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The document discusses classical and operant conditioning. It defines classical conditioning and describes Pavlov's experiment with dogs. Terminology used in classical conditioning is defined, including unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. Key aspects of classical conditioning are described such as extinction, generalization, and discrimination. Operant conditioning is then discussed, including Thorndike's law of effect and Skinner boxes. Different types of reinforcers and schedules of reinforcement are defined. The differences between classical and operant conditioning are highlighted. Cognitive approaches to learning like latent learning and observational learning are also mentioned.
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Ch5
The document provides an overview of key concepts in learning including classical conditioning, operant conditioning, and observational learning. It discusses Pavlov's experiment on classical conditioning and the basic elements involved. For operant conditioning, it defines reinforcement and punishment and discusses shaping behaviors through reinforcement of successive approximations. It also mentions cognitive perspectives on learning, including learned helplessness and Tolman's concept of cognitive maps in latent learning.
C 1.b
This document discusses operant conditioning and its basic principles including reinforcement, punishment, and extinction. It defines positive reinforcement as adding a stimulus to strengthen a response and make it more likely to recur. Negative reinforcement is defined as removing a stimulus to strengthen a response. Punishment is adding or removing a stimulus to weaken a response. Extinction is when a behavior disappears when it is no longer reinforced. Examples of operant conditioning principles and their use in clinical settings are also provided.
Applied Kinesiology - Identifying Internal Conditions with the Muscles
Randolph Meltzer, D.C., is a respected New York practitioner of chiropractic and naturopathic medicine. Treating a variety of chronic and acute illnesses, Randolph Meltzer, D.C., emphasizes a holistic approach and employs modalities such as homeopathy and applied kinesiology (AK). Also called muscle strength testing, AK relates to the connections between the specific muscles in the body and corresponding glands and organs.
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This is John Grace's slidedeck on Recovery for High Performance Sports from Ohio University. John presents fundamental concepts on recovery and gives an in-depth look at the research and implementation of recovery strategies for sports. John is the former Assistant Fitness Coach for Vancouver Whitecaps FC and is a Sport Performance Coach at Athletic Lab in North Carolina.
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Applied Kinesiology uses manual muscle testing to evaluate the central nervous system's response to various stimuli. This document summarizes Applied Kinesiology techniques for assessing adrenal gland function, including associated muscle weaknesses, symptoms of adrenal stress, nutritional support, and case studies demonstrating AK's principles. While some research supports AK's reliability, other studies found manual muscle testing results were not better than chance or consistent with predefined nutrient assessments.
Stress in undergrads
This document summarizes a study that examined the relationship between locus of control (LOC), cortisol reactivity, and speech performance in response to acute stress. The study found that LOC significantly predicted cortisol reactivity to a stressor, with a more internal LOC associated with lower cortisol levels. LOC also uniquely predicted speech performance, with a more internal LOC associated with better performance. However, cortisol levels did not predict speech performance and LOC did not moderate the relationship between cortisol and performance. This adds to research showing physiological and functional influences of LOC orientation during acute stress.
Exercise and Psychological Well-being
Exercise can help reduce anxiety and depression in both acute and chronic ways. Short-term exercise provides temporary relief from anxiety, while longer-term exercise programs over 9 weeks or more can produce larger antidepressant effects. Both aerobic and anaerobic exercise are associated with reductions in depression regardless of fitness levels or other factors. Exercise enhances mood and psychological well-being through both physiological changes in the body and brain as well as psychological benefits like increased self-esteem and sense of control.
Stress
The document discusses the history and theories of stress. It describes Hans Selye's theory of the general adaptation syndrome consisting of alarm, resistance, and exhaustion stages. Walter Cannon's work on homeostasis and the fight or flight response is also discussed. Theories by Richard Lazarus on cognitive appraisal of stressors and physiological responses involving the sympathetic nervous system, HPA axis, and immune system are summarized.
