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- 1. LEARNING AN INTRODUCTION TOCLASSICAL AND OPERANT CONDITIONING
- 2. OBJECTIVE • I canexplain how learning occurs. • I can explain how learning has impacted my behavior. • Essential Question: How does learning occur and shape my behavior?
- 3. TODAY’S LEARNING INTENTIONS • Weare learning about different theories about how humans learn to behave. • We should be able to use key terms about learning to help explain a change in a person or animal’s behavior. • This is because we want to be able to explain how our environment impacts our behavior.
- 4. WARM UP AGREE ORDISAGREE?
- 5. WHAT IS LEARNING? •A long term change in behavior that is based on our experiences.
- 6. THE BIOLOGY OF LEARNING •In the brain, learning occurs as we build neural pathways based on your new experiences. As you practice those skills/ideas/perceptions, those pathways are strengthened.
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- 8. PAVLOV’S DOGS • Pavlovwas a Russian doctor studying the digestive systems of dogs. • One day, he realized that the dogs would begin to salivate before they actually had food in front of them. • He wondered, if the dogs could be taught to salivate without the presence of food.
- 9. PAVLOV SIMUALATION • Playthe simulation to see if you can get the Dog to salivate without the presence of food. • Pavlov Simulation
- 10. PAVLOV’S DOGS • Pavlovbegan to ring a bell before bringing the Dogs’ dinner to them. • Dogs learned to associate the sound of the bell with the anticipated food. • He found that after a few weeks, dogs began to salivate at the mere sound of the bell.
- 11. BEFORE CONDITIONING • Neutral Stimulus:A naturally occurring event that does not lead to a particular behavior. (The Bell) • Unconditioned Stimulus: A stimulus that leads to a naturally occurring, reflexive response in the absence of learning. (The Food) • Natural Response: An untrained or reflexive response to a stimulus in the absence of learning. (The Salvation)
- 12. CONDITIONING KEY TERMS • PairedStimulus: The process of connecting a neutral stimulus with that of an unconditioned stimulus. (Bell & Meat) • Conditioned Response: The process of demonstrating an action associated with a new stimulus (salvation). • Conditioned Stimulus: A new association between the neutral stimulus with the conditioned response.
- 13. CLASSICAL CONDITIONING • A typeof learning in which one learns to link two or more stimuli and anticipate events.
- 14. BABY ALBERT • KeyQuestion: How does learning occur in humans • Lil' Baby Albert Video
- 15. GENERALIZATION • Baby Albertbegan to generalize his fear of white rats to other furry and white objects. • Generalization: The tendency to respond in the same way to different but similar stimuli.
- 16. COMPLETING NOTES • Workfor the next three minutes to complete your notes by… • Checking with a neighbor to fill any pieces of information that you may have missed. • Write study questions in the side box. • Highlight any key terms. • Circle key ideas. • Write questionmarks next to any areas that you still don’t understand.
- 17. OPERANT CONDITIONING • Atype of learning in which behavior is strengthened or diminished based on the consequence of that behavior.
- 18. REINFORCEMENT POSITIVE REINFORCEMENT • Something positiveis given. • Gold Star • Cookies • Compliment • Good Feelings • Happiness NEGATIVE REINFORCEMENT • Something negative is taken away. • No Homework • No Chores • Beeping in Car • Crying child Reinforcement: A consequence that makes a behavior more likely to happen again.
- 19. WHEN REINFORCEMENT WORKS • Reinforcementswork when they are… • Immediate • Continually reinforced • Are intrinsically motivating • Reinforcements can cause problems when they… • Rely too heavily on extrinsic rewards. • Are inconsistent
- 20. PUNISHMENTS POSITIVE PUNISHMENTS • Giving anunpleasant consequence. • Extra Chores • Traffic Ticket • Physical Pain NEGATIVE PUNISHMENTS • Taking away a pleasant consequence. • Detention • Cell Phone Taken Away • Bed without Dinner Punishment: A consequence that makes a behavior less likely.
- 21. THE PROS &CONS OF PUNISHMENT • Punishments are most effective when they are… • Appropriate and thoughtful • Consistently enforced • Enforced immediately following the behavior • Helpful in teaching what to do. • Not sources of additional wanted attention • Punishment does not work when they are... • Mindless or inappropriate • Sources of anxiety, pain, rage, or fear • Inconsistenly enforced • Delayed • Dependent on the presense of the enforcer • Unclear or do not teach a lesson • Sources of additional attention.
- 22. EXTINCTION • Extinction isthe disappearance of a previously learned behavior when the behavior is not reinforced.
- 23. COMPLETING NOTES • Workfor the next three minutes to complete your notes by… • Checking with a neighbor to fill any pieces of information that you may have missed. • Write study questions in the side box. • Highlight any key terms. • Circle key ideas. • Write questionmarks next to any areas that you still don’t understand.
- 24. CLASSICAL & OPERANT CONDITIONING •TedED: The Difference Between Classical & Operant Conditioning
- 25. BIG BANG CONDITIONING Sheldon theTeacher • What was Sheldon’s goal by giving chocolates? • To what extent do you think Sheldon would be successful in changing behavior in real life? • Where have you seen similar techniques? • What does this show about human behavior?
- 26. LEARNING SKITS • Yourteam are a group of experts on learning that has been hired by the Tualatin High School to improve their school community. • Each team will be assigned with a different problem within our school that you are tasked with fixing using principles from Classical & Operant Conditioning. • Create a short demonstration skit that will help the school put in place procedures to help make TuHS a better school. • Identify the problem you are addressing. • Demonstrate what steps should be taken to change the behavior of TuHS students. • Be creative & have fun. • Be prepared to present.