied digestive secretions

9. Pavlov’s Classic Experiment Before Conditioning During Conditioning After Conditioning UCS (food in mouth) Neutral stimulus (tone) No salivation UCR (salivation) Neutral stimulus (tone) UCS (food in mouth) UCR (salivation) CS (tone) CR (salivation)

10. Classical or Pavlovian Conditioning Pavlov’s device for recording salivation

11. Classical or Pavlovian Conditioning Classical Conditioning organism comes to associate two stimuli lightning and thunder tone and food begins with a reflex a neutral stimulus is paired with a stimulus that evokes the reflex neutral stimulus eventually comes to evoke the reflex

12. Classical or Pavlovian Conditioning Unconditioned Stimulus (UCS) effective stimulus that unconditionally-automatically and naturally- triggers a response Unconditioned Response (UCR) unlearned, naturally occurring automatic response to the unconditioned stimulus salivation when food is in the mouth

13. Classical or Pavlovian Conditioning Conditioned Stimulus (CS) previously neutral stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response Conditioned Response (CR) learned response to a previously neutral conditioned stimulus

14. Conditioning Acquisition the initial stage of learning, during which a response is established and gradually strengthened in classical conditioning, the phase in which a stimulus comes to evoke a conditioned response in operant conditioning, the strengthening of a reinforced response

15. Conditioning Extinction diminishing of a CR in classical conditioning, when a UCS does not follow a CS in operant conditioning, when a response is no longer reinforced

16. Classical or Pavlovian Conditioning Strength of CR Pause Acquisition (CS+UCS) Extinction (CS alone) Extinction (CS alone) Spontaneous recovery of CR

17. Classical or Pavlovian Conditioning Spontaneous Recovery reappearance, after a rest period, of an extinguished CR Generalization tendency for a stimuli similar to CS to evoke similar responses

18. Classical or Pavlovian Conditioning Discrimination in classical conditioning, the ability to distinguish between a CS and other stimuli that do not signal and UCS in operant conditioning, responding differently to stimuli that signal a behavior will be reinforced or will not be reinforced

19. Generalization Drops of saliva in 30 seconds 60 50 40 30 20 10 0 Hind paw Pelvis Shoulder Front paw Thigh Trunk Foreleg Part of body stimulated

20. Classical or Pavlovian Conditioning UCS (passionate kiss) UCR (sexual arousal) CS (onion breath) CS (onion breath) CR (sexual arousal) UCS (passionate Kiss) UCR (sexual arousal)

21. Nausea Conditioning in Cancer Patients UCS (drug) UCR (nausea) CS (waiting room) CS (waiting room) CR (nausea) UCS (drug) UCR (nausea)

22. Operant Conditioning Operant Conditioning type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment Law of Effect Thorndike’s principle that behaviors followed by favorable consequences become more likely and behaviors followed by unfavorable consequences become less likely

23. Operant Conditioning Operant Behavior complex or voluntary behaviors push button, perform complex task operates (acts) on environment produces consequences Respondent Behavior occurs as an automatic response to stimulus behavior learned through classical conditioning

24. Operant Conditioning B.F. Skinner (1904-1990) elaborated Thorndike’s Law of Effect developed behavioral technology

25. Operant Chamber Skinner Box soundproof chamber with a bar or key that an animal presses or pecks to release a food or water reward contains a device to record responses

26. Was Deborah a lab rat?

27. Operant Conditioning Reinforcer any event that strengthens the behavior it follows Shaping conditioning procedure in which reinforcers guide behavior toward closer approximations of a desired goal Successive Approximations reward behaviors that increasingly resemble desired behavior

28. Principles of Reinforcement Primary Reinforcer innately reinforcing stimulus satisfies a biological need Secondary Reinforcer conditioned reinforcer learned through association with primary reinforcer

29. Schedules of Reinforcement Continuous Reinforcement reinforcing the desired response each time it occurs learning occurs rapidly extinction occurs rapidly Partial Reinforcement reinforcing a response only part of the time results in slower acquisition greater resistance to extinction

30. Schedules of Reinforcement Fixed Ratio (FR) reinforces a response only after a specified number of responses faster you respond the more rewards you get different ratios very high rate of responding like piecework pay

