Basics of Learning: Classical and Operant Conditioning Overview

 
Learning
Chapter 6
 
AP Psychology
Alice F. Short
Hilliard Davidson High School
 
Chapter Preview
 
Classical Conditioning
Operant Conditioning
Observational Learning
Factors That Affect Learning
Learning and Health and Wellness
 
Types of Learning
 
learning
 - a systematic, relatively permanent change in
behavior that occurs through experience
behaviorism
 – a theory of learning that focuses solely
on 
observable behaviors
, 
discounting
 the importance
of such 
mental activity 
as thinking, wishing, and hoping
associative learning 
/ 
conditioning
 – learning that
occurs when we make a connection, or an association,
between two events
observational learning 
– learning that occurs when a
person observes and imitates another’s behavior
 
Types of Associative Learning
 
classical conditioning  
–  learning process in which a 
neutral
stimulus 
becomes associated with a meaningful stimulus and
acquires the capacity to elicit a similar response
operant conditioning 
– (a.k.a. instrumental conditioning) a form of
associative learning in which the consequences of behavior change
the probability of the behavior’s occurrence
operant 
 references behavior of the ORGANISM
 
Classical Conditioning: Terminology
 
helps to explain involuntary behavior
unconditioned stimulus (UCS)
unconditioned response (UCR)
neutral stimulus (NS)
conditioned stimulus (CS)
conditioned response (CR)
 
Classical Conditioning: 
Pavlov
 
Classical Conditioning: Terminology
 
unconditioned stimulus 
(
UCS
) – a stimulus that produces a
response 
without prior learning
unconditioned response 
(
UCR
) – an 
unlearned reaction
that is automatically 
elicited by the unconditioned stimulus
neutral stimulus 
(
NS
) – a stimulus that does not elicit an
unconditioned response
conditioned stimulus 
(
CS
) – a previously neutral stimulus
that eventually elicits a conditioned response after being
paired with the unconditioned stimulus
conditioned response 
(
CR
) – the learned response to the
conditioned stimulus that occurs after conditioned
stimulus-unconditioned stimulus pairing
reflex
 – an automatic stimulus-response (S-R) connection
 
Activity Handout 6.1
Identify the UCS, CS, UCR and CR
Read through the examples below and then identify the UCS, CS, UCR, and CR
in each of the examples.
 
Pamela is walking her child at the mall and a lady walks by
and stops to see the baby. The lady has a shiny, noisy
bangle of bracelets that are the same as the ones Pamela
wears. When the lady reaches down to pat the baby on the
head, the bangles make noise and the baby starts making
suckling noises.
 
UCS
 
food (milk)
CS
 
the noise from the bracelets
UCR
 
suckling noises
CR
 
suckling noises
 
Activity Handout 6.1
Identify the UCS, CS, UCR and CR
Read through the examples below and then identify the UCS, CS, UCR, and CR
in each of the examples.
 
Scott’s dog waits every afternoon in the front room for
Scott to come home. He knows when he hears the garage
door open, Scott will come in and take him out for a walk.
One evening Scott leaves to go get something at the
grocery store. As he is leaving, he hits the garage door
opener and the dog starts running around like crazy.
 
UCS
 
going on a walk
CS
 
garage door
UCR
 
dog’s excitement
CR
 
dog’s excitement
 
Activity Handout 6.1
Identify the UCS, CS, UCR and CR
Read through the examples below and then identify the UCS, CS, UCR, and CR
in each of the examples.
 
Elmer really likes to cook with onions and he puts onions into
almost everything he makes. He usually starts dinner every day
around 5:00 p.m. As he is cutting the onions, the grandfather clock
chimes five times because it is 5:00 p.m. Elmer is also crying
because cutting the onions makes his eyes water. One evening he is
at a friend’s house because they are going out to dinner later. He
and his friend are watching TV and the clock chimes five times
when it is 5:00 p.m. Elmer’s eyes start to water.
 
UCS
 
onions
CS
 
clock chiming five times
UCR
 
crying
CR
 
crying
 
Classical Conditioning: Procedure
 
acquisition
UCS produces a UCR (reflex)
neutral stimulus (NS) paired with a UCS
after pairings, NS produces a CR
the NS has become a CS
contiguity
 – time between CS and UCS
contingency
 – is CS regularly followed by the
UCS?
 
