1. Agenda/Announcements Candy Friday! Will your class qualify? 1. Pavlov’s Classical Conditioning 1. Notes 2. Worksheet HW/ Coming up: Classical Conditioning Worksheet due Wednesday! Read Chapter 11 Section 1 by Friday! Classical Conditioning Report Homework due the day of the test! Goal(s): To be able to identify between different elements of classical conditioning: US, UR, CS, CR. Be able to see how classical conditioning can affect you in your life. 1. Pick up the bell work. 2. Work on the bell work.

2. Learning Relatively permanent change in behavior tendency that results from experience. Behaviorism Psychological perspective that emphasizes the role of learning and experience in determining behavior Study of psychology should focus purely on observable behaviors and not unobservable thoughts. Believes that babies are tabula rasa

3. Classical Conditioning  Interplay between stimuli unrelated to one another (what you are presented with) and your responses to them  Associating new things with old responses!!!

4. Stimulus – anything in the environment that one can respond to

5. Response – any behavior or action to that stimulus (or stimuli)

6. Classical Conditioning  Pavlov’s Experiment  Pavlov paired a neutral stimulus (a bell) with a meat powder, which made the dog salivate  Before conditioning, dog did nothing to the sound of bell alone and salivated to sight of food  After experiment, dog salivates to bell alone

7. Classical Conditioning in Pavlov’s Experiment Unconditioned Stimulus (UCS): an event that leads to a certain predictable response Meat powder Unconditioned Response (UCR): a reaction that occurs naturally when UCS is presented (reflex) Salivation Conditioned Stimulus (CS): a once neutral event that leads to a given response after a period of training Bell Conditioned Response (CR): the learned reaction to a conditioned stimulus Salivation

8. John Watson  John Watson – famous behaviorist  Little Albert – 11 month old orphan  Showed him a white rat. No fear.  Made a loud noise. Albert cried.  Showed him a white rat AND made a loud noise. Albert cried. Repeated several times.  Eventually Albert cried at white rat alone.

9.  Let's see this in action! - John Watson's Little Albert Experiment Let's see this in action! - John Watson's Little Albert Experiment

10. Identify the parts in your notes Unconditioned Stimulus (UCS) Loud noise Unconditioned Response (UCR) Fear/crying Conditioned Stimulus (CS) White rat Conditioned Response (CR) Fear/crying

11. Classical Conditioning Unconditioned stimulus (UCS) Ex. Loud noise Unconditioned response (UCR)- a reflex response to the unconditioned stimulus Ex. startle Neutral stimulus aka conditioned stimulus (CS)- nothing to do with the unconditioned stimulus, just presented at the same time Ex. Seeing a bunny rabbit Conditioned response (CR)- same response as unconditioned, just to a different, learned stimulus (now called the conditioned stimulus) Ex. startle Happen simultaneously!

12. Little Albert – Before Conditioning

13. Little Albert – During Conditioning

14. Little Albert – After Conditioning

15. Little Albert - Generalization

16. Application to Little Albert  If Little Albert generalized, what would we expect to happen?  He might cry at the sight of similar objects (he did – rabbit, dog, sealskin coat, some rumors – Santa’s beard)  How could we teach Little Albert to discriminate?  Continually expose him to stimuli similar to the rat, but only make the loud noise when exposing him to the rat  How could Little Albert’s conditioning be extinguished?  Continually expose him to a white rat without making the loud noise

17. Watson on childcare “ Give me a dozen healthy infants, well- formed, and my own specified world to bring them up and I’ll guarantee to take any one at random and train him to become any type of specialist I might select—doctor, lawyer, merchant-chief, and yes, ever beggarman and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.” (1930)

18. Main idea in classical conditioning  You associate something unrelated, but something that happens at the same time, to something else and then have the same response for both!!!

