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Learning Chapter 6

Learning Chapter 6. Objectives:. Do Now. Think of something you have learned how to do……ride a bike, dance, etc How did you learn how to do it? List each step that occurred in the process. Definition: Learning.

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Learning Chapter 6

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  1. LearningChapter 6

  2. Objectives:

  3. Do Now • Think of something you have learned how to do……ride a bike, dance, etc • How did you learn how to do it? List each step that occurred in the process.

  4. Definition: Learning • “Learning” is defined in psychology as ‘a relatively permanent behavior changeas a result of experience.

  5. Learning How Do We Learn? Classical Conditioning • Pavlov’s Experiments • Pavlov’s Legacy

  6. Learning Operant Conditioning • Skinner’s Experiments • Skinner’s Legacy • Contrasting Classical & Operant Conditioning

  7. Learning Observational Learning • Modeling

  8. How Do We Learn? • By linking events that occur close together, humans and other animals exhibit associative learning. • This process of learning associations is called conditioning. • There is also cognitive learning, the acquisition of mental information by observing events, watching others, or through language.

  9. Classical Conditioning • A stimulus is an event or situation that evokes a response. • In classical conditioning, we learn to associate two stimuli; the unconditioned response to one stimulus becomes the conditioned response to the other.

  10. Classical Conditioning This woman has now been conditioned to have a negative response to the flash of light, even before or without the loud noise.

  11. Classical Conditioning: Pavlov’s Classic Experiment

  12. Classical Conditioning • The neutral stimulus (NS) elicits no response before conditioning. • The unconditioned stimulus (US) is a stimulus which triggers a reflex (automatic response, UR) without conditioning. • The conditioned stimulus (CS) is an originally neutral stimulus that, after association with a US, comes to trigger a CR.

  13. Classical Conditioning • The unconditioned response (UR) is an unlearned, natural response to a US • The conditioned response (CR) is a learned response to a previously neutral stimulus (CS). It is the same action as the unconditioned response, except that it is now triggered by the formerly neutral stimulus (now CS).

  14. Conditioning Processes • Pavlov and his associates identified five major conditioning processes: • Acquisition • Extinction • Spontaneous recovery • Generalization • Discrimination

  15. Acquisition • Acquisition is the first stage in classical conditioning – where a NS is linked with a US that the NS begins triggering the CS Why are our bodies set up to be conditioned? Classical conditioning helps us prepare for good and bad events. This is why the neutral stimulus must happen first for conditioning to occur; it is the event we use as a warning for the bad, a clue that helps us find the good!

  16. Acquisition

  17. Extinction and Spontaneous Recovery • If, following acquisition, the CS occurs repeatedly without the US, it can lead to extinction, the weakening of the CR. • After a delay (a few hours more), however, the CS may elicit a spontaneous recovery of a (weakened) CR

  18. Generalization • Generalization: after conditioning, an organism may respond similarly to stimuli that resemble the CS • This can be adaptive, but also have lingering effects • A child scared by a red car learns to avoid stepping in front of all vehicles.

  19. Generalization • Child abuse can lead to general hypersensitivity to the faces of any angry person, not just their abusers.

  20. Discrimination • Organisms also learn to discriminate, or distinguish, between a CS and other stimuli. • Consider your responses to a guard dog and a guide dog: would they both make your heart pound with fear?”

  21. Pavlov’s Legacy • Many other responses to many other stimuli can be classically conditioned in many other creatures • This is one way that virtually all animals learn to adapt to their environment • A process such as learning can be studied objectively

  22. Can Pavlov’s work help us understand emotions? • Little Albert • John B. Watson and Rosalie Rayner (1920) worked with 11-month old boy • Initially feared loud noises but not white rats • Presented him with white rat, and just as he reached out to touch it, made a very loud noise just behind his head • After 7 repeats, burst into tears at sight of rat • 5 days later, he had generalized this fear to a rabbit, a dog, and a sealskin coat

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