The document discusses different types of learning including classical conditioning, operant conditioning, and observational learning, noting that learning allows organisms to adapt to their environments through changes in behavior from experience; it also examines concepts such as reinforcement, punishment, and modeling behavior which are important aspects of how learning occurs.

1. Unit 3: The Principles of Learning Classical Conditioning

2. Operant Conditioning

3. Observational Learning

4. PunishmentLearning:Think about:1.) How do people / animals learn? Try and brainstorm five ways.2.) Why do people learn? Brainstorm three reasons.

5. Thinking and Learning:Nearly every organism exhibits some type of learning to survive in its environmentThe ability to adapt to the environment is often the key to determining which organisms survive and pass their genes to future generationsFrom an evolution perspective learning is viewed as an adaptive behavior that underlies natural selection and promotes the survival of the fittest

9. Learning: - is defined as a change in behavior that occurs as a result of experience.There are three basic types of learning:1. Classical Conditioning: - Learning that occurs when two stimuli (things) are paired together and become associated with each other. - This association is a learned behavior !!!!

10. 2. Operant Conditioning: - Learning that occurs when the participant must make a response to produce a change in the environment in - This change is in response to rewards (reinforcements) or punishments (consequences)Think of an example3.Observational Learning: - Learning that occurs through watching and imitating the behaviors of othersThink and write an example

11. Classical Conditioning:Conditioning: - Refers to the fact that the learner is “conditioned” or taught an association between two stimuli (things)Example: Bell and the end of classor Pavlov ringing the bell and hisdogs’ drooling

12. Pavlov’s Dogs1. What are conditional reflexes?2. What does it mean when it says that the dogs “anticipated” their meals?3. Briefly summarize Pavlov’s test?4. Why did he call it signalization?5. What was Watson’s Fingertip withdrawal reflex study?6. What is the basic pattern found in call classical conditioning?

16. Classical Conditioning:Always begins with a Neutral Stimulus (NS)

17. Sound or Bell

18. Then two unrelated things are paired together (Learned Association)

19. Neutral Stimulus (Bell) + Unconditioned Stimulus (Food), the Neutral Stimulus is transformed into a Conditioned Stimulus

20. Remember the Unconditioned Stimulus always causes an Unconditioned Response (Drool)

21. Then due to this pairing eventually you can remove the Unconditioned Stimulus (Food) and the new Conditioned Stimulus (Bell) will elicit the same Unconditioned Response (Drool), which is now referred to as the Conditioned Response.Step 1:

22. Neutral Stimulus = Sound

23. Step 2: Pair two unrelated things

24. Neutral Stimulus (sound) + Unconditioned Stimulus (food) = Unconditioned Response (drool)

25. Step 3: Due to this pairing

26. Neutral Stimulus (Bell) ---(becomes) ----- Conditioned Stimulus (sound)

27. Step 4: Conditioned has occurred

28. Conditioned Stimulus (sound) = Conditioned Response (Drool).Try an Example on your Own:The premise for this example is based on the factthat most of us have been conditioned to flinchwhen we see someone about to stick a pin into aballoon.

29. Initially the pin is the __________ because it alone does notelicit any particular response.Once the pin is used to pop a balloon and therefore is pairedor associated with a loud bang that causes someone to jumpor become frightened it then becomes the ______________The loud bang the balloon makes when it pops would be the__________ and the jump or startle you feel when you hearthe loud pop would be the ___________.After pairing the pin with the loud noise numerous timeseventually someone just pretending to use the pin to pop the balloon will make you flinch.Now the pin which is the ________ causes you to flinch which isThe ____________.