Classical Conditioning: Pavlov
 
Unlearned/Reflexive
UCS – meat powder
UCR – dog salivates
 
NS – sound of Pavlov’s bell (prior to pairings with
meat powder)
 
Learned
CS – sound of Pavlov’s bell
CR – dog salivates
 
Classical Conditioning: Pavlov
 
Classical Conditioning
 
Generalization
CRs may appear after various NS that are similar
to the CS
Discrimination
CRs appear after the CS but not after other CSs
discrimination generally learned by presenting
other CSs without the UCS
 
Classical Conditioning
 
Extinction
CR is weakened by presenting the CS without the UCS
Pavlov rang the bell but did not present food, and the dog
stopped salivating
 
Spontaneous Recovery
CR recurs after a time delay and without additional learning
when Pavlov rang the bell the next day, the dog salivated
 
Renewal
recovery of the CR when organism is placed in novel context
 
Classical Conditioning
 
classical conditioning -
 
Classical Conditioning: Applications
 
Phobias
Watson and Rayner (1920) – Little Albert
white rat (CS) paired with loud noise (UCS)
fear of rat (CR), fear of loud noise (UCR)
fear of other animals (generalization)
Counterconditioning
associate CS with new, incompatible CR
CS paired with new UCS
aversive conditioning 
– a form of treatment that consists
of repeated pairings of a stimulus with a very unpleasant
stimulus
antabuse
 – a drug treatment for alcoholism since 1940s
 
Classical Conditioning: Applications
 
placebo effect 
– the effect of a substance or procedure (such as
taking a pill) that is used as a control to identify the actual effects of
a treatment (example: drop in pain)
immune 
(disease) 
and endocrine 
(hormones) 
responses
immunosuppression
 – a decrease in the production of antibodies,
which can lower a person’s ability to fight disease
sympathetic nervous system 
(part of autonomic nervous system that
responds to stress)
taste aversion
between taste and nausea
unique (only 1 pairing required)
advertising
 – associative learning
drug habituation 
– decreased responsiveness to a stimulus after
repeated presentation
preparing
 – body “braces” self
 
A 
SHORT
 Time to Ponder
 
How might parents and schools accidently
condition undesirable behaviors? Relate this
to immunosuppression.
Could you condition yourself to eat healthy?
How?
What routines do you have that might be
triggering unconscious conditioned
responses? Think habituation and preparing.
 
A 
SHORT
 Activity
 
With a partner or group of three, create a
table or diagram in your spiral to explain the
placebo effect 
using 
classical conditioning
terminology
.
With the same partner or group of three,
create a table or diagram in your spiral to
explain the 
advertising 
of a specific product
using 
classical conditioning terminology
.
 
Operant Conditioning
 
operant conditioning 
– (a.k.a. a form of
associative learning in which the
consequences of a behavior change the
probability of the behavior’s occurrence
operant 
 references behavior of the organism
better explains voluntary behaviors
the consequences of a behavior change the
probability of that behavior’s occurrence
 
Operant Conditioning
 
Thorndike’s Law of Effect
consequence strengthens or weakens a S – R connection
behaviors (reactions) followed by positive outcomes are strengthened
behaviors (reactions) followed by negative outcomes are weakened
not technically operant conditioning
“trial and accidental success”
B.F. Skinner
expanded on Thorndike’s work
named operant conditioning
maintained that his research with pigeons demonstrated the
usefulness of operant conditioning techniques for 
behavior control
shaping
 (reward approximations of the desired behavior)
“You have permission to be as smart as a seeing eye dog.”
- Mr. Hickey
 
Activity Handout 6.2
How Do You Shape This Behavior?
Look over the list of behaviors below and choose three of the behaviors.
Explain how you would go about (what steps you would use) shaping each of
the behaviors you chose.
 
Riding a bicycle
Jumping rope
Brushing your teeth
Making cookies
Potty training
Getting someone to complete their homework
Each example should include
:
 the concept of beginning the training by rewarding any approximation
of the behavior
then gradually only rewarding the actual behavior.
 
B.F. Skinner
 
“I did not direct my life. I didn't
design it. I never made decisions.
Things always came up and made
them for me. That's what life is.”
“Give me a child and I'll shape
him into anything.”
“The 
consequences
 of an act
affect the probability of its
occurring again.”
“The real problem is not whether
machines think but whether men
do.”
“Society attacks early, when the
individual is helpless.”
 
Skinner Box
 
 
Skinner Box 
(1930s)
 
Developed by 
B. F. Skinner
, a 
Skinner box 
is a chamber that
contains a bar or key that an animal can press or manipulate in
order to obtain food or water as a type of 
reinforcement
.
recorded each response provided by the animal
recorded unique schedule of reinforcement that the animal was
assigned
design of Skinner boxes
varied depending upon the type of animal and the experimental
variables.
chamber that includes at least one lever, bar, or key that the animal
can manipulate
lever is pressed, food, water, or some other type of reinforcement might be
dispensed
Other stimuli can also be presented including lights, sounds, and
images. In some instances, the floor of the chamber may be
electrified.
purpose
 of a Skinner box  -could carefully 
study behavior 
in a 
very
controlled environment
.
Example 
 
determine which schedule of reinforcement led to the highest rate
of response in the study subjects
 
