1. Chapter 3

2. * Who was Ivan Pavlov, and how did he discover conditioning? * Is training a dog to salivate to the sound of a bell a big deal? * Can glands learn? * What is the best procedure for producing conditioning? * How could you make a conditioning effort fail? * What happens to conditioning when you stop training? * Why does conditioning occur?

3. * Who was Ivan Pavlov, and how did he discover conditioning? * What is Pavlovian conditioning? * What do you need to accomplish Pavlovian conditioning? * What is higher-order conditioning? * How is Pavlovian conditioning measured? * What variables contribute to the success or failure of conditioning? * What happens to conditioning when you stop training? * Why does conditioning occur?

4. * Close your eyes.

5. http://www.youtube.com/watch?v=e3mKAKPYh 6k

6. * While watching Jaws, you learned to associate the sound of the theme song with the appearance of a scary shark. * You began to respond to the theme song before the shark ever appeared.

7. * AKA: Classical Conditioning * Ivan Pavlov was a key historical figure in the study of Pavlovian conditioning

8. * Two stimuli are paired (US and CS) * Organism eventually demonstrates a reflexive response to the CS because of its pairing with the US * Very important! The organism does not have to do anything for the US-CS pairing to occur

9. * Unconditional reflex—relationships between an event and a response that exists relatively unconditionally; “unlearned” reflexes * Unconditional stimulus—meat * Unconditional response—salivation * Conditional reflex—relationships between an event and a response that exist under certain circumstances (or conditionally) * Conditional stimulus—bell * Conditional response—salivation

10. * Unconditional reflex—relationships between an event and a response that exists relatively unconditionally; “unlearned” reflexes * Unconditional stimulus—shark * Unconditional response—fear/anxiety * Conditional reflex—relationships between an event and a response that exist under certain circumstances (or conditionally) * Conditional stimulus—Jaws theme song * Conditional response—fear/anxiety

13. * Find a partner! * Take out a sheet of paper (one sheet per pair). * Write both of your full names on the paper, the date, and “Classical Conditioning Experiments” somewhere at the top of the paper.

14. * Unconditional reflex—relationships between an event and a response that exists relatively unconditionally; “unlearned” reflexes * Unconditional stimulus—Puff of air * Unconditional response—Blink * Conditional reflex—relationships between an event and a response that exist under certain circumstances (or conditionally) * Conditional stimulus—Snap * Conditional response—Blink

15. * US—Shock * UR—Fear/freeze * CS—Light * CR—Fear/freeze

16. * Little Albert experiments http://www.youtube.com/watch?v=Xt 0ucxOrPQE (but there is an issue with them) http://www.youtube.com/watch?v=Xt 0ucxOrPQE

27. Pairing a neutral stimulus with a well- established CS so that the organism begins to respond to the neutral stimulus.

29. * Experiment with college students in your text (p. 67). * Child who is bullied develops fear for other things associated with the bully (Powell, 2006). * You are stung by a wasp then notice wasps hanging around a shed. You become anxious around sheds (Powell, 2006).

30. * By recording the latency of the response * By using test trials in which the CS is presented randomly * By measuring the intensity of a response

31. * What makes conditioning more successful or less successful? * The way in which the CS & US are paired. Some pairings are more successful than others (see flowchart in your text). * The contingency with which the CS & US are paired. (If one occurs, then the other occurs.) * The contiguity in the CS-US pairing or the interstimulus interval (ISI). Shorter intervals are often better, but not always.

32. * The features of the CS and the US. A stronger stimulus is typically more effective (but not always). Ex: Being stung by a wasp in the woods (Powell et al., 2009) * Whether or not the subject has had previous experience with a stimulus. * Latent inhibition—when the CS is ineffective because it has often been present without the US

33. * The number of times the CS and US are paired. * The amount of time between each trial (or pairing of the CS and US). * Other variables related to the subject or the environment.

34. * What happens when training stops? * Extinction is a procedure in which the CS is repeatedly presented without the US.

35. * When the CR no longer occurs, it is extinguished. Some CRs are very difficult to extinguish. * After a period of rest, it may be recovered spontaneously (usually less intense response).

36. * What would Stimulus-Substitution Theory say? * The CS elicits a response because a new connection in the brain is formed between the CS and the US. * This is not currently a popular theory.

37. * What would the Wagner-Rescorla Model say? * The amount of conditioning that can occur determines the success of conditioning. * Other features of the stimuli also play a key factor.