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.
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.
1. Observational learning, also known as social learning or modeling, occurs when behavior changes as a result of observing others.
2. Albert Bandura's social learning theory emphasized that observational learning can occur without direct reinforcement or punishment - by observing models and the consequences of their behavior, people can learn new behaviors.
3. Observational learning involves four processes: attention, retention, motor reproduction, and motivation. By observing models, consequences, and one's own abilities, people determine which behaviors to adopt and perform.
The document discusses various principles of learning including conditioning and different types of learning. It defines learning as a relatively permanent change in behavior through experience or interactions with the environment. Conditioning involves associating environmental stimuli with behavioral responses. There are two main types of conditioning - classical conditioning which involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, and operant conditioning where behavior is learned through reinforcement or punishment of responses. Other types of learning discussed include cognitive, latent, and perceptual learning.
Learning involves relatively permanent changes in behavior due to experience. There are two main types of learning: classical conditioning and operant conditioning. Classical conditioning involves forming associations between stimuli, like Pavlov's dog experiment, while operant conditioning involves associating behaviors with consequences through reinforcement or punishment, as in Skinner's experiments. Both types of learning are important and observations also influence learning through imitation of models.
1. The document summarizes key concepts from Chapter 7 of Myers' Exploring Psychology textbook, which covers learning through classical and operant conditioning.
2. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, as demonstrated by Pavlov's experiments with dogs.
3. Operant conditioning is a type of learning where behavior is strengthened through reinforcement or weakened through punishment, as described by Thorndike's Law of Effect and elaborated on by B.F. Skinner's research.
4. Both types of learning involve associating stimuli and responses, but differ in whether responses are reflexive or voluntary behaviors that operate on the environment
The document provides an overview of classical and operant conditioning concepts. It defines classical conditioning and discusses Ivan Pavlov's experiments. It then explains various classical conditioning processes like acquisition, extinction, generalization, and discrimination. It also defines operant conditioning and discusses B.F. Skinner's experiments. It explains operant conditioning concepts like reinforcement, schedules of reinforcement, and punishment. It concludes by discussing observational learning research by Albert Bandura and applications of behaviorism.
learning (Developmental Psychology) by maghan dasMaghan Das
1) Learning occurs through association and is relatively permanent changes in behavior due to experience.
2) There are two main types of learning - classical conditioning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response, and operant conditioning where behaviors are strengthened or weakened through reinforcement and punishment.
3) Classical conditioning was demonstrated through Pavlov's experiment with dogs where they learned to associate a neutral stimulus like a bell with food. Operant conditioning was explored through Skinner and Thorndike's work showing behaviors are shaped by their consequences.
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.
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.
1. Observational learning, also known as social learning or modeling, occurs when behavior changes as a result of observing others.
2. Albert Bandura's social learning theory emphasized that observational learning can occur without direct reinforcement or punishment - by observing models and the consequences of their behavior, people can learn new behaviors.
3. Observational learning involves four processes: attention, retention, motor reproduction, and motivation. By observing models, consequences, and one's own abilities, people determine which behaviors to adopt and perform.
The document discusses various principles of learning including conditioning and different types of learning. It defines learning as a relatively permanent change in behavior through experience or interactions with the environment. Conditioning involves associating environmental stimuli with behavioral responses. There are two main types of conditioning - classical conditioning which involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, and operant conditioning where behavior is learned through reinforcement or punishment of responses. Other types of learning discussed include cognitive, latent, and perceptual learning.
Learning involves relatively permanent changes in behavior due to experience. There are two main types of learning: classical conditioning and operant conditioning. Classical conditioning involves forming associations between stimuli, like Pavlov's dog experiment, while operant conditioning involves associating behaviors with consequences through reinforcement or punishment, as in Skinner's experiments. Both types of learning are important and observations also influence learning through imitation of models.
1. The document summarizes key concepts from Chapter 7 of Myers' Exploring Psychology textbook, which covers learning through classical and operant conditioning.
2. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, as demonstrated by Pavlov's experiments with dogs.
3. Operant conditioning is a type of learning where behavior is strengthened through reinforcement or weakened through punishment, as described by Thorndike's Law of Effect and elaborated on by B.F. Skinner's research.
