1. Dr. M. Davis-Brantley

2.  Learning is the process that produces a relatively enduring change in behavior or knowledge as a result of an individual’s past experience Ex: Why don’t we touch hot stoves? As a result of experience, we acquire new behaviors or modify our old behaviors.  Conditioning is the process of learning associations between environmental events and behavior responses Conditioning is reflected in everyday behavior such as simple habits, emotional reactions, and skills

3. What’s this about LEARNING?

4. Ivan Pavlov (1849–1936)  Ivan Pavlov  1849-1936  Russian physiologist  Studied digestive processes  Lecture--Pavlov Lecture--Pavlov

5.  Digestive reflexes and salivation  Psychic secretion

6. UNCONDITIONED STIMULUS REFLEX ACTION will elicit a UNCONDITIONED STIMULUS NEUTRAL STIMULUS REFLEX ACTION will elicit a CONDITIONED STIMULUS will elicit a CONDITIONED RESPONSE NEUTRAL STIMULUS will elicit NO REACTION

7.  Does not normally elicit a response or reflex action by itself A bell ringing A color A furry object

8.  Always elicits a reflex action: an unconditioned response Food Blast of air Noise

9.  A response to an unconditioned stimulus--naturally occurring Salivation at smell of food Eye blinks at blast of air Startle reaction in babies

10.  The stimulus that was originally neutral becomes conditioned after it has been paired with the unconditioned stimulus  Will eventually elicit the unconditioned response by itself

11.  The original unconditioned response becomes conditioned after it has been elicited by the neutral stimulus

13.  Extinction is the gradual weakening and apparent disappearance of conditioned behavior.  Spontaneous recovery is the reappearance of a previously extinguished response after a period of time without exposure to the conditioned stimulus  Stimulus Generalization is the occurrence of a learned response not only to the original stimulus but to other, similar stimuli  Stimulus Discrimination is the occurrence of a learned response to a specific stimulus but not to other, similar stimuli

14. Figure 5.4 Classically Conditioned Drug Effects: Does Just the Smell of a Starbucks Coffee Grande Perk You Up? Hockenbury: Psychology, Fourth Edition Copyright © 2005 by Worth Publishers

15. Figure 5.3 A Classically Conditioned Fear Response Hockenbury: Psychology, Fourth Edition Copyright © 2005 by Worth Publishers Little Albert Video Little Albert Video-#2

16.  Watson was hired by an advertising agency  Applied the principles of classical conditioning to advertising  “To make your consumer react, tell him something that will tie up with fear, something that will call out an affectionate or love response, or strike at a deep psychological or habit need”  See page 198

17. Operant Conditioning B.F. Skinner

18.  Keep in mind that classical conditioning involves reflexive behaviors that are automatically elicited by a specific stimulus, most everyday behaviors don’t fall in this category  Dr. Edward Lee Thorndike  Studied animals to see if they utilized reasoning to solve problems  He determined that a cats’ learning is based on a trial and error bases  Law of Effect—learning principle proposed by Thorndike that proposes that responses followed by a satisfying effect become strengthened and are more likely to recur, while responses followed by a dissatisfying effect are weakened and less likely to recur

19.  Did not like Thorndike’s term “satisfying state of affairs”  Interested in emitted behaviors  Operant—voluntary response that acts on the environment to produce consequences

20. Reinforcement—the occurrence of a stimulus following a response that increases the likelihood of the response being repeated Parenting Operant Conditioning

22.  Primary—a stimulus that is inherently reinforcing for a species (biological necessities)  Conditioned (also referred to as a secondary reinforcer)—a stimulus that has acquired reinforcing value by being associated with a primary reinforcer

23. Presentation of a stimulus following a behavior that acts to decrease the likelihood that the behavior will be repeated

24.  Does not teach or promote alternative, acceptable behavior  May produce undesirable results such as hostility, passivity, fear  Likely to be temporary  May model aggression

26.  Shaping  Extinction  Spontaneous Recovery  Discriminative Stimuli  Schedules of Reinforcement

27.  Fixed-Ratio (FR)  Variable-Ratio (VR)  Fixed-Interval (FI)  Variable-Interval (VI)

28.  Ratio schedules are based on number of responses emitted  Fixed ratio (FR)—a reinforcer is delivered after a certain (fixed) number of correct responses  Variable ratio (VR)—a reinforcer is delivered after an average number of responses, but varies from trial to trial

29.  Interval schedules are based on time.  Fixed interval (FI)—reinforcer is delivered for the first response after a fixed period of time has elapsed  Variable interval (VI)—reinforcer is delivered for the first response after an average time has elapsed, differs between trials

31. CLASSICAL  Stimulus precedes the response and elicits it  Elicited responses  Learning as a result of association  Pavlov OPERANT  Stimulus follows the response and strengthens it  Emitted responses  Learning as a result of consequences  Skinner

32.  Classical conditioning elicits response as a result of associating  unconditioned stimulus  neutral stimulus  Operant conditioning emitted response learning is a result of consequences  reinforcers  punishment

33.  Specific skills and general behavioral styles  Bandura’s cognitive theory

34.  Observation  Modeling  Imitation  Albert Bandura and the Bobo doll study

36. Do what I say, not what I do— This will teach you to hit your brother— Why do you do that, you know you get in trouble for it— Famous last words???