B.F. Skinner
4 Ways to Shape Behavior
 
1.
positive reinforcement
2.
negative reinforcement
3.
positive punishment
4.
negative punishment
 
Comparing Operant Procedures
 
Operant Conditioning: Reinforcement
 
reinforcement
 – the process by which a rewarding stimulus or event (a
reinforcer) following a particular behavior increases the probability that
the behavior will happen again
Reinforcement increases behavior.
positive reinforcement 
increases
 behavior
negative reinforcement 
increases
 behavior
 
Positive Reinforcement
behavior followed by rewarding consequence
rewarding stimulus is “added”
example: telling joke – listener laughing
Negative Reinforcement
behavior followed by rewarding consequence
aversive (unpleasant) stimulus is “removed”
example: putting on gloves 
 cold gone
 
Operant Conditioning: Reinforcement
 
positive reinforcement 
increases
 behavior
negative reinforcement 
increases
 behavior
 
Principles of Reinforcement:
Avoidance Reinforcement
 
Avoidance Reinforcement 
(a.k.a. 
avoidance
learning
)
 
– an organism's learning that it can
altogether avoid a negative stimulus by
making a particular response
 
…by making a 
particular response
, a 
negative
stimulus 
can be 
avoided
 
Example
: previously failed test 
 studying a
lot in the future 
 avoid future failing grades
NOTE: changing behavior permanently
 
Principles of Reinforcement:
Learned Helplessness
 
Learned Helplessness 
 - an organism’s learning
through experience with unavoidable negative
stimuli that it has no control over negative
outcomes
 
…an organism 
learns
 it has 
no control 
over
negative
 outcomes
 
Example
: student fails in school whether studies
or not 
 student gives up on studying 
 if
student studied now would be successful
(different class, gained additional skills, etc.) but
continues to give up on trying
 
2 Types of Reinforcers
 
Primary Reinforcers
innately satisfying
pleasurable w/o learning
examples
: food, water, sexual satisfaction
Secondary Reinforcers
learned / conditioned reinforcer
become satisfying through experience (learning)
repeated association with a pre-existing reinforcer
token economy 
– behaviors are rewarded with tokens
(such as poker chips or stars on a chart) that can be
exchanged later for desired rewards (such as candy or
money)
examples
: grades, paychecks
 
A 
SHORT
 Time to Ponder
 
How is caring about grades unnatural?
Thinking about reinforcers, how could we
improve public education? How could you
improve YOUR education / learning
experience?
 
Schedules of Reinforcement
 
Generalization
 (in operant conditioning)
performing a reinforced behavior in a different situation
stimulus “sets the occasion” for the response
responding occurs to similar stimuli
Discrimination
 (in operant conditioning)
responding appropriately to stimuli that signal that a
behavior will or will not be reinforced
stimuli signal when behavior will or will not be reinforced
Extinction
 (in operant conditioning)
behavior decreases when reinforcement stops
Spontaneous Recovery
 
Schedules of Reinforcement
 
schedule of reinforcement 
specific
 patterns
that determine when a behavior will be
reinforced
Continuous Reinforcement
Partial Reinforcement 
(vocabulary)
fixed 
 set
variable 
 not set / unpredictable
ratio 
 #
interval 
 time
 
4 Schedules of Partial Reinforcement
 
Fixed Ratio 
(FR)
reinforcement follows a set 
# of behaviors
not used in casinos (problem / beat system)
Variable Ratio 
(VR)
reinforcement follows an unpredictable 
# of behaviors 
(e.g., an
average)
used in casinos
: consistent, but not predictable
resistant to extinction
Fixed Interval 
(FI)
reinforcement follows behavior that occurs after a set amount of 
time
has elapsed
behavior increases before anticipated event
example: elections
Variable Interval 
(VI)
reinforcement follows behavior that occurs after an unpredictable
amount of 
time
 has elapsed
example: pop quizzes
 
 
A 
SHORT
 Time to Ponder
 
According to the textbook, pop quizzes are
considered to be 
variable interval
. How could
you argue that it is 
variable ratio
?
 
ON A TEST… Please put 
variable interval
!
 
Schedules of
Reinforcement
 
Punishment
 
punishment
 
decreases
 behavior.
 
Positive Punishment
behavior followed by aversive consequence
aversive (unpleasant) stimulus is “added”
Negative Punishment
behavior followed by aversive consequence
rewarding stimulus is “removed”
example: timeout; jail (freedom removed)
 
Punishment
 
punishment
 – a consequence that 
decreases
 the
likelihood that a behavior will occur
 
Comparing Operant Procedures
 
Activity Handout 6.3
Which Schedule Is It?
For each of the scenarios below, determine which schedule is being used such
as positive reinforcement, negative reinforcement, positive punishment, and
negative punishment. 
Explain why you chose your answer.
 
