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Learning Principles and Applications Chapter 9 Section 1: Classical Conditioning

Learning Principles and Applications Chapter 9 Section 1: Classical Conditioning. Psychology 101. Learning Objectives:. Describe the principles of classical conditioning Outline the techniques of classical conditioning. Defining Learning.

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Learning Principles and Applications Chapter 9 Section 1: Classical Conditioning

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  1. LearningPrinciples and ApplicationsChapter 9 Section 1:Classical Conditioning Psychology 101

  2. Learning Objectives: • Describe the principles of classical conditioning • Outline the techniques of classical conditioning

  3. Defining Learning • Learning refers to the relatively permanent change in behavior (or potential for behavior) brought about by experience, provided that the change cannot be explained on the basis of a simpler cause (e.g., native response tendencies, maturation, or temporary states such as fatigue, drugs, etc.).

  4. Conditioning • Conditioning involves forming associations between environmental stimuli and responses: • Two types of conditioning are: • Classical Conditioning • Operant Conditioning

  5. New Reflexes from Old • Pavlov was the first to describe and document the form of learning we now call classical conditioning. • Learning with classical conditioning occurs when a neutral stimulus is regularly paired with an Unconditioned Stimulus(US) than elicits a conditioned response (CR) that is similar to the original, unlearned one.

  6. Classical Conditioning Defined • Classical Conditioning is the process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar or related response

  7. Pavlov’s Apparatus • Harness and fistula (mouth tube) help keep dog in a consistent position and gather uncontaminated saliva samples • They do not cause the dog discomfort

  8. Classical Conditioning

  9. Principles of Classical Conditioning • Acquisition • Extinction • Spontaneous Recovery • Generalization • Discrimination

  10. Principles of Classical Conditioning Acquisition • Acquiring the conditioned response occurs gradually • With each pairing of the conditioned response and the unconditioned stimulus, the conditioned response is strengthened. • Timing: Presenting the CS about ½ second before the US yields the strongest associations

  11. Principles of Classical ConditioningExtinction • If, after conditioning, the conditioned stimulus is repeatedly present without the unconditioned stimulus, the conditioned response will eventually disappear. • Extinction is the weakening and eventual disappearance of a learned response in classical conditioning. It occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus

  12. Principles of Classical ConditioningSpontaneous Recovery • Once a CR is extinguished, it does NOT mean that it is completely unlearned. • Spontaneous Recovery: After a period of time, the CR may reappear when the CS is presented again without the US • Note that the CR does not return to full strength

  13. Acquisition and Extinction

  14. Extinction Curve

  15. Spontaneous Recovery

  16. Principles of Classical ConditioningStimulus Generalization • Stimulus Generalization • After conditioning, the tendency to respond to a stimulus that resembles one involved in the original conditioning • In classical conditioning, it occurs when a stimulus that resembles the Conditioned Stimulus (CS) elicits the Conditioned Response (CR)

  17. Principles of Classical ConditioningStimulus Discrimination • Stimulus Discrimination • The tendency to respond differently to two or more similar stimuli; in classical conditioning, it occurs when a stimulus similar to the Conditioned Stimulus fails to evoke the Conditioned Response.

  18. Stimulus Generalization and Discrimination • Pavlov conditioned a dog to salivate at the sight of a circle (CS) • The dog also salivated to an oval • Dog eventually learned to salivate to the circle and not the oval. How do you think this happened?

  19. What is Actually Learned in Classical Conditioning • For effective conditioning to occur, it is not enough to pair the stimuli • The neutral stimulus must reliably signal the unconditioned one. • Because real life is anything but consistent, conditioning is less certain in everyday life.

  20. Classical-conditioning terms can be hard to learn, so let’s practice: • Name the unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus, and conditioned response in this situation. • Five-year-old Samantha is watching a storm from her window. A huge bolt of lightning is followed by a tremendous thunderclap, and Samantha jumps at the noise. This happens several more times. There is a brief lull and then another lightning bolt. Samantha jumps in response to the bolt. • US ___________ • UR ___________ • NS ___________ • CS ___________ • CR ___________

  21. Classical-conditioning terms can be hard to learn, so be sure to take this quiz before going on. • Name the unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus, and conditioned response in this situation. • Gregory’s mouth waters whenever he eats anything with lemon in it. One day, while reading an ad that shows a big glass of lemonade, Gregory notices his mouth watering. • US ___________ • UR ___________ • NS ___________ • CS ___________ • CR ___________

  22. Classical Conditioning in the Real WorldJohn Watson • John Watson Was One of the Pioneers and the First to Recognize the Implications of Pavlovian Theory in Real Life. • Watson Founded the American Behaviorism and Promoted Pavlovian Ideas Particularly in the Areas of Advertisement.

  23. Watson’s Extreme Environmentalism • “Give me a dozen healthy infants, well-formed, and my own special world to bring them up in, and I’ll guarantee to take any one at random and train him to be any type of specialist I might select - doctor, lawyer, artist, merchant-chief, and yes, beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.” John Broadus Watson, 1928

  24. Learning to Like • Madison Avenue has made excellent use of the principles classical conditioning. • For example, Gorn (1982) discusses an experiment where two groups of students were shown one or two slides of a beige or blue pen. The blue pen was associated with a popular modern song while the beige pen was paired with more traditional Indian music. • When asked to express their preference, more than 3/4s of the student selected the blue pen. Why?

  25. Learning to Fear • Just as positive association can be established using classical conditioning, negative associations can also be formed. • Watson and Rosalie Rayner (1920) deliberately establishing a rat phobia in an 11-month-old boy named Albert to demonstrate how we learn to fear.

  26. In Summary • Classical Conditioning helps animals and humans predict what is going to happen. • Can you predict the following? • Sample One • Sample Two • Sample Three

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