19. For the example from the office: In your notebook… … Identify: the unconditioned stimulus (US)/ the neutral stimulus (NS) the unconditioned response (UR) the conditioned stimulus (CS) and the conditioned response (CR)

20. Popular Examples of Classical Conditioning The Office

21. Identify the parts Write these down in your notes and you will have to identify them after you view the clip… Unconditioned Stimulus (UCS) Altoid Unconditioned Response (UCR) Extending of hand Conditioned Stimulus (CS) Computer Click Conditioned Response (CR) Extending of hand http://www.ebaumsworld.com/video/watch/81326571/

22. Stimulus-Response Relationship

24. Some Examples of Classical Conditioning in Every Day Life  Falling asleep at the beach (UCS)= relaxed (UCR)  Sound of waves (NS/CS)= relaxed (CR)  Being tardy(UCS)= stress (UCR)  Sound of bell (NS/CS)= stress (CR)  Public speaking (UCS)= nervous (UCR)  Having your name called (NS/CS)= nervous (CR)  Car crash (UCS)= distress (UCR)  Horn (NS/CS)= distress (CR)  Payday (UCS)= no stress (UCR)  Friday (NS/CS)= no stress (CR)

25. Practical ways to use classical conditioning  Stop drug or alcohol addiction  Getting rid of phobias  Get rid of bed wetting  Extinguish feelings of anxiety associated with trauma (PTSD)  Others…..

26. Classical Conditioning Worksheet  With your bell work partner, work on the worksheet.  Be sure that each of you records your answers on the worksheet.  Hold onto these until we pass them up!  15 minutes.  Due Wednesday at the beginning of class!

27. Thought of the Day  How can you use classical conditioning in your life?  Explain your answer. * 8 th period- please place chairs on top of desks

28. Tuesday- SAT Day- No Regular Classes

29. Agenda/Announcements 1. Go over the worksheet from Monday 2. Operant Conditioning Notes Classical vs. Operant Conditioning Worksheet HW/ Coming up: Classical and Operant Conditioning Review Examples due tomorrow at the beginning of class! Memory and Learning Test- April 27 th ! Classical Conditioning Report Homework- due the day of the test! Quarter Sheet/Big Note Card Cheat Sheet- due the day of the test- 3 extra credit points and you are able to use it on the test! Goal(s): Be able to explain and differentiate among the following: punishment, positive reinforcement, and negative reinforcement. Be able to differentiate and provide examples for primary and secondary reinforcers. Be able to differentiate between classical and operant conditioning. 1. Work on the bell work.

30. Classical Conditioning Worksheet from two days ago  Let’s go over that!

31.  If your parents are rewarding you, do you think they’re trying to get you to engage in some behavior more or less?

32.  If your parents are punishing you, do you think they’re trying to get you to engage in some behavior more or less?

33. Operant Conditioning Behavior is determined by what FOLLOWS it. Learning from the consequences of the behavior. Voluntary.

34. B.F. Skinner (1904-1990)  Founder of operant conditioning.  Devised ways to test his theories in the real world through the use of the Skinner Box.

35. Dog housetraining

36. Who has a dog?

38. Components of Operant Conditioning Reinforcement - Any consequence that increases the likelihood of a behavior.

39. Positive Reinforcement  Will strengthen behaviors because the subject receives something they want. Ex. Dog sits in anticipation of a treat for having peed outside.

40. Negative Reinforcement  Also strengthens the behavior, but because something the subject doesn’t like is removed. Ex. The dog pees outside, so the dog doesn’t go in her cage.

41. Positive Reinforcement

42. Negative Reinforcement

43. Positive/Negative Reinforcement

44. Primary vs. Secondary Reinforcers Primary Reinforcer : Something that is naturally reinforcing, innately/physically satisfying Ex: food, warmth, water, etc.

46. Primary vs. Secondary Reinforcers Secondary Reinforcer: Something that a person has learned to value; often paired with a primary reinforcer Ex: Kind words, money

48. Punishment  Any consequence that decreases the likelihood a behavior will be repeated.  An undesirable event happens or a desirable event is taken away.

