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CHAPTER 6

CHAPTER 6. LEARNING. What’s In This Chapter? (Objectives for this Unit). This chapter on learning is the perspective known as Behavioral Essential Questions to be asked: What is learning? Which part of our behavior is learned? What are the types of learning?.

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CHAPTER 6

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  1. CHAPTER 6 LEARNING

  2. What’s In This Chapter?(Objectives for this Unit) • This chapter on learning is the perspective known as Behavioral • Essential Questions to be asked: • What is learning? • Which part of our behavior is learned? • What are the types of learning?

  3. "The object of teaching a child is to enable the child to get along without the teacher."   unknown

  4. What is Learning? • A relatively permanent change in an organism’s behavior or knowledge due to experience.

  5. Association • We learn by association • Our minds naturally connect events that occur in sequence • Aristotle 2000 years ago • John Locke and David Hume 200 years ago • Associative Learning • learning that two events occur together • two stimuli • a response and its consequences

  6. Conditioning • Conditioning: • The acquisition of specific patterns of behavior in the presence of well-defined stimuli. • Acquisition refers to the initial stage of Learning something • Classical Conditioning(C.C.): • a response naturally elicited by one stimulus comes to be elicited by a different, formerly neutral stimulus

  7. Classical or Pavlovian Conditioning • We learn to associate two stimuli

  8. Classical Conditioning Terms • Neutral stimulus: • A stimulus that does not elicit a specific response. • Conditioned stimulus (CS): • A neutral stimulus that acquires the ability to elicit a specific response • Conditioned response (CR): • A response similar to the UR that is elicited by the CS.

  9. Classical Conditioning Terms • Unconditioned stimulus (US): • A stimulus that always elicits a specific response in the absence of any training. • Unconditioned response (UR): • A response that is always elicited by a specific stimulus in the absence of any training.

  10. Classical Conditioning • Ivan Pavlov • 1849-1936 • Russian physician/ neurophysiologist • Nobel Prize in 1904 • studied digestive secretions • First studies on associative learning

  11. Changing Directions in the Study of Conditioning Classical Conditioning Operant Conditioning Observational Learning

  12. Changing Directions in the Study of Conditioning Classical Conditioning Operant Conditioning Observational Learning

  13. (NS)Neutral Stimulus (NR)No Response Changing Directions in the Study of Conditioning Classical Conditioning Operant Conditioning Observational Learning

  14. (UCS)Unconditioned Stimulus (UCR)Unconditioned Response Changing Directions in the Study of Conditioning Classical Conditioning Operant Conditioning Observational Learning

  15. Repeatedpairings (NS)Neutral Stimulus (UCS)Unconditioned Stimulus (NR)No response Changing Directions in the Study of Conditioning Classical Conditioning Operant Conditioning Observational Learning

  16. (CR)Conditioned Response (CS)Conditioned Stimulus Changing Directions in the Study of Conditioning Classical Conditioning Operant Conditioning Observational Learning

  17. CLASSICAL CONDITIONING • Nearly all automatic, involuntary responses (UR) can become a conditioned response: • heartbeat, sweating, stomach secretion, blood pressure, brain waves etc. • For conditioning to be effective, the conditioned stimulus should occur before the unconditioned stimulus, not after. • the conditioned stimulus becomes a kind of signal for the unconditioned stimulus.

  18. CLASSICAL CONDITIONING • The Office

  19. 1. Sara is watching a storm. A bolt of lightning is followed immediately by a huge crash of thunder and makes her jump. This happens several more times. The storm starts to move away and there is a gap between the lightening bolt and the sound of thunder, yet Sara jumps at the lightening bolt. What is the: UCS UCR CS CR ALL HANDS ON DECK

  20. Steve's mouth waters whenever he eats anything with lemon in. One day, while seeing an advertisement showing lemons, his mouth begins to water. What is the: UCS UCR CS CR ALL HANDS ON DECK

  21. Can you name the Stimulus?

  22. Classical Conditioning in Real Life • Learning to like • Evaluative Conditioning: changes in liking of a stimulus that result from pairing that stimulus with other positive or negative stimuli • Learning to fear • Accounting for Taste • Reacting to Medical Treatment