Libby gets twenty dollars for every A she brings home on her report card.
Schedule:  
positive reinforcement
 
For every A that Tim gets on his report card he doesn’t have to do his chores for
two days.
Schedule:  
negative reinforcement
 
Every time the dog rolls over he gets a doggy treat.
Schedule: 
positive reinforcement
 
Jim comes home way after curfew and his parents take his car keys away for a
week.
Schedule: 
negative punishment
 
Sally talks back to her mom and she gets grounded for three weeks.
Schedule: 
negative punishment
 
Controversy Over Punishment
p. 192
 
corporal punishment
used by 70-90% of parents in the U.S.
correlational research studies
problems associated with punishment
why should parents avoid spanking?
is physical punishment necessary?
 
Operant Conditioning:
Timing of Consequences
 
Timing of Consequences
immediate versus delayed reinforcement
immediate versus delayed punishment
immediate versus delayed reinforcement and
punishment
obesity; smoking; drinking
 
Operant Conditioning:
Applied Behavior Analysis
 
Applied Behavior Analysis
behavior modification
work and school performance
training autistic children
to instruct individuals on effective parenting
to enhance environmentally conscious behaviors
(recycling, not littering)
to promote workplace safety
to improve self control
 
Activity Handout 6.4
How Do You Change the Behavior?
Read over the negative behaviors listed below. Choose three of the behaviors and
explain how you would go about changing that behavior into a more positive behavior.
Use the steps of behavior modification that were discussed in the chapter.
 
Talking back to your parents
Getting bad grades in school
Taking toys on the playground that do not belong to you
Kicking and hitting your sister
Writing on the table with crayons while coloring
Splashing water all over the bathroom floor while taking a bath
Using your mother’s lipstick to draw pictures on the walls
 
Answers should include the following steps:
1. define the problem
2. commit to change
3. collect information about yourself
4. design a self-control program including self-talk, self-instruction, or self-
reinforcement
5. maintenance: establish follow-up checks and plans for when progress is not
maintained
 
Observational Learning
 
learning that occurs when a person observes and
imitates behavior (modeling)
Albert Bandura 
– Social Cognitive Theory
four processes
attention
retention
motor reproduction
reinforcement
vicarious reinforcement
vicarious punishment
 
Observational Learning:
Bandura
’s Model of Observational Learning
 
observational learning 
– learning that occurs
when a person observes and imitates another’s
behavior
 
Albert Bandura
… and 
Bobo Clowns
,
which are 
creepy
 
Bobo doll experiment 
(1961, 63) - experiments
conducted by Albert Bandura studying
children's behavior after watching an adult
model act aggressively towards a Bobo doll
There are different variations
measured the children's behavior after seeing
the model get rewarded, punished or
experience no consequence for beating up the
bobo doll
empirical demonstration of Bandura's 
social
learning theory
 It shows that people not only
learn by being rewarded or punished itself
(behaviorism), they can learn from watching
somebody being rewarded or punished, too
(
observational learning
)
important because they sparked many more
studies on the effects of observational learning
practical implication
, e.g. how children can be
influenced watching violent media
 
Cognitive Factors in Learning:
E.C. Tolhman 
(1932)
 
purposiveness
 – the idea that much of
behavior is goal-directed
studying
behavior does not illustrate purpose (college, etc.)
 
Purposive Behavior in Humans
goal directed
goal setting
self-regulation and self-monitoring
 
Cognitive Factors in Learning
 
expectancy learning
information value
expectancies
 – acquired from people’s experience with
their environment
latent learning 
/ 
implicit learning 
– unreinforced
learning that is immediately reflected in behavior
latent = stored cognitively
evident when you walk around a new setting to get a “lay
of the land”
DISCUSSION
: How can latent learning and learning the “lay
of the chapter” influence success in AP Psychology?
 
A 
SHORT
 Time to Ponder
 
How can you use latent learning to help you in
your coursework? … specifically, AP
Psychology?
 
Cognitive Factors in Learning:
Insight Learning
 
insight learning 
– a form of problem solving in
which the organism develops a sudden insight
into or understanding of a problem
requires thinking “outside the box”… or “outside
the bun”
setting aside previous expectations and assumptions
Wolfgang Kohler
the stick problem
the box problem
 
Cognitive Factors in Learning:
Wolfgang Kohler 
and
Insight Learning
 
the 
box problem 
and the
stick problem
 
A 
SHORT
 Time to Ponder:
Cognitive Factors in Learning
 
Do cognitions matter?
Does learning involve more than environment-
behavior connections?
 