Recommended
Ch5
The document provides an overview of key concepts in learning including classical conditioning, operant conditioning, and observational learning. It discusses Pavlov's experiment on classical conditioning and the basic elements involved. For operant conditioning, it defines reinforcement and punishment and discusses shaping behaviors through reinforcement of successive approximations. It also mentions cognitive perspectives on learning, including learned helplessness and Tolman's concept of cognitive maps in latent learning.
C 1.b
This document discusses operant conditioning and its basic principles including reinforcement, punishment, and extinction. It defines positive reinforcement as adding a stimulus to strengthen a response and make it more likely to recur. Negative reinforcement is defined as removing a stimulus to strengthen a response. Punishment is adding or removing a stimulus to weaken a response. Extinction is when a behavior disappears when it is no longer reinforced. Examples of operant conditioning principles and their use in clinical settings are also provided.
Applied Kinesiology - Identifying Internal Conditions with the Muscles
Randolph Meltzer, D.C., is a respected New York practitioner of chiropractic and naturopathic medicine. Treating a variety of chronic and acute illnesses, Randolph Meltzer, D.C., emphasizes a holistic approach and employs modalities such as homeopathy and applied kinesiology (AK). Also called muscle strength testing, AK relates to the connections between the specific muscles in the body and corresponding glands and organs.
Recovery for High Performance Sports
This is John Grace's slidedeck on Recovery for High Performance Sports from Ohio University. John presents fundamental concepts on recovery and gives an in-depth look at the research and implementation of recovery strategies for sports. John is the former Assistant Fitness Coach for Vancouver Whitecaps FC and is a Sport Performance Coach at Athletic Lab in North Carolina.
Applied kinesiology (ak)
Applied Kinesiology uses manual muscle testing to evaluate the central nervous system's response to various stimuli. This document summarizes Applied Kinesiology techniques for assessing adrenal gland function, including associated muscle weaknesses, symptoms of adrenal stress, nutritional support, and case studies demonstrating AK's principles. While some research supports AK's reliability, other studies found manual muscle testing results were not better than chance or consistent with predefined nutrient assessments.
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This document summarizes a study that examined the relationship between locus of control (LOC), cortisol reactivity, and speech performance in response to acute stress. The study found that LOC significantly predicted cortisol reactivity to a stressor, with a more internal LOC associated with lower cortisol levels. LOC also uniquely predicted speech performance, with a more internal LOC associated with better performance. However, cortisol levels did not predict speech performance and LOC did not moderate the relationship between cortisol and performance. This adds to research showing physiological and functional influences of LOC orientation during acute stress.
Exercise and Psychological Well-being
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The document discusses the history and theories of stress. It describes Hans Selye's theory of the general adaptation syndrome consisting of alarm, resistance, and exhaustion stages. Walter Cannon's work on homeostasis and the fight or flight response is also discussed. Theories by Richard Lazarus on cognitive appraisal of stressors and physiological responses involving the sympathetic nervous system, HPA axis, and immune system are summarized.
Classical conditioning
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.
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General adaptation syndrome
The document summarizes Hans Selye's General Adaptation Syndrome, which describes the body's three-stage response to stressors:
1. The alarm reaction stage is the body's initial emergency response mediated by the sympathetic nervous system.
2. In the resistance stage, the body resists the continuous effects of stressors through hormonal responses like cortisol production. However, prolonged high cortisol levels can impair the body's ability to fight infection.
3. The exhaustion stage occurs when the body's ability to respond to stressors is seriously compromised, potentially leading to diseases, infections, and other issues if stressors continue unrelieved.
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Classical & Opperant Conditioning
Topic: Classical & Opperant Conditioning
Student Name: Humera
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
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This document defines and explains different types of learning, including classical and operant conditioning. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through rewards and punishments for behaviors. Reinforcers strengthen behaviors while punishment weakens behaviors. Different schedules of reinforcement like continuous, partial, and fixed ratio schedules influence how behaviors are learned. Generalization and discrimination also impact conditioning. Shaping uses reinforcement to teach complex behaviors through successive approximations.
