1. Learning HSP3M

2. Conditioned Learning  Definition: Acquiring patters of behaviour in the presence of an environmental stimulus  i.e. learning to respond to a particular stimulus in a particular way  Two types:  Classical Conditioning  Operating Conditioning

3. Classical Conditioning  Key figure: Ivan Pavlov  Pavlov’s dog  Sounded bell right before giving the dog food  Initially, the food caused the dogs to salivate  Eventually the dogs salivated at the sound of the bell alone

4. Classical Conditioning  An unconditioned stimulus (US) is paired with a conditioned stimulus (CS) to turn an unconditioned response (UR) to a conditioned response (CR) 1.US  UR 2.US + CS  UR 3.CS  CR

5. Operant Conditioning  Key figure: BF Skinner  Skinner realized that most behaviour is not the result of the pairing of unrelated stimuli  Skinner put a rat in a cage that had a bar that, when pushed, would drop a food pellet into the cage  The rat randomly pushed the bar and got food  The next time it pushed the bar, it got more food  Eventually it pushed the bar constantly, knowing it would get food

6. Operant Conditioning  Using rewards to reinforce behaviours, and punishments to discourage them  Positive reinforcement: an event/condition that increases the likelihood that a certain behaviour will reoccur  Negative reinforcement: an event/condition that decreases the likelihood that a certain behaviour will reoccur

7. Operant Conditioning  Which do you think is more effective, rewards, or punishment?

8. Observational Learning  Behaviour that is not conditioned, but repeated based on seeing someone else do it  Think about playing sports, driving a car etc.  Most of our early skills are learned through observation  See “Imitating Violence” on p. 57  Impact of violence on TV/video games?

9. Observational Learning 1.Attention: Paying attention to the behaviour of others 2.Retention: Remembering what you’ve observed (how they did it, the result) 3.Reproduction: Trying it yourself (practicing) 4.Motivation: Believing that the skill is useful enough to practice (can be internal or external)

10. Memory

11. 76512 830956 7459271 88325813 447143563 4765439679 See if you can remember this:......

12. Draw the image on a loonie from memory

13. Can you remember the names of all your teachers from grade school?

14. Memory  The capacity to acquire, retain, and recall knowledge and skills  Episodic memory: remembering things from the past  Semantic memory: knowledge of how the world works  Procedural memory: knowing how to do things

15. 3 Levels of Memory  Sensory Memory  Based on 5 senses  Only recorded for a few seconds – once you’ve recorded the necessary information, the sensory memory fades  Examples:  Taste of sandwich in your mouth  Sight of a squirrel crossing the road  Feel of chair against your back

16. 3 Levels of Memory  Short-term memory  What’s going on in your conscious mind right now  Holds information for 15-20 seconds  Most people can remember about 7 separate, unorganized items in short term memory  Can work with more if you organize it into groups  Example: someone tells you their phone number and you punch it into your cell phone

17. 3 Levels of Memory  Long-term Memory  Which is easier to remember, the name of a friend, or the name of the waiter at the last restaurant you dined at?  If it’s important to you, you’ll remember it  Long-term memory is unlimited, but we not always be able to recall the information

18. 3 Levels of Memory  Tricks to improving your long term memory?  Ascribe personal meaning  Mnemonic device  Recall items regularly  Organization