Other Factors in Learning
 
Biological Constraints
instinctive drift 
– the tendency of animals to revert to
instinctive behavior that interferes with learning
inability to learn or reverting to animal tendencies after
learning (biology sometimes wins)
preparedness
 – the species-specific biological
predisposition to learn in certain ways but not in
others
taste aversion in humans
fear of snakes in most animals (b/c they are creepy)
Noam Chomsky
 
believed we are 
prewired
to learn language
 
Other Factors in Learning
 
Cultural Influences
classical conditioning, operant conditioning, and
observational learning = universal
culture 
influences degree
example: Mexican American students prefer observational
learning; Euro-American students direct instruction
influences content (geography, religion, etc.)
 
Other Factors in Learning:
Psychological Constraints
 
Psychological Constraints
mindset:  fixed v. growth
mindset – the way our beliefs about ability dictate what goals
we set for ourselves, what we think we can learn, and ultimately
what we do learn
fixed mindset 
– believe that their qualities are carved in stone and
cannot change
failure = lack of ability (belief that if failing, will continue to fail)
… still failing
growth mindset 
(incremental theory) - believe their qualities can
change and improve through their effort
failure = what you need to learn
… showing growth
developing a growth mindset
Understand that you intelligence and thinking skills are not fixed but can
change.
Become passionate about learning and stretch your mind in challenging
situations.
Think about the growth mindsets of people you admire.
Begin now.
 
Learning and Health and Wellness
 
Factors influencing degree of stress
predictability of stressor
control over stressor
improvement of (reduction in) stressor
outlets for frustration
 
Activity Handout 6.5
Have you Learned to be Stressed?
Research has provided some insightful aspects in regards to how we deal with
stress. Under each component of the stress response, identify one or two
examples from your own life illustrating the functionality of that component.
 
Predictability:
Any answer that reflects on how events that are perceived as predictable are considered less
stressful in general than unpredictable situations.
 
Control:
Any answer that includes the idea of how having personal control over situations that happen in
our lives is deemed less stressful than having the feeling of a lack of control over aversive stimuli.
 
Improvement:
Any answer that shows how a perception of improvement over one’s circumstance, even in a
situation that is objectively worse than another, is related to lowered stress.
 
Outlets for Frustration:
Any answer that includes examples of ways to deal with stressful situations (productive or
maladaptive).
 
From a learning perspective, how does stress operate in your life? What can you do to decrease the
amount of stress you are under?
Answers may vary.
 
Chapter Summary
 
Explain what learning is.
Describe classical conditioning.
Discuss operant conditioning.
Understand observational learning.
Discuss the role of cognition in learning.
Identify biological, cultural, and psychological
factors in learning.
Describe how principles of learning apply to
health and wellness.
 
Chapter Summary
 
Learning is a relatively permanent change in
behavior that occurs through experience.
Classical Conditioning
association between two stimuli
terminology: CS, CR, UCS, UCR
generalization and discrimination
extinction and spontaneous recovery
phobias and counterconditioning
 
Chapter Summary
 
Operant Conditioning
stimulus - response - consequence
positive and negative reinforcement
positive and negative punishment
schedules of reinforcement
Observational Learning
attention, retention, motor reproduction, and
reinforcement
 
Chapter Summary
 
Cognitive Factors in Learning
purposive behavior
insight learning
Other Factors in Learning
biological, cultural, psychological constraints
Learning and Health and Wellness
variables aggravating stress
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Updated 12/2/2014

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Types of learning include classical conditioning, operant conditioning, and observational learning. Classical conditioning involves pairing a neutral stimulus with a meaningful one to elicit a response. Operant conditioning focuses on how consequences influence behavior. Terminology like UCS, UCR, NS, CS, and CR are used to explain classical conditioning. Pavlov's work exemplifies classical conditioning principles.


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  1. Learning Chapter 6 AP Psychology Alice F. Short Hilliard Davidson High School

  2. Chapter Preview Classical Conditioning Operant Conditioning Observational Learning Factors That Affect Learning Learning and Health and Wellness

  3. Types of Learning learning - a systematic, relatively permanent change in behavior that occurs through experience behaviorism a theory of learning that focuses solely on observable behaviors, discounting the importance of such mental activity as thinking, wishing, and hoping associative learning / conditioning learning that occurs when we make a connection, or an association, between two events observational learning learning that occurs when a person observes and imitates another s behavior

  4. Types of Associative Learning classical conditioning learning process in which a neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response operant conditioning (a.k.a. instrumental conditioning) a form of associative learning in which the consequences of behavior change the probability of the behavior s occurrence operant references behavior of the ORGANISM

  5. Classical Conditioning: Terminology helps to explain involuntary behavior unconditioned stimulus (UCS) unconditioned response (UCR) neutral stimulus (NS) conditioned stimulus (CS) conditioned response (CR)