4. Both types of learning involve associating stimuli and responses, but differ in whether responses are reflexive or voluntary behaviors that operate on the environment
The document provides an overview of classical and operant conditioning concepts. It defines classical conditioning and discusses Ivan Pavlov's experiments. It then explains various classical conditioning processes like acquisition, extinction, generalization, and discrimination. It also defines operant conditioning and discusses B.F. Skinner's experiments. It explains operant conditioning concepts like reinforcement, schedules of reinforcement, and punishment. It concludes by discussing observational learning research by Albert Bandura and applications of behaviorism.
learning (Developmental Psychology) by maghan dasMaghan Das
1) Learning occurs through association and is relatively permanent changes in behavior due to experience.
2) There are two main types of learning - classical conditioning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response, and operant conditioning where behaviors are strengthened or weakened through reinforcement and punishment.
3) Classical conditioning was demonstrated through Pavlov's experiment with dogs where they learned to associate a neutral stimulus like a bell with food. Operant conditioning was explored through Skinner and Thorndike's work showing behaviors are shaped by their consequences.
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.
To learn is to acquire knowledge or skill. Learning also may involve a change in the attitude or behavior. Learning is the act of acquiring new or modifying and reinforcing,existing knowledge, behavior, skills, values or preferences.
Classical conditioning is a type of learning where an innate response becomes associated with a previously neutral stimulus. Through repeated pairing of the neutral stimulus with an unconditioned stimulus that elicits an innate response, the neutral stimulus comes to elicit a similar conditioned response. Some key aspects of classical conditioning include acquisition of the conditioned response through stimulus pairing, extinction which is the weakening of the conditioned response when pairing stops, and generalization and discrimination of stimuli. Phenomena like spontaneous recovery and inhibition provide evidence that extinction involves new inhibitory learning rather than erasure of the original association.
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.
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.
This document provides an overview of learning theories including classical conditioning, operant conditioning, and observational learning. It summarizes key experiments and findings from Ivan Pavlov on classical conditioning, B.F. Skinner on operant conditioning, and Albert Bandura on observational learning. The document outlines concepts such as acquisition, extinction, generalization, reinforcement schedules, and applications of these learning theories to behavior modification.
Learning involves relatively permanent changes in behavior or understanding that result from experience. There are two main types of learning - classical conditioning, where organisms learn to associate stimuli through repeated pairings, and operant conditioning, where behavior is modified by its consequences. Both types involve cognitive processes and can be influenced by observation, reinforcement schedules, attention, and other factors. Research on learning principles can help improve teaching methods and skill acquisition.
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.
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.
1) The study aimed to apply Pavlovian classical conditioning to everyday life in the Mizo population. Participants were shown a demonstration of Pavlovian conditioning and asked to provide examples from their own lives.
2) Several participants provided examples of learned associations forming between neutral stimuli and responses in daily routines, such as feeling hungry at 12:00pm from eating lunch daily at that time in university or expecting food upon hearing a bell that preceded meals at a hostel.
3) The investigator found that classical conditioning can be observed in everyday experiences across cultures, as the participants demonstrated conditioned responses to previously neutral stimuli without conscious awareness of the learned associations.
1. Learning is a relatively permanent change in behavior resulting from experience. There are three main types of learning: classical conditioning, operant conditioning, and observational/social learning.
2. In classical conditioning, organisms learn to associate stimuli through processes like Pavlov's dog experiment. In operant conditioning, behaviors are strengthened or weakened by their consequences, as shown through Skinner's experiments with reinforcement and punishment.
3. Observational learning involves learning new behaviors by watching others, as demonstrated by Bandura's Bobo doll experiment where children imitated an adult's aggressive behavior toward the doll.
This document summarizes key concepts in learning from classical and operant conditioning. It defines classical conditioning as a simple form of learning where a neutral stimulus becomes associated with an unconditioned stimulus through repeated pairing. Operant conditioning is defined as a form of learning where behaviors are reinforced or punished, influencing whether they are repeated. Different types of reinforcement schedules that can be used are described, including continuous, fixed interval/ratio, and variable interval/ratio schedules. Higher concepts in learning covered include shaping of behaviors, observational learning, and cognitive maps.