30. John Watson- “Little Albert Experiment:In this experiment John Watson conditioned a 9-month old infant “Little Albert” to fear a white rat.1. Initially Albert showed no fear of the rat and even allowed it to crawl on him2. While Albert played with the rat – Watson hit a large steel rod with a hammer making a sudden deafening noise3. Albert became extremely startled and scared4. Each time the loud noise was paired with the presence of the rat. Albert cried in fear

31. 5. After numerous pairings of the two stimuli – Albert started crying at the sight of the rat, even when there was no noise6. He eventually came to fear any object that resembled a rat, such as a white rabbit and even the white whiskers on a Santa Claus Mask7. Albert developed a phobia for rats and other white objects

33. Lets Analyze the elements of “Little Albert” Classical Conditioning Experiment!Identify: 1. Unconditioned Stimulus: 2. Unconditioned Response: 3. Conditioned Stimulus: 4. Conditioned Response:

34. Lets Analyze the elements of “Little Albert” Classical Conditioning Experiment!Identify: 1. Unconditioned Stimulus: Loud Noise 2. Unconditioned Response: Startle 3. Conditioned Stimulus: White Rat 4. Conditioned Response: Startle Response to White Rate

35. Importance:Watson’s study was important because it was one of the first experiments to show that an emotional reaction, such as fear, could be classically conditioned.

36. Some Examples1. Every time someone flushes a toilet in the apartment building, the shower becomes very hot and causes the person to jump back. Over time, the person begins to jump back automatically after hearing the flush, before the water temperature changes.US: UR:CS:CR:

37. Some Examples1. Every time someone flushes a toilet in the apartment building, the shower becomes very hot and causes the person to jump back. Over time, the person begins to jump back automatically after hearing the flush, before the water temperature changes.US: Hot WaterUR: Jumping BackCS: Toilet FlushCR: Jumping Back to the Toilet Flush

38. Some Examples2. You eat a new food and then get sick because of the flu. However, you develop a dislike for the food and feel nauseated whenever you smell it.US:UR:CS:CR:

39. Some Examples2. You eat a new food and then get sick because of the flu. However, you develop a dislike for the food and feel nauseated whenever you smell it.US: Flu SicknessUR: NauseaCS: New FoodCR: Nausea to New Food

40. Some Examples3. An individual receives frequent injections of drugs, which are administered in a small examination room at a clinic. The drug itself causes increased heart rate but after several trips to the clinic, simply being in a small room causes an increased heart rate.US:UR:CS:CR:

41. Some Examples2. An individual receives frequent injections of drugs, which are administered in a small examination room at a clinic. The drug itself causes increased heart rate but after several trips to the clinic, simply being in a small room causes an increased heart rate.US: DrugUR: Accelerated Heart RateCS: Small RoomCR: Accelerate heart rate due to room

42. PhobiasChances are good that you are afraid of some object or situation that most other people do not fear. Classical conditioning offers some insights into this, as many of our fears and anxieties may have been classically conditioned.On your journal tracking activity sheet brainstorm and explain an example where a fear may have been classically conditioned.

43. Phobia: - Refers to an irrational fear of an object, situation, or activity that is out of proportion to the actual danger it poses- Because many phobias create so much anxiety they often interfere with normal functioning and therefore are classified as anxiety disorders.

45. Phobia’s and Classical Conditioning:We frequently hear about people who haveClaustrophobia: - an intense fear of enclosed places. Task: Pretend you are a psychologist dealing with a patientwho has come to you with a case of extreme Claustrophobia.During therapy you discover your patient was locked in a smallspace as a child and left there for awhile, during which timehe/she experienced intense feelings of anxiety and fear. Using theprinciples of classical conditioning, explain how this experiencemay have lead to the conditioning of his/her presentClaustrophobia.

46. One explanation:Being locked or trapped in a small space would act as the Unconditioned Stimulus because it caused you to become very badly frightened (Which would act as the unconditioned response).Now you fear anything that remotely resembles a closed space, such as elevators, small rooms etc. (Which act as conditioned stimulus) because you have learned to associate these things with the feeling of fear or anxiety (Conditioned Response).