  6. Classical Conditioning: Pavlov

  7. Classical Conditioning: Terminology unconditioned stimulus (UCS) a stimulus that produces a response without prior learning unconditioned response (UCR) an unlearned reaction that is automatically elicited by the unconditioned stimulus neutral stimulus (NS) a stimulus that does not elicit an unconditioned response conditioned stimulus (CS) a previously neutral stimulus that eventually elicits a conditioned response after being paired with the unconditioned stimulus conditioned response (CR) the learned response to the conditioned stimulus that occurs after conditioned stimulus-unconditioned stimulus pairing reflex an automatic stimulus-response (S-R) connection

  8. Activity Handout 6.1 Identify the UCS, CS, UCR and CR Read through the examples below and then identify the UCS, CS, UCR, and CR in each of the examples. Pamela is walking her child at the mall and a lady walks by and stops to see the baby. The lady has a shiny, noisy bangle of bracelets that are the same as the ones Pamela wears. When the lady reaches down to pat the baby on the head, the bangles make noise and the baby starts making suckling noises. UCSfood (milk) CS the noise from the bracelets UCRsuckling noises CR suckling noises

  9. Activity Handout 6.1 Identify the UCS, CS, UCR and CR Read through the examples below and then identify the UCS, CS, UCR, and CR in each of the examples. Scott s dog waits every afternoon in the front room for Scott to come home. He knows when he hears the garage door open, Scott will come in and take him out for a walk. One evening Scott leaves to go get something at the grocery store. As he is leaving, he hits the garage door opener and the dog starts running around like crazy. UCSgoing on a walk CS garage door UCRdog s excitement CR dog s excitement

  10. Activity Handout 6.1 Identify the UCS, CS, UCR and CR Read through the examples below and then identify the UCS, CS, UCR, and CR in each of the examples. Elmer really likes to cook with onions and he puts onions into almost everything he makes. He usually starts dinner every day around 5:00 p.m. As he is cutting the onions, the grandfather clock chimes five times because it is 5:00 p.m. Elmer is also crying because cutting the onions makes his eyes water. One evening he is at a friend s house because they are going out to dinner later. He and his friend are watching TV and the clock chimes five times when it is 5:00 p.m. Elmer s eyes start to water. UCS onions CS UCR crying CR clock chiming five times crying

  11. Classical Conditioning: Procedure acquisition UCS produces a UCR (reflex) neutral stimulus (NS) paired with a UCS after pairings, NS produces a CR the NS has become a CS contiguity time between CS and UCS contingency is CS regularly followed by the UCS?

  12. Classical Conditioning: Pavlov Unlearned/Reflexive UCS meat powder UCR dog salivates NS sound of Pavlov s bell (prior to pairings with meat powder) Learned CS sound of Pavlov s bell CR dog salivates

  13. Classical Conditioning: Pavlov

  14. Classical Conditioning Generalization CRs may appear after various NS that are similar to the CS Discrimination CRs appear after the CS but not after other CSs discrimination generally learned by presenting other CSs without the UCS

  15. Classical Conditioning Extinction CR is weakened by presenting the CS without the UCS Pavlov rang the bell but did not present food, and the dog stopped salivating Spontaneous Recovery CR recurs after a time delay and without additional learning when Pavlov rang the bell the next day, the dog salivated Renewal recovery of the CR when organism is placed in novel context

  16. Classical Conditioning classical conditioning -

  17. Classical Conditioning: Applications Phobias Watson and Rayner (1920) Little Albert white rat (CS) paired with loud noise (UCS) fear of rat (CR), fear of loud noise (UCR) fear of other animals (generalization) Counterconditioning associate CS with new, incompatible CR CS paired with new UCS aversive conditioning a form of treatment that consists of repeated pairings of a stimulus with a very unpleasant stimulus antabuse a drug treatment for alcoholism since 1940s

  18. Classical Conditioning: Applications placebo effect the effect of a substance or procedure (such as taking a pill) that is used as a control to identify the actual effects of a treatment (example: drop in pain) immune (disease) and endocrine (hormones) responses immunosuppression a decrease in the production of antibodies, which can lower a person s ability to fight disease sympathetic nervous system (part of autonomic nervous system that responds to stress) taste aversion between taste and nausea unique (only 1 pairing required) advertising associative learning drug habituation decreased responsiveness to a stimulus after repeated presentation preparing body braces self

  19. A SHORT Time to Ponder How might parents and schools accidently condition undesirable behaviors? Relate this to immunosuppression. Could you condition yourself to eat healthy? How? What routines do you have that might be triggering unconscious conditioned responses? Think habituation and preparing.

  20. A SHORT Activity With a partner or group of three, create a table or diagram in your spiral to explain the placebo effect using classical conditioning terminology. With the same partner or group of three, create a table or diagram in your spiral to explain the advertising of a specific product using classical conditioning terminology.