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.
There are two main types of learning: classical conditioning and operant conditioning. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, as shown through Pavlov's experiment with dogs. Operant conditioning is a form of learning where behaviors are modified by their consequences - behaviors followed by reinforcement increase in frequency while behaviors followed by punishment decrease. Key figures in operant conditioning research include B.F. Skinner and John Watson.
This document discusses classical conditioning and operant conditioning. Classical conditioning involves learning associations between stimuli through repeated pairing, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning refers to changing behavior through reinforcement or punishment of responses. The document provides examples of classical conditioning experiments conducted by Ivan Pavlov on digestion in dogs and John Watson on fear responses in a baby known as Little Albert. It also discusses applications of conditioning principles in shaping behaviors.
This PPT is for FYBSc students of University of Mumbai, Maharashtra, India, studying in course one semester II.
For further query you may email at sudesh_rathod@yahoo.co.in
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.
Pavlov accidentally discovered classical conditioning while studying digestion in dogs. He noticed that the dogs would salivate when they heard a bell, which he had previously rung before feeding them. Intrigued, Pavlov extensively studied this phenomenon whereby a neutral stimulus like a bell could become associated with an unconditioned stimulus like food and elicit the same response, salivation, even when presented alone. His experiments demonstrated that learning occurs through the association and pairing of stimuli and responses, forming the basis of classical conditioning theory.
This document discusses different perspectives on personality, including the psychoanalytic and humanistic perspectives. It describes Freud's psychoanalytic theory of personality, including the structures of the id, ego, and superego. It outlines Freud's psychosexual stages of development and defense mechanisms. It also discusses humanistic theories of personality like Maslow's concept of self-actualization and Rogers' view of an ideal self. The document provides an overview of core theories that seek to explain personality.
The document contains definitions and explanations of key terms related to learning and conditioning. It provides descriptions of concepts like observational learning, unconditioned responses, positive and primary reinforcers, shaping, acquisition, extinction, and classical and operant conditioning. Theories and experiments conducted by psychologists like Pavlov, Thorndike, Watson, Skinner, Bandura, Garcia, Rescorla, and Tolman are also referenced in explaining different principles of learning.
To learn is to acquire knowledge or skill. Learning also may involve a change in the attitude or behavior. Learning is the act of acquiring new or modifying and reinforcing,existing knowledge, behavior, skills, values or preferences.
Classical conditioning is a type of learning where an innate response becomes associated with a previously neutral stimulus. Through repeated pairing of the neutral stimulus with an unconditioned stimulus that elicits an innate response, the neutral stimulus comes to elicit a similar conditioned response. Some key aspects of classical conditioning include acquisition of the conditioned response through stimulus pairing, extinction which is the weakening of the conditioned response when pairing stops, and generalization and discrimination of stimuli. Phenomena like spontaneous recovery and inhibition provide evidence that extinction involves new inhibitory learning rather than erasure of the original association.
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.
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.
This document provides an overview of learning theories including classical conditioning, operant conditioning, and observational learning. It summarizes key experiments and findings from Ivan Pavlov on classical conditioning, B.F. Skinner on operant conditioning, and Albert Bandura on observational learning. The document outlines concepts such as acquisition, extinction, generalization, reinforcement schedules, and applications of these learning theories to behavior modification.
Learning involves relatively permanent changes in behavior or understanding that result from experience. There are two main types of learning - classical conditioning, where organisms learn to associate stimuli through repeated pairings, and operant conditioning, where behavior is modified by its consequences. Both types involve cognitive processes and can be influenced by observation, reinforcement schedules, attention, and other factors. Research on learning principles can help improve teaching methods and skill acquisition.
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.
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.
1) The study aimed to apply Pavlovian classical conditioning to everyday life in the Mizo population. Participants were shown a demonstration of Pavlovian conditioning and asked to provide examples from their own lives.
2) Several participants provided examples of learned associations forming between neutral stimuli and responses in daily routines, such as feeling hungry at 12:00pm from eating lunch daily at that time in university or expecting food upon hearing a bell that preceded meals at a hostel.
