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2. Behavioral Views of Learning • Learning: when experience causes a relatively permanent change in behavior and knowledge.

3. Write down the first thing that comes to your mind when you see the following:

4. The Principle of Contiguity: • Association of two events through repeated pairings. • Learning by association (two events or sensations that are remembered because of repeated pairings).

5. Balloon Demonstration

6. Balloon Demonstration • Before Conditioning • During Conditioning • After Conditioning

7. Pupil Dilation Experiment • Before Conditioning • US (dark) leads to UR (dilation) • N (whistle) leads to No response • During Conditioning • N (whistle) followed by US (dark)= UR (dilation) • After Conditioning • CS (whistle) leads to CR (dilation)

8. Conditioning Murphy • Before Conditioning • US (food) leads to UR (approach) • N (bell) leads to No response • During Conditioning • N (bell) followed by US (food)= UR (approach) • After Conditioning • CS (bell) leads to CR (approach)

9. Prejudice • Before Conditioning • US (danger) leads to UR (fear) • N (black man) leads to No response • During Conditioning • N(black man) followed by US (danger)= UR(fear) • After Conditioning • CS (black male) leads to CR (fear)

10. Classical Conditioning in Advertising(Use product, positive emotions, and attractive individual) • Before Conditioning • During Conditioning • After Conditioning

11. Student Generated Example • Before Conditioning • US (McDonald’s food) leads to UR (hunger) • N (golden arches) leads to No response • During Conditioning • N (arches) followed by US (McDonald’s food)= UR (hunger) • After Conditioning • CS (arches) leads to CR (hunger)

12. Student Generated Example • Before Conditioning • US (ex-boyfriend) leads to UR • N (cologne) leads to No response • During Conditioning • N (cologne) followed by US (ex-boyfriend)= UR • After Conditioning • CS (cologne) leads to CR

13. Student Generated Example • Before Conditioning • US (get in truck) leads to UR (dog jumps in) • N (keys) leads to No response • During Conditioning • N (keys) followed by US (get in truck)= UR (dog jumps in) • After Conditioning • CS (keys) leads to CR (dog jumps in)

14. Student Generated Example • Before Conditioning • US (tickle) leads to UR (laughter) • N (pointing finger) leads to No response • During Conditioning • N (pointing finger) followed by US (tickle)= UR (laughter) • After Conditioning • CS (pointing finger) leads to CR (laughter)

15. Student Generated Example • Before Conditioning • US (drinking) leads to UR (getting sick) • N (music) leads to No response • During Conditioning • N (music) followed by US (drinking)= UR (getting sick) • After Conditioning • CS (music) leads to CR (getting sick)

16. Student Generated Example • Before Conditioning • US (boyfriend) leads to UR (happiness) • N (cigarette smoke) leads to No response • During Conditioning • N (cigarette smoke) followed by US (boyfriend)= UR (happiness) • After Conditioning • CS (cigarette smoke) leads to CR (happiness)

17. Student Generated Example • Before Conditioning • US (fire) leads to UR (flight) • N (alarm) leads to No response • During Conditioning • N (alarm) followed by US (fire)= UR (flight) • After Conditioning • CS (alarm) leads to CR (flight)

18. Operant Conditioning: • Learning in which voluntary behavior is strengthened or weakened by consequences or antecedents (events that precede an action) • Positive Reinforcement: strengthening or increasing behavior by presenting a desired stimulus after the behavior. • Example: receiving treats for following directions. • Negative Reinforcement: increasing a target behavior by removing an aversive stimulus. • Example: Monty flicking the rope at the horse in the round pen technique.

19. Punishment: weakens or suppresses behavior. • Presentation Punishment (Type 1): decreases behavior by presenting an aversive stimulus following the behavior. • Example: • Removal Punishment (Type 2): decreases behavior by removing a pleasant stimulus following the behavior. • Example:

20. Schedules of Reinforcement • Continuous: reinforcement after every response. • Example: Giving a dog a treat every time he does a trick. • Fixed-interval: reinforcement after a set period of time. • Example: Exams in this class. • Variable-interval: reinforcement after varying lengths of time. • Example:

21. Fixed-ratio: reinforcement after a setnumber of responses. • Example: Playing on computer after completing 30 math problems. • Variable-ratio: reinforcement after a varyingnumber of responses. • Example: Marge Simpson and the slot machines.

22. Letter from Principal to Physical Education Teachers • RE: May 6th Target Shooting and Repelling • Mr. Ryan from the Iowa National Guard will bring forms for us to send home with each P.E. student for the parents to sign and return to the instructor before the students will be allowed to participate in target shooting and repelling exercises. • This will be an excellent brain washing experiment to perform on the youngsters. I’m really excited. See you in Nicaragua!

23. In your notes, describe a classroom situation in which you would use each of the following concepts: • 1. Satiation • 2. Continuous Reinforcement • 3. Extinction • 4. Discrimination • 5. Negative Reinforcement • 6. Premack Principle • 7. Presentation Punishment • 8. Social Isolation • 9. Shaping • 10. Response Cost

24. What would you do? • A student in your class is terrified of the class’s pet guinea pigs. The child won’t go near them and asks you to “give them away”. What would you do to help the child overcome this fear? • You were hired in January to take over the class of a teacher who moved away. The class is a nightmare. Evidently the teacher had no control over the students. They get up and walk around while you are reading to the class, interrupt you when you are working with a group, and seldom finish their work or homework. How would you approach this situation?

25. You want your students to improve their time management and self-management abilities so they will be prepared for the increased demands of high school next year. What would you do? • You have been assigned an emotionally disturbed student. She seems fine at first, but now you notice that when she encounters difficult work, she interrupts or teases other students. How would you work with this student and the class to improve the situation?

26. It takes you 10 minutes to get your class to settle down after the bell rings. Analyze the situation. What could you be doing to maintain this problem? What should you do? • Three students who hang out together in your class repeatedly say insulting and disrespectful things to you, often in front of the entire class. What would you do?

27. One of the students in your class continues to attack other students verbally and physically. What would you do? • A senior in your Psychology class sits in the back of the room and wraps the cord from the blinds around his head and decorates it like a Kentucky Derby hat. What would you do? • Create your own classroom dilemma(s) and devise some possible solutions.