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General adaptation syndrome
1. The General Adaptation Syndrome describes the body's automatic response to stress in three stages: alarm reaction, resistance and adaptation, and exhaustion.
2. In the alarm reaction stage, the body's fight or flight response is activated through the release of adrenaline. If stress continues, the body enters the resistance and adaptation stage where it builds tolerance to stressors.
3. If stress persists long-term without periods of relaxation, the exhaustion stage can occur where all resources are depleted and the body can no longer maintain normal function.
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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.
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2. Key parts of the stress response include the activation of the sympathetic nervous system and HPA axis, resulting in the "fight or flight" response. Prolonged stress can impact various organ systems in the body as target organs.
3. Coping strategies are discussed as ways to potentially attenuate the stress response and reestablish homeostasis, with adaptive coping being more beneficial than maladaptive coping.
3. General Adaptation Syndrome
The document summarizes Selye's General Adaptation Syndrome (GAS) model of the body's response to stress. The GAS consists of three stages: alarm reaction, resistance, and exhaustion. In the alarm reaction stage, the body prepares to respond to stress. In the resistance stage, the body continues to defend against stress. If stress is prolonged and unmanageable, it can lead to tissue damage, disease, and even death in the exhaustion stage. The GAS was the first systematic model of stress response but has been criticized for not accounting for psychological factors and individual differences.
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Classical conditioning
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.
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This study examined the independent and combined effects of exercise and environment (indoor vs outdoor) on attention and mood. Participants were randomly assigned to one of four conditions: outdoor exercise, indoor exercise, outdoor rest, or indoor rest. They completed measures of attention and mood before and after their assigned 15-minute activity (exercise or rest). The researchers hypothesized that those who exercised outdoors would show the most favorable changes in attention and mood from pre-to-post testing.
General adaptation syndrome
The document summarizes Hans Selye's General Adaptation Syndrome, which describes the body's three-stage response to stressors:
1. The alarm reaction stage is the body's initial emergency response mediated by the sympathetic nervous system.
2. In the resistance stage, the body resists the continuous effects of stressors through hormonal responses like cortisol production. However, prolonged high cortisol levels can impair the body's ability to fight infection.
3. The exhaustion stage occurs when the body's ability to respond to stressors is seriously compromised, potentially leading to diseases, infections, and other issues if stressors continue unrelieved.
Technology in Sports: Athlete Monitoring
This is John Grace's slidedeck from the Global Coaching Seminar at Ohio University. John presents fundamental concepts on athlete monitoring and gives an in-depth look at the Vancouver Whitecaps athlete monitoring system. John was the Assistant Fitness Coach for 2013 Vancouver Whitecaps and is a Sport Performance Coach at Athletic Lab in North Carolina.
Classical & Opperant Conditioning
Topic: Classical & Opperant Conditioning
Student Name: Humera
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Traits for Effective Leraning
This document defines and explains different types of learning, including classical and operant conditioning. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through rewards and punishments for behaviors. Reinforcers strengthen behaviors while punishment weakens behaviors. Different schedules of reinforcement like continuous, partial, and fixed ratio schedules influence how behaviors are learned. Generalization and discrimination also impact conditioning. Shaping uses reinforcement to teach complex behaviors through successive approximations.
Stress and theories of stress
Hans Selye first coined the term "stress" in 1936 to refer to the body's non-specific response to demands for change. There are various definitions of stress, including the body's reaction to adjustments, demands placed on a person, or excessive pressures. Stress can be caused by factors like fear, worry, environmental pressures, fatigue, and overwork. Effects of stress depend on individual characteristics and can include physical and emotional impacts. Theories of stress include James-Lange's theory that physiological arousal leads to emotional interpretation, Cannon-Bard's view of simultaneous arousal and emotion, and cognitive appraisal theory where thinking determines the emotional response after an event.