  21. Operant Conditioning operant conditioning (a.k.a. a form of associative learning in which the consequences of a behavior change the probability of the behavior s occurrence operant references behavior of the organism better explains voluntary behaviors the consequences of a behavior change the probability of that behavior s occurrence

  22. Operant Conditioning Thorndike s Law of Effect consequence strengthens or weakens a S R connection behaviors (reactions) followed by positive outcomes are strengthened behaviors (reactions) followed by negative outcomes are weakened not technically operant conditioning trial and accidental success B.F. Skinner expanded on Thorndike s work named operant conditioning maintained that his research with pigeons demonstrated the usefulness of operant conditioning techniques for behavior control shaping (reward approximations of the desired behavior) You have permission to be as smart as a seeing eye dog. - Mr. Hickey

  23. Activity Handout 6.2 How Do You Shape This Behavior? Look over the list of behaviors below and choose three of the behaviors. Explain how you would go about (what steps you would use) shaping each of the behaviors you chose. Riding a bicycle Jumping rope Brushing your teeth Making cookies Potty training Getting someone to complete their homework Each example should include: the concept of beginning the training by rewarding any approximation of the behavior then gradually only rewarding the actual behavior.

  24. http://www.uiowa.edu/~c169070/outlines/images/06skinner.jpg B.F. Skinner I did not direct my life. I didn't design it. I never made decisions. Things always came up and made them for me. That's what life is. Give me a child and I'll shape him into anything. The consequences of an act affect the probability of its occurring again. The real problem is not whether machines think but whether men do. Society attacks early, when the individual is helpless. http://clzimages.com/book/large/05/05_679296_0_BFSkinner_AboutBehaviorism.jpg

  25. Skinner Box http://www.simplypsychology.org/skinner%20box.jpg

  26. Skinner Box (1930s) Developed by B. F. Skinner, a Skinner box is a chamber that contains a bar or key that an animal can press or manipulate in order to obtain food or water as a type of reinforcement. recorded each response provided by the animal recorded unique schedule of reinforcement that the animal was assigned design of Skinner boxes varied depending upon the type of animal and the experimental variables. chamber that includes at least one lever, bar, or key that the animal can manipulate lever is pressed, food, water, or some other type of reinforcement might be dispensed Other stimuli can also be presented including lights, sounds, and images. In some instances, the floor of the chamber may be electrified. purpose of a Skinner box -could carefully study behavior in a very controlled environment. Example determine which schedule of reinforcement led to the highest rate of response in the study subjects

  27. B.F. Skinner 4 Ways to Shape Behavior 1. positive reinforcement 2. negative reinforcement 3. positive punishment 4. negative punishment

  28. Comparing Operant Procedures

  29. Operant Conditioning: Reinforcement reinforcement the process by which a rewarding stimulus or event (a reinforcer) following a particular behavior increases the probability that the behavior will happen again Reinforcement increases behavior. positive reinforcement increases behavior negative reinforcement increases behavior Positive Reinforcement behavior followed by rewarding consequence rewarding stimulus is added example: telling joke listener laughing Negative Reinforcement behavior followed by rewarding consequence aversive (unpleasant) stimulus is removed example: putting on gloves cold gone

  30. Operant Conditioning: Reinforcement positive reinforcement increases behavior negative reinforcement increases behavior

  31. Principles of Reinforcement: Avoidance Reinforcement Avoidance Reinforcement (a.k.a. avoidance learning) an organism's learning that it can altogether avoid a negative stimulus by making a particular response by making a particular response, a negative stimulus can be avoided Example: previously failed test studying a lot in the future avoid future failing grades NOTE: changing behavior permanently

  32. Principles of Reinforcement: Learned Helplessness Learned Helplessness - an organism s learning through experience with unavoidable negative stimuli that it has no control over negative outcomes an organism learns it has no control over negative outcomes Example: student fails in school whether studies or not student gives up on studying if student studied now would be successful (different class, gained additional skills, etc.) but continues to give up on trying

  33. 2 Types of Reinforcers Primary Reinforcers innately satisfying pleasurable w/o learning examples: food, water, sexual satisfaction Secondary Reinforcers learned / conditioned reinforcer become satisfying through experience (learning) repeated association with a pre-existing reinforcer token economy behaviors are rewarded with tokens (such as poker chips or stars on a chart) that can be exchanged later for desired rewards (such as candy or money) examples: grades, paychecks

  34. A SHORT Time to Ponder How is caring about grades unnatural? Thinking about reinforcers, how could we improve public education? How could you improve YOUR education / learning experience?

