Classical and Operant conditioning

3. VISUAL AUDIO
READING

4. WRITING KINESTHESIS

6. is a learning process in which an innate
response to a potent stimulus comes to
be elicited in response to a previously
neutral stimulus; this is achieved by
repeated pairings of the neutral
stimulus with the potent stimulus.

8. Acquisition
Acquisition is the initial stage of learning when a
response is first established and gradually
strengthened.

9. Extinction
Extinction is when the occurrences of a
conditioned response decrease or disappear. In
classical conditioning, this happens when a
conditioned stimulus is no longer paired with an
unconditioned stimulus.

10. Spontaneous Recovery
is the reappearance of the conditioned
response after a rest period or period of
lessened response. If the conditioned stimulus
and unconditioned stimulus are no longer
associated, extinction will occur very rapidly
after a spontaneous recovery.

12. Generalization
Stimulus Generalization is the tendency for the
conditioned stimulus to evoke similar responses
after the response has been conditioned.

13. Discrimination
Discrimination is the ability to differentiate
between a conditioned stimulus and other
stimuli that have not been paired with an
unconditioned stimulus.

15. HIGH-ORDER CONDITIONING
• second-order conditioning or higher-order
conditioning is a form of learning in which
a stimulus is first made meaningful or
consequential for an organism through an
initial step of learning, and then that stimulus
is used as a basis for learning about some new
stimulus. For example, an animal might first
learn to associate a bell with food (first-order
conditioning), but then learn to associate a
light with the bell (second-order conditioning).

17. Taste Aversion
Taste aversion —learning to avoid a food that
makes you sick—is an intriguing form of classical
conditioning. The signal or CS is the taste of a
food. The reflex that follows it is sickness.
Organisms quickly learn to associate taste with
sickness.

19. APPLICATION OF
CLASSICAL CONDITIONING

20. “Little Albert”
• As the experiment began, a calm Little Albert was
brought into the lab. Watson hid behind a curtain,
ready with a metal bar and a hammer. As Albert
entered the room, Watson released the rat and struck
the metal bar with a hammer, causing Albert to cry.
• The next day when the experience was repeated, Little
Alert cried when he saw the rat even before Watson
had a chance to make a loud noise with the hammer.
This experiment was successfully in conditioning the
baby to fear the rat by associating – it with a loud,
scary noise.

22. • Preparedness and the
conditioning of fear
We are prepared to fear these because
we know that they can bring harm to us.

23. • Counter conditioning

25. FLOODING
• Flooding is a form of behavior therapy and
based on the principles of respondent
conditioning. It is sometimes referred to as
exposure therapy or prolonged exposure
therapy. As a psychotherapeutic technique, it
is used to treat phobia and anxiety disorders
including post-traumatic stress disorder.

26. Systematic desensitization
Systematic desensitization is a type of
behavioral therapy used in the field of
psychology to help effectively
overcome phobias and other anxiety
disorders.

27. Operant
Conditioning
is a learning process
in which behavior is
sensitive to, or
controlled by its
consequences.

28. • Operant conditioning was coined by
behaviorist B.F. Skinner, which is why you may
occasionally hear it referred to as Skinnerian
conditioning. As a behaviorist, Skinner
believed that it was not really necessary to
look at internal thoughts and motivations in
order to explain behavior. Instead, he
suggested, we should look only at the
external, observable causes of human
behavior.

30. • He created a device known as an operant
conditioning chamber, most often referred to
today as a Skinner box. The chamber was
essentially a box that could hold a small
animal such as a rat or pigeon. The box also
contained a bar or key that the animal could
press in order to receive a reward.

31. Skinner Box

32. • Skinner used the term operant to refer to
any "active behavior that operates upon
the environment to generate
consequences" (1953). In other words,
Skinner's theory explained how we
acquire the range of learned behaviors
we exhibit each and every day.

33. • Edward Thorndike, who had proposed
what he called the law of effect.
According to this principle, actions that
are followed by desirable outcomes are
more likely to be repeated while those
followed by undesirable outcomes are
less likely to be repeated.

35. Components of Operant Conditioning
•Reinforcement is any
event that strengthens or
increases the behavior it
follows. There are two kinds of
reinforcers:

36. 1. Positive reinforcers are favorable
events or outcomes that are presented
after the behavior. In situations that
reflect positive reinforcement, a
response or behavior is strengthened
by the addition of something, such as
praise or a direct reward.

37. Positive reinforcement is giving something pleasant after a
behavior. This increases the probability that the behavior will
continue. Examples are:
• Having a job and going to work every day to
receive a paycheck.
• Receiving praise after a musical performance
would increase the amount that you perform.
• A teacher complimenting students when they
answer correctly will increase that behavior.
• In the Skinner Box experiment, a rat got food
as a reward for acceptable behavior, such as
pressing a lever.

