1. Purpose: Students will view examples of classical conditioning.
Myers’ PSYCHOLOGY
Chapter 6
Learning
Worth Publishers
Purpose: Students will view examples of classical conditioning.
Success Criteria: Students can create their own example of a classical conditioning experiment.

2. Learning
Learning
relatively permanent change in an organism’s behavior due to experience

3. Association We learn by association Associative Learning
Our minds naturally connect events that occur in sequence
Aristotle 2000 years ago
John Locke and David Hume 200 years ago
Associative Learning
learning that two events occur together
two stimuli
a response and its consequences

4. Association Learning to associate two events Event 1 Event 2
Sea snail associates splash with a tail shock
Seal learns to expect a snack for its showy antics

5. Classical or Pavlovian Conditioning
We learn to associate two stimuli

6. Operant Conditioning
We learn to associate a response and its consequence

7. Video
Classical Conditioning and the Office

8. Classical Conditioning
Ivan Pavlov
Russian physician/ neurophysiologist
Nobel Prize in 1904
studied digestive secretions

9. Pavlov’s Classic Experiment
Before Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation) No
salivation
During Conditioning
After Conditioning
UCS (food
in mouth) CS
(tone)
Neutral
stimulus
(tone)
UCR
(salivation)
CR (salivation)

10. Classical Conditioning
Pavlov’s device for recording salivation

11. Video
Pavlov

12. Classical Conditioning
organism comes to associate two stimuli
a neutral stimulus that signals an unconditioned stimulus begins to produce a response that anticipates and prepares for the unconditioned stimulus

13. Behaviorism John B. Watson viewed psychology as objective science
generally agreed-upon consensus today
recommended study of behavior without reference to unobservable mental processes
not universally accepted by all schools of thought today

14. Video
Little Albert

15. Classical Conditioning
Unconditioned Stimulus (UCS)
stimulus that unconditionally--automatically and naturally--triggers a response
Unconditioned Response (UCR)
unlearned, naturally occurring response to the unconditioned stimulus
salivation when food is in the mouth

16. Classical Conditioning
Conditioned Stimulus (CS)
originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response
Conditioned Response (CR)
learned response to a previously neutral conditioned stimulus

17. Classical Conditioning
Acquisition
the initial stage in classical conditioning
the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response
in operant conditioning, the strengthening of a reinforced response

18. Classical Conditioning
UCS
(passionate
kiss)
UCR
(sexual
arousal) CS
(onion
breath) CR
Kiss)

19. Classical Conditioning
Extinction
diminishing of a CR
in classical conditioning, when a UCS does not follow a CS
in operant conditioning, when a response is no longer reinforced

20. Classical Conditioning
Strength
of CR
Pause
Acquisition
(CS+UCS)
Extinction
(CS alone)
Spontaneous
recovery of CR

21. Classical Conditioning
Spontaneous Recovery
reappearance, after a rest period, of an extinguished CR
Generalization
tendency for stimuli similar to CS to elicit similar responses

22. Classical Conditioning
Discrimination
in classical conditioning, the learned ability to distinguish between a CS and other stimuli that do not signal a UCS

23. Generalization Drops of saliva in 30 seconds 60 50 40 30 20 10 Hind
Hind
paw
Pelvis
Shoulder
Front
Thigh
Trunk
Foreleg
Part of body stimulated

24. Nausea Conditioning in Cancer Patients
UCS
(drug)
UCR
(nausea) CS
(waiting
room) CR

25. Classical Conditioning
With your neighbor, create a Classical Conditioning experiment.
Please include: US CS CR UR
Hypothesis for reaction
Extinction plan 

26. Operant Conditioning Operant Conditioning Law of Effect
type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment
Law of Effect
Thorndike’s principle that behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely

27. Operant Conditioning Operant Behavior Respondent Behavior
operates (acts) on environment
produces consequences
Respondent Behavior
occurs as an automatic response to stimulus
behavior learned through classical conditioning

28. Operant Conditioning B.F. Skinner (1904-1990)
elaborated Thorndike’s Law of Effect
developed behavioral technology

29. Operant Chamber Skinner Box
chamber with a bar or key that an animal manipulates to obtain a food or water reinforcer
contains devices to record responses

