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Classical Conditioning

NEUTRAL STIMULUS. NO REACTION. will elicit. UNCONDITIONED STIMULUS. REFLEX ACTION. will elicit a. UNCONDITIONED STIMULUS. REFLEX ACTION. will elicit a. NEUTRAL STIMULUS. CONDITIONED RESPONSE. CONDITIONED STIMULUS. will elicit a. CONDITIONED STIMULUS. Classical Conditioning.

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Classical Conditioning

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  1. NEUTRAL STIMULUS NO REACTION will elicit UNCONDITIONED STIMULUS REFLEX ACTION will elicit a UNCONDITIONED STIMULUS REFLEX ACTION will elicit a NEUTRAL STIMULUS CONDITIONED RESPONSE CONDITIONED STIMULUS will elicit a CONDITIONED STIMULUS Classical Conditioning

  2. Operant Conditioning • Classical: Behavior=reaction • Operant: Behavior=designed to produce consequence • Consequences • positive and negative reinforcement • positive and negative punishment

  3. Consequences • Reinforcement • increases frequency of operant response • positive: arrival of stimulus increases likelihood of operant response; operant response arrival of stimulus • negative: removal of stimulus increases likelihood of operant response; operant response removal of stimulus

  4. Consequences • Punishment • decreases frequency of operant response • positive: arrival of stimulus decreases likelihood of response; response arrival of stimulus • negative: removal of stimulus decreases likelihood of response; response removal of stimulus

  5. Reinforcement Schedules • Continuous: 1 to 1 ratio, a prize every time • Ratio • fixed: 1 to ?, a prize every ? time • variable: ? to ?, maybe a prize, maybe not! • Interval • fixed: announced examination • variable: pop quiz

  6. Classical vs. Operant Conditioning CLASSICAL • Stimulus precedes the response and elicits it • Elicited responses • Learning as a result of association • Pavlov OPERANT • Stimulus follows the response and strengthens it • Emitted responses • Learning as a result of consequences • Skinner

  7. Cognitive View • So far: S-R behaviorists (Watson, Skinner) • Now: S-O-R: stimulus, organism/ interpretation/ response • eg: Herrnstein’s pigeons; concept of trees. Rescorla: class. cond. as S-S association; learned expectancy

  8. Rescorla’s experiment • Question: Do animals learn S-R (or S-S association? • UCS: loud sound; • UCR: freezing; • CS: light

  9. Rescorla’s experiment Loud sound freezing light Loud sound freezing light

  10. Rescorla’s experiment • condition rats • habituate half of them to sound (UCS) • test their reaction to light (CS) • What would S-R vs S-S theory predict?

  11. Pfautz et al. (1978) • Stage 1: 30s tone followed by 10s light • Stage 2: light paired with shock 8 times • Stage 3: tone alone • What does S-R vs S-S predict?

  12. UCS inflation effect • Stage 1: sound (CS), el. shock (UCS); UCR and CR: freezing • Stage 2: 2 levels of shock without sound • Stage 3: sound alone • What does S-R vs S-S predict?

  13. Conditioning depends on CS’ predictive value • CS must precede UCS • CS must signal heightened probability of UCS occurrence • Conditioning ineffective when animal already has good predictor.

  14. Conclusions • classical conditioning “not a stupid process by which organism forms willy-nilly associations between any two stimuli…” • rather: organism as “information seeker”

  15. Cognitive aspects of Operant conditioning Positive/ Negative Contrast effect Overjustification effect

  16. Learning What to Eat • food aversion learning: problem with classical conditioning view

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