1. Psychology 001 Introduction to Psychology Christopher Gade, PhD Office: 621 Heafey Office hours: F 3-6 and by apt. Email: gadecj@gmail.com Class WF 7:00-8:30 Heafey 650

2. What’s on tap? Today we’re going to discuss behaviorism and how it relates to learning We’ll do this by… Briefly reviewing the field of behaviorism and discussing one of its most influential characters Briefly reviewing the field of behaviorism and discussing one of its most influential characters Going over one of the most popular behavioral discoveries of all time Going over one of the most popular behavioral discoveries of all time Discussing classical conditioning and the basics of how this learning process works Discussing classical conditioning and the basics of how this learning process works

3. Learning: A relatively permanent change in an organism’s behavior due to experience. Behaviorism: the approach to Psychology that involves observable cause-and-effect relationships between conditions and behavior Origins in ‘stimulus-response’ psychology Takes into account an organism’s history of experiences, i.e. knowledge Aims to decode the ‘basic laws of behavior’ Assumes a deterministic perspective and emphasizes the influence of the environment

4. John B Watson Pioneer in the field of behaviorism Considered by many to be the founding father of behaviorism. This might not be the case, but he was definitely their poster boy. Famously known for his statement: “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select…” “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select…” Most famous experiment was with Baby Albert.

5. Associative Learning (Classical Conditioning): We link together events/experiences that have some kind of association such that you can predict one from the other: temporal sequence, they happen close in time. meaning, they represent the same thing. function, they serve the same function. salience, they share the same emotional significance. A  excellent Lightning  thunder Bank teller  ATM 9/11  WMD

6. Ivan Pavlov (1839-1946) Originally interested in the digestive system of dogs. From his research, he discovered ‘psychic salivations’ that dogs would show (for which he was awarded a Nobel prize) Realized that this form of learning was interesting and dedicated his time to studying how dogs developed this behavior 5:28

7. Classical Conditioning In this form of learning, the learned responses develop from an initial pairing of two pieces of information : The unconditioned stimulus (US): a stimulus that elicits an unlearned, or reflexive response. The unconditioned response (UR): a response to a stimulus that is automatic.

8. Classical Conditioning A “training” or “pairing” procedure then begins until the neutral stimulus is recognized to be associated with the unconditioned stimulus: This pairing of stimuli eventually leads to a “conditioned response” (CR) to the newly “conditioned stimulus” (CS). After the initial pairing of information, a “neutral stimulus” (NS) is presented to the individual.

9. Classical Conditioning

10. Important concepts A learning curve tells us whether conditioning is occurring, that is, whether, when and how strongly the CS is eliciting the CR over time. Second-order conditioning is a process of adding new CSs to the conditioned CSs (sequentially). If, after the conditioning, the CS is presented without the US repeatedly, the association will deteriorate and the CS will cease to elicit the CR – this is called extinction. – however, extinguished associations can be reconditioned (usually faster than the initial conditioning) AND, sometimes organisms show spontaneous recovery of extinguished behaviors.

11. Strength of CR Pause Acquisition (CS+US) Extinction (CS alone) Extinction (CS alone) Spontaneous recovery of CR Extinction and Spontaneous Recovery

12. What influences the strength of a learned response through classical conditioning? Conditioning occurs more rapidly when the neutral stimulus is relatively unfamiliar. The less time that elapses between the presentation of the CS and the UCS, the faster the CR is acquired. The CR will be acquired more quickly when the CS precedes the UCS (forward conditioning). Specific connections between CS’s and UCS’s are stronger in different species. Rat and Poison example Rat and Poison example

13. Sometimes, organisms respond to new, irrelevant stimuli that closely resemble the original Neutral Stimulus with the same CR, this is called generalization. What about stimuli that are similar to the neutral stimulus? Organisms can also learn through conditioning to discriminate between similar stimuli, if a CS – is introduced into the conditioning process.

14. What does this tell us about learning? It tells us how we can learn about how our minds might pair stimuli with each other. However, it doesn’t inform us about how we know about what to do and not to do in our world. In our next class we’ll revisit the world of behaviorism from a different perspective; from the world of operant conditioning.

15. Have a good weekend!