More presentation
Tahna Sissing proposes a research study to evaluate the effects of resistance and balance training on psychological well-being and risk of falls in patients with Parkinson's disease. The study would use a quantitative, randomized controlled trial design to compare the outcomes of a resistance training group, resistance and balance training group, and a control group. Outcome measures would include tests of balance, depression inventory scores, and recorded fall rates analyzed before and after the intervention. The results could provide guidance for physiotherapists in treating Parkinson's patients and improving their quality of life.
General adaptation syndrome
1. The General Adaptation Syndrome describes the body's automatic response to stress in three stages: alarm reaction, resistance and adaptation, and exhaustion.
2. In the alarm reaction stage, the body's fight or flight response is activated through the release of adrenaline. If stress continues, the body enters the resistance and adaptation stage where it builds tolerance to stressors.
3. If stress persists long-term without periods of relaxation, the exhaustion stage can occur where all resources are depleted and the body can no longer maintain normal function.
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A summary of recent clinical evidence that exercise effectively treats depression and promotes good mental health.
General adaptation syndrome (syle model)
The General Adaptation Syndrome model proposed by Hans Selye describes the body's three stage response to stress: 1) the alarm stage triggers the fight or flight response, 2) the resistance stage sees the body trying to adapt to the stressor through the release of hormones, 3) the exhaustion stage occurs if stress is prolonged, depleting all energy and increasing susceptibility to disease. The response depends on the intensity and individual perception of the stressor, with chronic stress having severe physical and emotional impacts including suppression of the immune system.
Learning
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.
Neurobiology of stress
1. The document discusses the neurobiology of stress, including how stress is defined and the physiological stress response pathways in the body. It describes the stress response as involving the nervous, neuroendocrine, and endocrine systems.
2. Key parts of the stress response include the activation of the sympathetic nervous system and HPA axis, resulting in the "fight or flight" response. Prolonged stress can impact various organ systems in the body as target organs.
3. Coping strategies are discussed as ways to potentially attenuate the stress response and reestablish homeostasis, with adaptive coping being more beneficial than maladaptive coping.
3. General Adaptation Syndrome
The document summarizes Selye's General Adaptation Syndrome (GAS) model of the body's response to stress. The GAS consists of three stages: alarm reaction, resistance, and exhaustion. In the alarm reaction stage, the body prepares to respond to stress. In the resistance stage, the body continues to defend against stress. If stress is prolonged and unmanageable, it can lead to tissue damage, disease, and even death in the exhaustion stage. The GAS was the first systematic model of stress response but has been criticized for not accounting for psychological factors and individual differences.
How To Get Relief from Modern Day Stress? - Power of Calm
Stress is a physical response to perceived threats and challenges. While stress responses were adaptive for early humans facing physical dangers, in modern times we face more persistent emotional and abstract stressors. Chronic stress takes a toll on physical and mental health through impacts on functions like sleep, digestion, mood and disease risk. Learning to achieve a relaxation response through focused breathing and meditation can help balance the stress response and promote well-being, performance, and health.
Journey To Wellness Creating Wellness
The document discusses the Creating Wellness Assessment System (CWAS), which measures a client's wellness in three dimensions - physical, biochemical, and psychological. It uses questionnaires, physiological tests (like lung capacity, strength, and stress responses), and a Subluxation Station assessment to determine an overall Wellness Quotient. This number represents the client's wellness, which is then used to create a customized wellness program to help them improve specific behaviors and ultimately increase their Wellness Quotient over time through lifestyle changes.
Stress and coping
The document defines stress and discusses its physiological and cognitive aspects. It describes stress as a transaction between a person and their environment that is perceived as threatening or exceeding their ability to cope. This leads to physiological arousal through the sympathetic nervous system and HPA axis. The general adaptation syndrome describes the body's short and long-term response to stress. Coping involves cognitive and behavioral efforts to manage demands through problem-focused and emotion-focused strategies. Having a sense of control over stressors can reduce their physiological impact.