3) The investigator found that classical conditioning can be observed in everyday experiences across cultures, as the participants demonstrated conditioned responses to previously neutral stimuli without conscious awareness of the learned associations.
1. Learning is a relatively permanent change in behavior resulting from experience. There are three main types of learning: classical conditioning, operant conditioning, and observational/social learning.
2. In classical conditioning, organisms learn to associate stimuli through processes like Pavlov's dog experiment. In operant conditioning, behaviors are strengthened or weakened by their consequences, as shown through Skinner's experiments with reinforcement and punishment.
3. Observational learning involves learning new behaviors by watching others, as demonstrated by Bandura's Bobo doll experiment where children imitated an adult's aggressive behavior toward the doll.
This document summarizes key concepts in learning from classical and operant conditioning. It defines classical conditioning as a simple form of learning where a neutral stimulus becomes associated with an unconditioned stimulus through repeated pairing. Operant conditioning is defined as a form of learning where behaviors are reinforced or punished, influencing whether they are repeated. Different types of reinforcement schedules that can be used are described, including continuous, fixed interval/ratio, and variable interval/ratio schedules. Higher concepts in learning covered include shaping of behaviors, observational learning, and cognitive maps.
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.
There are two main types of learning: classical conditioning and operant conditioning. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, as shown through Pavlov's experiment with dogs. Operant conditioning is a form of learning where behaviors are modified by their consequences - behaviors followed by reinforcement increase in frequency while behaviors followed by punishment decrease. Key figures in operant conditioning research include B.F. Skinner and John Watson.
This document discusses classical conditioning and operant conditioning. Classical conditioning involves learning associations between stimuli through repeated pairing, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning refers to changing behavior through reinforcement or punishment of responses. The document provides examples of classical conditioning experiments conducted by Ivan Pavlov on digestion in dogs and John Watson on fear responses in a baby known as Little Albert. It also discusses applications of conditioning principles in shaping behaviors.
This PPT is for FYBSc students of University of Mumbai, Maharashtra, India, studying in course one semester II.
For further query you may email at sudesh_rathod@yahoo.co.in
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.
Pavlov accidentally discovered classical conditioning while studying digestion in dogs. He noticed that the dogs would salivate when they heard a bell, which he had previously rung before feeding them. Intrigued, Pavlov extensively studied this phenomenon whereby a neutral stimulus like a bell could become associated with an unconditioned stimulus like food and elicit the same response, salivation, even when presented alone. His experiments demonstrated that learning occurs through the association and pairing of stimuli and responses, forming the basis of classical conditioning theory.
Similar to Chapter 6 Learning- descriptive.pptx (20)
This document discusses different perspectives on personality, including the psychoanalytic and humanistic perspectives. It describes Freud's psychoanalytic theory of personality, including the structures of the id, ego, and superego. It outlines Freud's psychosexual stages of development and defense mechanisms. It also discusses humanistic theories of personality like Maslow's concept of self-actualization and Rogers' view of an ideal self. The document provides an overview of core theories that seek to explain personality.
The document contains definitions and explanations of key terms related to learning and conditioning. It provides descriptions of concepts like observational learning, unconditioned responses, positive and primary reinforcers, shaping, acquisition, extinction, and classical and operant conditioning. Theories and experiments conducted by psychologists like Pavlov, Thorndike, Watson, Skinner, Bandura, Garcia, Rescorla, and Tolman are also referenced in explaining different principles of learning.
The document defines and describes various cognitive biases, heuristics, concepts and terms related to thinking, problem solving, language and communication. Specifically, it provides definitions for concepts like heuristics, algorithms, insight, cognition, confirmation bias, functional fixedness, prototype theory and more. It also defines linguistic terms like morpheme, phoneme, grammar and describes stages of language development in children.
This document provides an overview of cognition, including concepts like thinking, problem solving, creativity, and language. It discusses topics such as how we form concepts and categories, use algorithms and heuristics to solve problems, and develop creative insights. It also examines language structure, development, and the relationship between thinking and language. Key terms covered include cognition, concepts, prototypes, algorithms, heuristics, creativity, confirmation bias, and more.