39. 2. Negative reinforcers involve the
removal of an unfavorable events or
outcomes after the display of a
behavior. In these situations, a response
is strengthened by the removal of
something considered unpleasant.
In both of these cases of reinforcement,
the behavior increases.

40. Negative reinforcement is taking away something unpleasant as
a result of the behavior that is acceptable. This is also meant to
increase the behavior. Examples are:
• It is very noisy outside so you turn on the television to
mask the noise. Turning on the radio decreased the
unpleasant noise.
• A teacher exempts student from the final test if they
have perfect attendance. So, the teacher is taking away
something unpleasant to increase behavior.
• At a store, a child throws a tantrum because he did not
get a candy bar. Dad finally gets him one. He stopped
the tantrum so he took away something unpleasant
and Dad’s behavior of getting candy bars will increase.

44. •Punishment, on the other
hand, is the presentation of an
adverse event or outcome that
causes a decrease in the behavior it
follows. There are two kinds of
punishment:

45. 1.Positive punishment,
sometimes referred to as
punishment by application, involves
the presentation of an unfavorable
event or outcome in order to
weaken the response it follows.

46. Positive punishment is used to decrease a behavior and is
presenting something unpleasant after the behavior. Examples
are:
• An employee exhibits bad behavior at work and
the boss criticizes him. The behavior will decrease
because of the boss’s criticism.
• When a student misbehaves in class, she receives
a time out.
• A child gets a spanking when he puts his hand in
the cookie jar.
• When a child does not out his clothes in the
hamper, he has to do ten extra minutes of chores.
• In an experiment, the subject received a slight
electric shock when they got an answer wrong.

48. 2. Negative punishment,
also known as punishment by
removal, occurs when an favorable
event or outcome is removed after a
behavior occurs.
• In both of these cases of
punishment, the behavior decreases.

49. Negative punishment is also used to decrease a behavior and is
removing something pleasant after the behavior. Examples are:
• An employee is habitually late for work so begins
losing the privilege of listening to music while
working. The behavior will decrease because of
losing a privilege.
• A child doesn’t put his bike away so the parents
lock it up for a certain time. The parents took
away something pleasant to decrease behavior.
• Ted gets a $500 fine and suspension of his driving
license for driving under the influence. Money
and his license were removed to decrease
behavior.

53. Schedule of Reinforcement
1. Continuous Reinforcement
• In continuous reinforcement, the desired
behavior is reinforced every single time it occurs.
• This schedule is best used during the initial stages
of learning in order to create a strong association
between the behavior and the response. Once
the response if firmly attached, reinforcement is
usually switched to a partial reinforcement
schedule.

54. 2. Partial Reinforcement
• In partial reinforcement, the response is
reinforced only part of the time. Learned
behaviors are acquired more slowly with
partial reinforcement, but the response is
more resistant to extinction.

55. There are four schedules of partial
reinforcement:
• Fixed-ratio schedules are those where a
response is reinforced only after a specified
number of responses. This schedule produces
a high, steady rate of responding with only a
brief pause after the delivery of the reinforcer.
An example of a fixed-ratio schedule would be
delivering a food pellet to a rat after it presses
a bar five times.

56. • Variable-ratio schedules occur when a
response is reinforced after an unpredictable
number of responses. This schedule creates a
high steady rate of responding. Gambling and
lottery games are good examples of a reward
based on a variable ratio schedule. In a lab
setting, this might involved delivering food
pellets to a rat after one bar press, again after
four bar presses, and a third pellet after two
bar presses.

57. • Fixed-interval schedules are those where the
first response is rewarded only after a
specified amount of time has elapsed. This
schedule causes high amounts of responding
near the end of the interval, but much slower
responding immediately after the delivery of
the reinforcer. An example of this in a lab
setting would be reinforcing a rat with a lab
pellet for the first bar press after a 30 second
interval has elapsed.

58. • Variable-interval schedules occur when a
response is rewarded after an unpredictable
amount of time has passed. This schedule
produces a slow, steady rate of response. An
example of this would be delivering a food
pellet to a rat after the first bar press following
a one minute interval, another pellet for the
first response following a five minute interval,
and a third food pellet for the first response
following a three minute interval.

60. APPLICATION OF
OPERANT
CONDITIONING

61. Biofeed Training

63. Programmed Learning

64. The difference between
classical conditioning
and operant
conditioning.

65. https://www.youtube.com/watch?v=H6LEcM0E0io

67. Cognitive
Relating to,
involving
cognition

70. OBSERVATIONAL LEARNING

72. VIOLENCE IN THE MEDIA AND
AGGRESSION
EMOTIONAL AROUSAL

73. AGGRESSIVE BEHAVIOR

76. Ways Contribute to depictions of
Violence
Dis-inhibitation
Increased
emotional
arousal
habituation
Observational
learning

77. Teaching children
not to imitate
media violence
Not real Non-violent,
people resolve
conflicts
Real life consequences
are harmful both to the
victim of aggressor
Not represent
behavior of people