30. Operant Conditioning Reinforcer Shaping
any event that strengthens the behavior it follows
Shaping
operant conditioning procedure in which reinforcers guide behavior toward closer approximations of a desired goal

31. Operant Conditioning

32. Video
Big Bang Theory

33. Operant Conditioning Experiment
Boo…Hiss…What the heck

34. Principles of Reinforcement
Primary Reinforcer
innately reinforcing stimulus
i.e., satisfies a biological need
Conditioned Reinforcer
stimulus that gains its reinforcing power through its association with primary reinforcer
secondary reinforcer

35. Schedules of Reinforcement
Continuous Reinforcement
reinforcing the desired response each time it occurs
Partial (Intermitent) Reinforcement
reinforcing a response only part of the time
results in slower acquisition
greater resistance to extinction

36. Schedules of Reinforcement
Fixed Ratio (FR)
reinforces a response only after a specified number of responses
faster you respond the more rewards you get
different ratios
very high rate of responding
like piecework pay

37. Schedules of Reinforcement
Variable Ratio (VR)
reinforces a response after an unpredictable number of responses
average ratios
like gambling, fishing
very hard to extinguish because of unpredictability

38. Schedules of Reinforcement
Fixed Interval (FI)
reinforces a response only after a specified time has elapsed
response occurs more frequently as the anticipated time for reward draws near

39. Schedules of Reinforcement
Variable Interval (VI)
reinforces a response at unpredictable time intervals
produces slow steady responding
like pop quiz

40. Schedules of Reinforcement
Variable Interval
Number of
responses
1000
750
500
250 10 20 30 40 50 60 70
Time (minutes)
Fixed Ratio
Variable Ratio
Fixed Interval
Steady responding
Rapid responding
near time for
reinforcement 80

41. Punishment Punishment
aversive event that decreases the behavior that it follows
powerful controller of unwanted behavior

42. Punishment

43. Cognition and Operant Conditioning
Cognitive Map
mental representation of the layout of one’s environment
Example: after exploring a maze, rats act as if they have learned a cognitive map of it
Latent Learning
learning that occurs, but is not apparent until there is an incentive to demonstrate it

44. Latent Learning

45. Cognition and Operant Conditioning
Overjustification Effect
the effect of promising a reward for doing what one already likes to do
the person may now see the reward, rather than intrinsic interest, as the motivation for performing the task

46. Cognition and Operant Conditioning
Intrinsic Motivation
Desire to perform a behavior for its own sake and to be effective
Extrinsic Motivation
Desire to perform a behavior due to promised rewards or threats of punishments

47. Operant vs Classical Conditioning

48. Observational Learning
learning by observing others
Modeling
process of observing and imitating a specific behavior
Prosocial Behavior
positive, constructive, helpful behavior
opposite of antisocial behavior

49. Observational Learning
Mirror Neurons
frontal lobe neurons that fire when performing certain actions or when observing another doing so
may enable imitation, language learning, and empathy

50. Conditioning and Racism
Instructions: write your own answer for 3-5 minutes without talking.
“How could classical or operant conditioning explain racist behavior?”

51. Conditioning and Racism
Volunteers to share?
UCS - UCR
CS+ UCS - UCR
CS - CR
violence - fear
Race + violence - fear
race - fear
Do you think this type of conditioning happens? Share examples?
(Observational learning)
Could this model happen through the media? How? Does it happen on the evening news?
How can we apply extinction?
Concept: The behavior experiments I talk about in the learning unit mostly use animals (rats and pigeons) as subjects. The demonstration shows students that the same principles apply to human learning and demonstrate the power of conditioning on an important concept students are familiar with: racism.
Materials: Students need knowledge of classical and operant conditioning, and you will need to display the question (below).
Instructions: After students learn the principles of classical and operant conditioning, have them take out a sheet of paper. Ask them to read the question you are about to show them and write their own answer for 3-5 minutes without talking with any of their classmates. Show them the question “How could classical or operant conditioning explain racist behavior?” and let them write.
Discuss with the class how they could make this response extinct. They should come up with the idea that you would need to present the CS without the UCS, which means they should expose themselves to members of another ethnicity and their culture to rid themselves of racist conditioning. This can lead to a discussion of the importance of multi-cultural education, and how this same model can apply to sexism, heterosexism, classism, ageism, etc.