The document discusses different types of learning including classical conditioning, operant conditioning, and observational learning. Classical conditioning involves learning associations between stimuli through processes like Pavlov's dog experiments. Operant conditioning involves learning through reinforcement and punishment of behaviors. Observational learning refers to learning through observing and imitating others.
A comprehensive presentation explaining facts about various type of memory models, causes of amnesia, forgetting. Subject has been clarified with examples and illustrations.
Lesson Plan -Ch 5 Sensory, Attentional and Perceptual Processes.docxParthWankhede3
The lesson plan is for an 11th grade psychology class about sensory, attentional, and perceptual processes. The 40-minute lesson will focus on understanding the meaning of perception and examining how perceptual processes give meaning to life. Students will learn about the principles involved in visual perception. They will discuss what processes are involved in giving meaning to perception and how the whole can be more than the sum of its parts. Formational exercises, videos, and group discussions are included to help students identify how perceptual organization principles are used in everyday life. The teacher aims to help students comprehend perception and its applications through relevant examples and analysis of experiences.
This document outlines an elite English school's policy and process for promoting wellbeing among students and staff through a whole school approach. It discusses 10 key areas of focus, including leadership support, staff training, universal curriculum, targeted support programs, and collaborating with parents and agencies. The school aims to embed wellbeing into its culture and ethos. It also describes using the SEARCH framework to plan strategies like developing emotional management, attention/awareness, relationships, coping/resilience, habits/goals, and strengths. The whole school approach and SEARCH pathways work together to systematically promote evidence-based wellbeing.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
2. Classical or Pavlovian Conditioni
ng
Ivan Pavlov
1849-1936
Russian physician/ neur
ophysiologist
Nobel Prize, 1904
studied digestive secreti
ons
5. Classical or Pavlovian Conditioning:
Respondent Behavior
Unconditioned Stimulus (UCS)
stimulus that unconditionally- naturally and
automatically - triggers a response
Unconditioned Response (UCR)
unlearned, naturally occurring response to th
e unconditioned stimulus
salivation when food is in the mouth
6. Classical Conditioning: Respondent Beh
avior
learning in which a neutral stimulus acquires the c
apacity to elicit a response after being paired with
another stimulus that naturally elicits that respons
e
Unconditioned response (UCR): automatic res
ponse to a stimulus
Unconditioned stimulus (UCS): naturally and
automatically elicits a response
Conditioned response (CR): learned response
to a previously neutral stimulus
Conditioned stimulus (CS): after repeated pai
rings with UCS, elicits the same response
7. Classical or Pavlovian Conditioning:
Respondent Behavior
Conditioned Stimulus (CS)
originally neutral stimulus that, after associa
tion with an unconditioned stimulus, comes t
o trigger a conditioned response
Conditioned Response (CR)
learned response to a previously neutral con
ditioned stimulus
8. 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)
11. Classic Conditioning Allows Animals to
Learn to Predict Events
Learning theorists once believed that the learni
ng in classical conditioning is unintentional and
automatic (classic behaviorism).
Most contemporary learning theorists now belie
ve classical conditioning involves quite a bit of “
mindfulness” because, (through the conditionin
g process) humans and other animals are learni
ng to reliably predict upcoming events.
12. Classic Conditioning Allows Animals to L
earn to Predict Events
Psychologists once believed that the key to
acquiring a conditioned response was the s
heer number of CS-UCS pairings.
However, the order and timing of CS-UCS p
airings is also very important because it pro
vides valuable information about the upcom
ing occurrence of the unconditioned stimulu
s.