49.  When does the punishment/reward need to occur?

50.  Right away!!!

53. Think of AND write down in your notes… 1. A behavior you DO like when someone engages in and you want them to do more of it.  Ex. When your little brother writes his own name. 2. Explain which of the following you would use to increase the chances that that person engages in the behavior more.  Positive reinforcement  Negative reinforcement  Punishment 3. What punishment/reinforcer you would provide. 1. Ex. You will give them candy for it.

54. Let’s share!

55. Think of AND write down in your notes… 1. A behavior you don’t like when someone engages in. 2. Explain which of the following you would use to get rid of that behavior  Positive reinforcement  Negative reinforcement  Punishment 3. What punishment/reinforcer you would provide.

56. Let’s share!

57.  What if I yelled at, and hit my dog, every time I came home and noticed she peed in the house?

58.  What are some possible problems with punishment?  Discuss with your bell work partner(s).

59. Problems with Punishment Only works when the punisher is around. Suppress behavior, not eliminate it. May cause fear, anxiety, or low self-esteem. Teaches aggression as a means to solve problems. Doesn’t teach the appropriate or desired behavior. Learn to avoid the person delivering the punishment.

60. Classical and Operant Conditioning Review Examples Worksheet  With your bell work partner(s), work on the worksheet.  Be sure that each of you records your answers on the worksheet.  Hold onto these until we pass them up.  Due tomorrow at the beginning of class!  Important: If you are done with this in class today, go pick up a maze from the side counter. Complete it at your desk INDIVIDUALLY. Once done, bring it up to Ms. Bors to receive candy.

61. Maze  What kind of operant conditioning am I using by giving you candy for getting this done?

62. Thought of the Day 1. According to B.F. Skinner and his research on operant conditioning, how can we make a human or animal voluntarily change their behavior? 2. What are some differences between classical conditioning and operant conditioning? * 8 th period- please place chairs on top of desks

63. Agenda/Announcements 1. Psychology Fair 1. Project Explanation/Rubric Handout 2. Project Proposal Handout 3. Permission Slip HW/ Coming up: Psychology Fair Permission Slip due Wednesday! Memory and Learning Unit Test- April 27 th ! Classical Conditioning Report Homework- due the day of the test! Half Sheet/Big Note Card Cheat Sheet- due the day of the test- 3 extra credit points and you are able to use it on the test! Psychology Fair and Psychology Fair Project due date- Friday, April 29 th ! Goal(s): Be able to brainstorm and discuss ideas about a project creation. 1. Turn in the Classical vs. Operant Conditioning Examples homework on the turn in table. 2. Work on the bell work.

64. Psychology Fair Project Explanation/Rubric Handout Project Proposal Handout

65. Thought of the Day What is the topic it seems like you will complete your psych fair project on? Explain why that one. * 8 th period- please place chairs on top of desks

66. Agenda/Announcements Candy Friday! Does your class qualify? 1. Work on the Project Proposal for the Psychology Fair- due at the end of class period! 2. Operant Conditioning PsychSim5 3. (Semester Long Project) HW/ Coming up: Psychology Fair Permission Slip due Wednesday! Memory and Learning Unit Test- April 27 th ! Classical Conditioning Report Homework- due the day of the test! Half Sheet/Big Note Card Cheat Sheet- due the day of the test- 3 extra credit points and you are able to use it on the test! Psychology Fair and Psychology Fair Project due date- Friday, April 29 th ! Goal(s): Be able to discuss project proposals ideas and come to a consensus on at least two, but hopefully, three of them. Be able to differentiate among classical and operant conditioning. 1. Work on the bell work.

67. Pass up: Bell Works from this week!

68. Psychology Fair Project Explanation/Rubric Handout Project Proposal Handout

69. Operant Conditioning PsychSim5  Due today at the end of the class period!

70. Add two more pieces of information to your semester long project

71. Thought of the Day What did you learn while learning more about classical and operant conditioning? Explain. * 8 th period- please place chairs on top of desks