  23. UCS (passionate kiss) UCR (sexual arousal) CS (onion breath) UCS (passionate Kiss) UCR (sexual arousal) CS (onion breath) CR (sexual arousal) Classical Conditioning

  24. UCS (drug) UCR (nausea) CS (waiting room) UCS (drug) UCR (nausea) CS (waiting room) CR (nausea) Nausea Conditioning in Cancer Patients

  25. Acquisition • Initial stage of classical conditioning with associating a neutral stimulus with an unconditional stimulus so that the neutral stimulus comes to elicit a conditioned response. • Ex. Flatworms

  26. Acquisition (CS-US pairings) 15 10 5 0 Changing Directions in the Study of Conditioning Classical Conditioning Operant Conditioning Observational Learning

  27. Principles of Conditioning • Discrimination • Generalization • Extinction • Spontaneous recovery

  28. Classical Conditioning • Discrimination • in classical conditioning, the learned ability to distinguish between a CS and other stimuli (even one similar to the CS) that do not signal a UCS • Ex. Different types of dogs or snakes

  29. Classical Conditioning • Generalization • tendency for stimuli similar to CS to elicit similar responses • the extension of the conditioned response from the original stimulus to similar stimuli. • Ex. Children fear cars, truck, and other moving vehicles

  30. Modification of Original Classical Conditioning • Response generalization: • Stimulus discrimination:

  31. Classical Conditioning • Extinction • diminishing of a CR • in classical conditioning, when a UCS does not follow a CS Cases of Resistance to Extinction do occur

  32. Extinction (CS alone) 15 10 5 0 Changing Directions in the Study of Conditioning Classical Conditioning Operant Conditioning Observational Learning

  33. Persistence of Classical Conditioning • Spontaneous recovery: the reappearance of the CR after a pause in extinction trials • Renewal effect: if a response is extinguished in a different environment than where it was acquired, the extinguished response will reappear if the animal is returned to the original environment where acquisition took place

  34. 15 10 5 0 Spontaneous Recovery (CS alone) 24-hour rest Changing Directions in the Study of Conditioning Classical Conditioning Operant Conditioning Observational Learning

  35. Acquisition (CS+UCS) Strength of CR Spontaneous recovery of CR Extinction (CS alone) Extinction (CS alone) Pause Classical Conditioning

  36. ALL HANDS ON DECK • Think about the following scenarios and try to apply some of the aspects of classical conditioning: • 1. How we acquire likes or dislikes for certain foods. • 2. How classical conditioning may be used to treat conditions such as alcoholism. • 3. How advertisers use classical conditioning. • 4. How phobias and fears can be acquired. • 5. How phobias and fears could be treated.

  37. Behaviorism • John B. Watson • The case of baby Albert • Subject: 11 month old baby

  38. Classical Conditioning in Humans • J. B. Watson classically conditions “Little Albert” to fear white rats. • Case study • Identify the u.s., u.r., c.s., c.r. • Discrimination and generalization

  39. (CR)(UR) Fear (CS)White Rat (US)Loud Gong Changing Directions in the Study of Conditioning Classical Conditioning Operant Conditioning Observational Learning

  40. Classical Conditioning LittleAlbert

  41. Classical Conditioning in Humans • Mary Cover Jones reconditions “Peter” to not fear rabbits. • This procedure evolved into desensitization therapy. • The Case of Baby Peter • Ucs, cs, ucr, cr

  42. Common Examples of Classical Conditioning • Phobias: • Irrational fears • Conditioned food (taste) aversion: • Classically conditioning a novel flavor to illness • Biological predispositions serve as protective measures (Preparedness) • Species-specific predispositions to be Conditioned in certain ways and not others

  43. Classical Conditioning Is Selective • Martin Seligman has used the concept of preparedness to account for the fact that certain conditioned responses are acquired very easily. • The ease with which we develop conditioned taste aversions illustrates preparedness.

  44. Classical Conditioning Is Selective • Animals are biologically prepared to learn conditioned taste aversions • Taste aversions can occur with only one pairing of the taste of a tainted food and later illness.

  45. Reasons Taste Aversion Is Unique • Taste aversion only requires one pairing of the NS with the US. • Several hours can occur between the presentation of the NS and the US and the association between the two stimuli will occur.

  46. Changing Directions in the Study of Conditioning SnakePhobia

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