13. Utility of classical responding: Avoiding a Pre
dator’s Attack through Classical Conditionin
g—Step 1
16. Stages in Classical (Pavlovian) Con
ditioning
Acquisition
the initial stage of learning, during which a re
sponse is established and gradually strengthe
ned
the phase associating a neutral stimulus with
an unconditioned stimulus
17. Stages in Classical (Pavlovian) Condi
tioning
Extinction: gradual weakening and
disappearance of the conditioned re
sponse
Spontaneous recovery: reappearan
ce of an extinguished response afte
r a period of nonexposure to the co
nditioned stimulus
18. After Acquisition, Other Stimuli Can Pr
oduce the Conditioned Response
Stimulus generalization: tendency for a c
onditioned response to be elicited by sti
muli similar to the conditioned stimulus
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. After Acquisition, Other Stimuli Can Prod
uce the Conditioned Response
Higher-order conditioning: neutral stimu
lus becomes a conditioned stimulus afte
r being paired with an existing condition
ed stimulus
21. Animals Differ in What Responses Can Be
Classically Conditioned
Early learning theorists assumed that the prin
ciples of conditioning were similar across all s
pecies, but subsequent research indicates that
this assumption is incorrect.
Animals often differ in what responses can
be conditioned.
In some animals, some responses can be co
nditioned much more readily to certain stim
uli than to others.
An animal’s biology steers it toward certai
n kinds of conditioning.
22. Taste aversion study by Garcia and Koelling
Rats learned to avoid a light-noise combination when
it was paired with electric shock, but not when it
was followed by X rays that made them nauseous.
In contrast, rats quickly learned to avoid flavored wa
ter when it was followed by X rays, but they did n
ot readily acquire an aversion to this same water
when it was followed by shock.
It is also adaptive that in taste aversion, strong condi
tioning develops despite the long delay between t
he CS (the taste) and the UCS (the nausea).
24. Animals Differ in What Responses Ca
n Be Classically Conditioned
Phobias: exaggerated and irrational fears of objects
or situations
Such intense fear reactions often develop through c
lassical conditioning.
We can develop a phobia toward anything, but som
e objects (snakes) or situations elicit phobic rea
ctions more easily than others.
26. Little Albert’s Fear Conditionin
g
UCS
(loud noise)
UCR
(fear)
CS
(rat)
CS
(rat)
CR
(fear)
UCS
(loud noise)
UCR
(fear)
Stimulus similar
to rat (such as
rabbit)
Conditioned fear
(generalization)
27. Operant Conditioning
B.F. Skinner (1904-
1990)
elaborated Thorndik
e’s Law of Effect
developed behaviora
l technology
28. Operant Behavior Is Voluntary & Directed
by Consequences
Edward Thorndike ‘s Law of Effect:
the relationship between behavior and its co
nsequences
So named because behavior becomes more o
r less likely based on the effect it has in prod
ucing desirable or undesirable consequences.
29. Thorndike’s Law of Effect
Rewarded behavior is li
kely to recur
E. L. Thorndike
30. Operant Behavior Is Voluntary & Directed
by Consequences
B. F. Skinner made the law of effect the corn
erstone for his influential theory of learning,
called operant conditioning.
According to Skinner, the organism’s behavior is “oper
ating” on the environment to achieve some desired goa
l.
Operant conditioning: learning in which beha
vior is strengthened if followed by reinforcem
ent and weakened if followed by punishment
31. Operant Conditioning
Operant Chamber (
“Skinner Box”)
soundproof chamber
with a bar or key th
at an animal can ma
nipulate to obtain a f
ood or water reinfor
cer
contains a device to
record responses
33. Shaping Reinforces Closer Approxim
ations to Desired Behavior
Shaping (or the method of successive app
roximations): teaching a new behavior by
reinforcing closer and closer approximatio
ns to the desired behavior
34. A Reinforcer Increases the Probability
of the Behavior It Follows
The fundamental principle of behavioris
m is that rewarded behavior is likely to
be repeated.
This is known as reinforcement in oper
ant conditioning.
It also states the positive side of Thorndi
ke’s Law of Effect.
35. A Reinforcer Increases the Probability
of the Behavior It Follows
Primary versus secondary reinforcers
Primary reinforcers: innately reinforcing
—satisfy biological needs.
Secondary reinforcers: learned and beco
me reinforcing when associated with a p
rimary reinforcer
36. A Reinforcer Increases the Probability
of the Behavior It Follows
Positive and negative reinforcers
Positive reinforcers: strengthen a response by
presenting a positive stimulus after a respo
nse
Negative reinforcer: strengthens a response by
removing an aversive stimulus after a respo
nse
38. Different Reinforcement Schedules Lead to Different
Learning and Performance Rates
Continuous reinforcement leads to the fas
test learning.