Concept of stress & coping by aasan das
The document discusses the concept of stress and coping strategies. It defines stress and stressors, and describes the sources of stress as internal or external, and developmental or situational. It outlines Selye's general adaptation syndrome model of stress, including the alarm reaction, resistance, and exhaustion stages. Psychological responses to stress discussed include anxiety, fear, anger, and depression. The document also lists physiological and psychological indicators of stress and provides details on anxiety, fear, and anger as stress responses.
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How To Get Relief from Modern Day Stress? - Power of Calm
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What is the relationship between heightened sensory sensitivity and anxiety in gifted students? How does heightened sensory sensitivity affect a gifted person’s experience of environmental stimuli? What cognitive and behavioral strategies can gifted students and adults use to manage their experience of offending stimuli? Join us in this interactive session as we: 1) Delve into the research about gifted students’ heightened sensory sensitivity and anxiety; 2) Address what the implications of the research are for parenting, counseling, classroom practice, and environmental design; and 3) Learn strategies for managing one’s personal response to offending environmental stimuli.
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FutureCasting in Texas
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This document provides an overview of key concepts and theories related to learning, including:
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3. Social learning theory from Bandura emphasizing observational learning and how the environment, personal factors, and behavior interact.
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- 2. How would you define “learning”
- 4. Classical conditioning Before During conditioning After Pricking of ears Salivation UCR UCS Neutral stimulus Salivation UCR UCS Neutral stimulus CS Salivation CR Classical conditioning
- 5. Terminology summary • Conditioned = learned • Unconditioned = not learned • An un conditioned stimulus leads to an un conditioned response. • Un conditioned stimulus – un conditioned response pairings are not learned: they are naturally occurring. • During conditioning, a previously neutral stimulus is transformed into the conditioned stimulus • A conditioned stimulus leads to a conditioned response, and a conditioned stimulus–conditioned response pairing is a consequence of learning • An unconditioned response and a conditioned response are similar (such as salivation in Pavlov’s experiment), but the unconditioned response occurs naturally, whereas the conditioned response is learned. Classical conditioning
- 7. Some Interesting Aspects of Classical Conditioning • Any stimulus we can perceive has the potential to become a conditioned stimulus. • Perception of the CS can take place below the level of conscious awareness. • Any response we make naturally can come to be elicited by a learned signal. • These responses can be highly specific and simple (such as a muscle twitch) or general and complex (such as sexual arousal or fear). • The conditioned response can be a response of our skeletal muscles or visceral organs or even a “private” response (such as thoughts and feelings). • With a powerful original UCS, conditioning may take place in only one trial in which the UCS is paired with a CS. • Stimuli quite different from the original CS can control the appearance of the conditioned response through higher-order conditioning. • Depending on the strength of the CR and the nature of the conditioning process, some learned responses resist extinction and may endure for a lifetime. Classical conditioning
- 9. Generalization and Discrimination Classical conditioning
- 12. Thorndike’s law of effect Operant conditioning
- 14. Reinforcers Primary and secondary reinforcers Operant conditioning
- 16. Positive, negative reinforcers Punishments Added Removed Positive Add Negative Remove Reinforcer increases frequency of behavior Punishment decreases frequency of behavior Operant conditioning
- 17. Is punishment an effective way to modify behavior? Operant conditioning
- 18. Schedules of reinforcement Operant conditioning
- 19. Continuous vs. partial (intermittent) reinforcement Which one is faster? Which one is stronger (long lasting)? Operant conditioning
- 21. Discrimination – stimulus control training Operant conditioning
- 23. Shaping
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- 26. Classical vs. Operant conditioning https://www.youtube.com/watch?v=H6LEcM0E0io
- 27. Cognitive Approaches to Learning
- 28. not all learning is due to operant and classical conditioning
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