47. Classical Conditioning as Treatment for Phobias

48. Systematic DesensitizationPsychologists have developed this procedure to help eliminate phobias, by using the principles of Classical ConditioningIt involves slowly classically conditioning a desired response (relaxation) to the phobic stimulusThis process can be extremely slow and take many years

50. Generalization:responses to other stimuli that are similar to the Conditioned StimuliExample: White rat – white cat – Santa mask

51. Discrimination:Response only to a specific Conditioned StimuliRequires the stimuli to be clearly distinguishableExample: Dogs only drooling to a specific tone

52. Taste - AversionInvolves the development of an aversion to a flavor that has become associated with illnessExample: Throwing up after eating a specific food, the sight / smell of the food then causes you to feel sick

53. Extinction:The process though which the strength of the Conditioned Response is decreased until it is eliminated Easiest was to do this is to present the Conditioned Stimulus without the Unconditioned Stimulus repeatedly

54. Spontaneous Recovery:At times a classically conditioned participant seems to “forget” that extinction has occurredIt refers to when the Conditioned Response recovers some of the strength it lost during the previous extinction sessionsEventually the amount of spontaneous recovery decreases until finally it does not occur at all . . . Then only has true extinction occurred

55. Second Theory of Learning:Operant Conditioning: - Learning that occurs when the participant must make a response to produce a change in the environment in - This change is in response to rewards (reinforcements) or punishments (consequences)

56. Today you are working individually on:Your Operant Conditioning Booklets – Homework check on Monday – 10 MarksCatch up work on outstanding assignments – Cut off for this report card is today 3pmFinal Project

57. Operant Conditioning:Correct Booklets – Need to know for Test / Exam Purposes

58. Operant Conditioning: Just like in Classical Conditioning, in OperantConditioning Generalization and Discrimination occursIn Operant Conditioning participants have not necessarily been conditioned to respond to a particular stimulusInstead participants use stimuli as cues or signals that certain behaviors will be reinforced or punished

59. DiscriminativeStimulus:Any signal that tells a participant that their response orbehavior will be reinforced or punishedExample: Green light in a Skinner BoxOrYour mother’s “serious” look !! !

60. Generalization:Just like in Classical Conditioning, Generalization works the same in Operant ConditioningParticipants often learn to Generalize the appropriate response or behavior that they have made to similar stimuli in the pastFor example: Your mother reinforces your polite behavior at home, so when you go to school you act polite because you assume your teacher will do the same

62. Generalization is not always good though, just like in Classical Conditioning, participants need to develop Discrimination as well.For example: Your child might run up and meet a relative whenever they come to the door, but you wouldn’t want your child to run up to an adult stranger at the door.

63. Animals, children and adults learn which behaviors are appropriate in different situations through Operant Conditioning (reinforcements and punishments)For example: Behaviors appropriate for a sports even are not appropriate for weddings, even though both situations have a common stimulus, which is the crowd of people.

65. In- Class Task:Add all Unit Three Assignments into journals

66. Read Review Summary (if needed or you can refer to notes)

67. Do Study Break Assignment

68. On Journal Sheet:

69. Brainstorm and explain two “Discriminative Stimulus’ in your own life

70. Brainstorm and explain one example of where the Generalization of a behavior would be a good thing, and then one where it would be a bad thing

71. Repeat for the Discrimination of a behavior.Punishment – the Opposite of ReinforcementEffect of a reinforcer (either + or -) is to increase the likelihood of a target response or behavior being repeated

72. A punisher has the opposite effect – it decreases the likelihood of a target response or behavior being repeated

73. Just as there are positive and negative reinforcers, there are positive and negative punishersPunishers:Positive Punishers: Undesired (bad) stimuli or events are presentedNegative Punishers: Pleasant Stimuli or events are removed

74. Remember:Reinforcement (+ or -) increases the likelihood that the subject will repeat the behaviorPunisher (+ or -) decreases the likelihood that the subject will repeat the behavior