The biggest problem with continuous reinf
orcement is that when it ends, extinction
occurs rapidly.
39. Different Reinforcement Schedules Lead to Different
Learning and Performance Rates
Partial reinforcement has an important
effect on your continued performance b
ecause being reinforced only once in a
while keeps you responding vigorously f
or longer periods of time than does con
tinuous reinforcement.
40. Fixed-interval schedules: reinforce the first respon
se after a fixed-time interval has elapsed
Fixed-ratio schedules: reinforce a response after
a specified number of nonreinforced responses
Variable-interval schedules: reinforce the first re
sponse after a variable-time interval has elapsed
Variable-ratio schedules: reinforce a response af
ter a variable number of nonreinforced response
s
Different Reinforcement Schedules Lead to Differ
ent Learning and Performance Rates
42. Accidental Reinforcement Can Cause
Superstitious Behavior
Superstitious behavior: learned because it happened to be
followed by a reinforcer, even though this behavior was not
the cause of the reinforcer.
Skinner trained superstitious behavior in hungry
pigeons.
He reasoned that when reinforcement occurred, it woul
d be paired with whatever response the pigeons had ju
st performed.
Instances of accidental reinforcement triggering supers
titious behavior is common among people.
43. Punishment Should Be Used Only un
der Certain Circumstances
Punishment: The process by which a cons
equence decreases the probability of the
behavior that it follows.
44. Punishment Should Be Used Only un
der Certain Circumstances
To be effective in reducing unwanted behavio
rs:
The punishment must be prompt,
It must be relatively strong, and
It must be consistently applied.
Alternative to punishment of undesirable beh
avior:
Allow undesirable actions to continue without eit
her positive or negative consequences until they
are extinguished
45. Criticism of Operant Conditioning Theory is that it
Overlooks Genetic Predispositions
Biological constraints on learning
As with classical conditioning, an animal’s bi
ology can restrict its capacity for operant con
ditioning.
Species-specific behavior patterns can interf
ere with operant conditioning, a genetic cons
traint called instinctive drift.
46. Criticism of Operant Conditioning Theory is that it
Overlooks Cognitive Processes
Latent learning: learning that occurs without a
pparent reinforcement and is not demonstrated
until sufficient reinforcement is provided
Learning can occur without any reinforcement,
something that the theory of operant conditioni
ng assumed was not possible.
48. Operant Conditioning Theory Overlooks Cognitive
Processes
Learned helplessness: the passive resignation
produced by repeated exposure to aversive eve
nts that cannot be avoided
Here again, in contradiction to behaviorist the
ory, research demonstrated that mental proce
sses play a significant role in learning.
49. Applications of Operant Conditioning
Structure and feedback in learning
– immediate reinforcement
Defined performance goals and imm
ediate reinforcement at work
Parenting – reward good behavior, i
gnore whining, time-out
50. Observational Learning
learning by observing and imitating th
e behavior of others
The others whom we observe and imitate
are called models.
Observational learning helps children lear
n how to behave in their families and in t
heir cultures.Yet, what about the learnin
g that occurs without direct experience?
51. Social Learning Theory-Albert Bandura
Social learning theory says that people lear
n social behaviors mainly through observati
on and cognitive processing of information,
rather than through direct experience.
Learning the consequences of an action b
y observing its consequences for someon
e else is known as vicarious conditioning.
52. Children Can Learn Aggressive Behavi
or through Observation
Bobo doll studies: the first set of exper
iments demonstrating the power of obs
ervational learning in eliciting aggressi
on.
Research demonstrates that children a
re less likely to imitate the actions of p
unished aggressors.
53. Children Can Learn Aggressive Beha
vior through Observation
Bandura believes children observe and learn a
ggression through many avenues, but the thre
e principal ones are:
Families: where adults use violence
Communities: where aggression is considered to b
e a sign of manhood, especially among males
Media: principally television and the movies
54. Children Can Learn Aggressive Beha
vior through Observation
Research indicates that aggressiv
e behavior in children is significa
ntly reduced when they spend les
s time watching violent television
shows and playing violent video g
ames.