31. Schedules of Reinforcement Variable Ratio (VR) reinforces a response after an unpredictable number of responses average ratios like gambling, fishing very hard to extinguish because of unpredictability

32. Schedules of Reinforcement Fixed Interval (FI) reinforces a response only after a specified time has elapsed response occurs more frequently as the anticipated time for reward draws near

33. Schedules of Reinforcement Variable Interval (VI) reinforces a response at unpredictable time intervals produces slow steady responding like pop quiz

34. Schedules of Reinforcement Variable Interval Number of responses 1000 750 500 250 0 10 20 30 40 50 60 70 Time (minutes) Fixed Ratio Variable Ratio Fixed Interval Steady responding Rapid responding near time for reinforcement 80

35. Punishment Punishment aversive event that decreases the behavior that it follows powerful controller of unwanted behavior

36. Problems with Punishment Punished behavior is not forgotten , it's suppressed- behavior returns when punishment is no longer eminent Causes increased aggression - shows that aggression is a way to cope with problems- Explains why aggressive delinquents and abusive parents come from abusive homes

37. Problems with Punishment Creates fear that can generalize to desirable behaviors, e.g. fear of school, learned helplessness, depression Does not necessarily guide toward desired behavior - reinforcement tells you what to do--punishment tells you what not to do- Combination of punishment and reward can be more effective than punishment alone Punishment teaches how to avoid it

38. Neg. Reinforcement vs Punishment Positive Reinforcement Time Out Punishment Negative Reinforce ment

39. Operant vs Classical Conditioning Extinction CR decreases when CS is Responding decreases when repeatedly presented alone. reinforcement stops. Classical Conditioning Operant Conditioning The Response Involuntary, automatic “Voluntary,” operates on environment Acquisition Associating events; Associating response with a CS announces UCS. Consequence (reinforcer or punisher). Cognitive Subjects develop expectation Subjects develop expectation that processes that CS signals the arrival of a response will be reinforced or UCS. Punished; they also exhibit latent learning, without reinforcement Biological Natural predispositions Organisms best learn behaviors predispositions contain what stimuli and similar to their natural behaviors; responses can easily be unnatural behaviors instinctively associated. drift back toward natural ones.

40. Cognition and Operant Conditioning Cognitive Map mental representation of the layout of one’s environment example- after exploring a maze, rats act as if they have learned a cognitive map of it Latent Learning learning that occurs, but is not apparent until there is an incentive to demonstrate it Ex.

41. Cognition and Operant Conditioning Overjustification Effect the effect of promising a reward for doing what one already likes to do the person may now see the reward, rather than intrinsic interest, as the motivation for performing the task

42. Mindful Learning Importance of cognitive process** Mindfulness - actively engaged in the present, sensitive to new things **increased competence, improved memory, fewer accidents Mindlessness - programmed to act according to the sense our behavior made in the past

43. 3 myths on ability to learn Basics should be learned so well they become second nature To pay attention to something we should hold it still and focus on it It is important to learn how to delay gratification

44. Observational Learning Observational Learning learning by observing and imitating others Modeling process of observing and imitating behavior Prosocial Behavior positive, constructive, helpful behavior opposite of antisocial behavior

45. Albert Bandura Influenced by Watson, Pavlov, & Skinner Theories blend of environmental influences with information processing(brain) & being shaped by the social situation Bobo doll experiment Overcoming phobias

47. The Adaptive Brain Discuss behavior using 3 components: Biological (DNA/Hormones) Psychological (mind & how we process information) Environmental (factors outside of ourselves) No simple answer for what makes us “tick”

48. Can you explain the supermarket tantrum? What behaviors maintain those tantrums? What behavioral principals would work best in extinguishing tantrum behaviors?

49. Group Assignment/Review “Treatment Plan” A smoking cessation module for heavy smokers A procrastination-prevention module for high school AP students A treatment module for aviatophobics (fear of flying) An anxiety-reducing module for young children who fear going to dentist (dentophobia); or A treatment module for compulsive shoppers who are mired in credit-card debts Include as many of the following terms/concepts as possible: habituation, classical conditioning, acquisition, extinction, stimulus generalization, discrimination, operant conditioning, reinforcement, punishment, reward, response cost, delay of gratification, shaping, token economy, modeling