  35. Schedules of Reinforcement Generalization (in operant conditioning) performing a reinforced behavior in a different situation stimulus sets the occasion for the response responding occurs to similar stimuli Discrimination (in operant conditioning) responding appropriately to stimuli that signal that a behavior will or will not be reinforced stimuli signal when behavior will or will not be reinforced Extinction (in operant conditioning) behavior decreases when reinforcement stops Spontaneous Recovery

  36. Schedules of Reinforcement schedule of reinforcement specific patterns that determine when a behavior will be reinforced Continuous Reinforcement Partial Reinforcement (vocabulary) fixed set variable not set / unpredictable ratio # interval time

  37. 4 Schedules of Partial Reinforcement Fixed Ratio (FR) reinforcement follows a set # of behaviors not used in casinos (problem / beat system) Variable Ratio (VR) reinforcement follows an unpredictable # of behaviors (e.g., an average) used in casinos: consistent, but not predictable resistant to extinction Fixed Interval (FI) reinforcement follows behavior that occurs after a set amount of time has elapsed behavior increases before anticipated event example: elections Variable Interval (VI) reinforcement follows behavior that occurs after an unpredictable amount of time has elapsed example: pop quizzes

  38. A SHORT Time to Ponder According to the textbook, pop quizzes are considered to be variable interval. How could you argue that it is variable ratio? ON A TEST Please put variable interval!

  39. Schedules of Reinforcement

  40. Punishment punishment decreases behavior. Positive Punishment behavior followed by aversive consequence aversive (unpleasant) stimulus is added Negative Punishment behavior followed by aversive consequence rewarding stimulus is removed example: timeout; jail (freedom removed)

  41. Punishment punishment a consequence that decreases the likelihood that a behavior will occur

  42. Comparing Operant Procedures

  43. Activity Handout 6.3 Which Schedule Is It? For each of the scenarios below, determine which schedule is being used such as positive reinforcement, negative reinforcement, positive punishment, and negative punishment. Explain why you chose your answer. Libby gets twenty dollars for every A she brings home on her report card. Schedule: positive reinforcement For every A that Tim gets on his report card he doesn t have to do his chores for two days. Schedule: negative reinforcement Every time the dog rolls over he gets a doggy treat. Schedule: positive reinforcement Jim comes home way after curfew and his parents take his car keys away for a week. Schedule: negative punishment Sally talks back to her mom and she gets grounded for three weeks. Schedule: negative punishment

  44. Controversy Over Punishment p. 192 corporal punishment used by 70-90% of parents in the U.S. correlational research studies problems associated with punishment why should parents avoid spanking? is physical punishment necessary?

  45. Operant Conditioning: Timing of Consequences Timing of Consequences immediate versus delayed reinforcement immediate versus delayed punishment immediate versus delayed reinforcement and punishment obesity; smoking; drinking

  46. Operant Conditioning: Applied Behavior Analysis Applied Behavior Analysis behavior modification work and school performance training autistic children to instruct individuals on effective parenting to enhance environmentally conscious behaviors (recycling, not littering) to promote workplace safety to improve self control

  47. Activity Handout 6.4 How Do You Change the Behavior? Read over the negative behaviors listed below. Choose three of the behaviors and explain how you would go about changing that behavior into a more positive behavior. Use the steps of behavior modification that were discussed in the chapter. Talking back to your parents Getting bad grades in school Taking toys on the playground that do not belong to you Kicking and hitting your sister Writing on the table with crayons while coloring Splashing water all over the bathroom floor while taking a bath Using your mother s lipstick to draw pictures on the walls Answers should include the following steps: 1. define the problem 2. commit to change 3. collect information about yourself 4. design a self-control program including self-talk, self-instruction, or self- reinforcement 5. maintenance: establish follow-up checks and plans for when progress is not maintained

  48. Observational Learning learning that occurs when a person observes and imitates behavior (modeling) Albert Bandura Social Cognitive Theory four processes attention retention motor reproduction reinforcement vicarious reinforcement vicarious punishment

  49. Observational Learning: Bandura s Model of Observational Learning observational learning learning that occurs when a person observes and imitates another s behavior

  50. Albert Bandura and Bobo Clowns, which are creepy http://4.bp.blogspot.com/-lgdcVBBxVIA/UF38zWAoKlI/AAAAAAAAABg/kVmAzhzRBSs/s320/bobo+doll+2.jpg Bobo doll experiment (1961, 63) - experiments conducted by Albert Bandura studying children's behavior after watching an adult model act aggressively towards a Bobo doll There are different variations measured the children's behavior after seeing the model get rewarded, punished or experience no consequence for beating up the bobo doll empirical demonstration of Bandura's social learning theory It shows that people not only learn by being rewarded or punished itself (behaviorism), they can learn from watching somebody being rewarded or punished, too (observational learning) important because they sparked many more studies on the effects of observational learning practical implication, e.g. how children can be influenced watching violent media http://news.stanford.edu/news/2007/december5/gifs/graw_bandura.jpg

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