Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

6-2 C HAPTER P REVIEW Classical Conditioning Observational Learning Health and Wellness Operant Conditioning Factors That Affect Learning

L EARNING T HEORY Learning a systematic, relatively permanent change in behavior that occurs through experience Behaviorism Associative Learning / Conditioning Observational Learning Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-3

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-4 Classical Conditioning T YPES OF L EARNING Helps to explain voluntary behavior. Performing well in swim competition (behavior) becomes associated with getting awards (consequence). Operant Conditioning

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-5 Operant Conditioning T YPES OF L EARNING Helps to explain involuntary behavior. Control of a response [fear] is shifted to a new stimulus [office]. Classical Conditioning

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-6 C LASSICAL C ONDITIONING Food (Stimulus) Food (Stimulus) Drool (Response) Drool (Response) Sound (Stimulus 2) Sound (Stimulus 2) UCR CRCS NS UCS No Response Unlearned Reflex Repeatedly Paired Learned Association Innate S-R Association Neutral StimulusUnconditioned Stimulus Unconditioned ResponseAcquisition/LearningConditioned Stimulus Conditioned Response

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-7 C LASSICAL C ONDITIONING Food (Stimulus) Food (Stimulus) Drool (Response) Drool (Response) Sound (Stimulus 2) Sound (Stimulus 2) UCR CRCS NS UCS Unlearned Reflex Repeatedly Paired Learned Association Contingency: CS regularly followed by UCSContiguity: Time between CS & UCS

C LASSICAL C ONDITIONING : P AVLOV Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-8

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-9 C LASSICAL C ONDITIONING Food (Stimulus) Food (Stimulus) Drool (Response) Drool (Response) Sound (Stimulus 2) Sound (Stimulus 2) UCR CRCS NS UCS Unlearned Reflex Repeatedly Paired Learned Association Generalization -CRs may also appear after various new NS that are similar to the CS

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education C LASSICAL C ONDITIONING Food (Stimulus) Food (Stimulus) Drool (Response) Drool (Response) Sound (Stimulus 2) Sound (Stimulus 2) UCR CRCS NS UCS Unlearned Reflex Repeatedly Paired Learned Association Discrimination -CRs appear after the CS but not after other CSs. Discrimination generally learned by presenting other CSs without the UCS

C LASSICAL C ONDITIONING Extinction – CR weakened by presenting the CS without the UCS – Pavlov rang bell but did not present food; the dog stopped salivating. Spontaneous Recovery – CR recurs after a time delay and without additional learning. – When Pavlov rang the bell the next day, the dog salivated. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-11

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education C LASSICAL C ONDITIONING Bang Fear Rabbit UCR CRCS NS UCS Unlearned Reflex Repeatedly Paired Learned Association Phobias Watson and Rayner (1920) – Little Albert.

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education C LASSICAL C ONDITIONING Bullying Fear School UCR CRCS NS UCS Unlearned Reflex Repeatedly Paired Learned Association Counterconditioning -Goal: Associate CS with new, incompatible CR -Means: CS paired with new UCS Friend Fun

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education C LASSICAL C ONDITIONING Ad Actors Fun Product UCR CRCS NS UCS Unlearned Reflex Repeatedly Paired Learned Association Application Advertising

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education C LASSICAL C ONDITIONING Medicine in Pill Pain Relief, immune response Pill UCR CRCS NS UCS Unlearned Reflex Repeatedly Paired Learned Association Application Placebo Effect -immune and endocrine responses

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education C LASSICAL C ONDITIONING Drug Effect Body Counteracts Drug Drug Paraphernalia UCR CRCS NS UCS Unlearned Reflex Repeatedly Paired Learned Association Application Drug Tolerance / Habituation

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education C LASSICAL C ONDITIONING Illness Nausea New Taste UCR CRCS NS UCS Unlearned Reflex Paired Learned Association Application Taste Aversion

O PERANT C ONDITIONING Better explains voluntary behaviors. The consequences of a behavior change the probability of that behavior’s occurrence. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-18

O PERANT C ONDITIONING Thorndike’s Law of Effect – consequence strengthens or weakens an S – R connection B.F. Skinner – expanded on Thorndike’s work – shaping (reward approximations of the desired behavior) Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-19

R EINFORCEMENT Reinforcement increases behavior. Positive Reinforcement – behavior followed by rewarding consequence – rewarding stimulus is “added” Negative Reinforcement – behavior followed by rewarding consequence – aversive (unpleasant) stimulus is “removed” Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-20

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education R EINFORCEMENT Teacher praises Turn homework in on time Behavior What is the effect on the behavior? Teacher stops criticizing Positive Reinforcement Negative Reinforcement Reinforcement increases behavior.

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education R EINFORCEMENT Skis go faster Wax skis Behavior What is the effect on the behavior? People stop zooming by on slope Positive Reinforcement Negative Reinforcement Reinforcement increases behavior.

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education R EINFORCEMENT Great music starts playing Press an odd button on dashboard of friend’s car Behavior What is the effect on the behavior? Annoying music stops playing Positive Reinforcement Negative Reinforcement Reinforcement increases behavior.

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education R EINFORCEMENT Avoid negative stimulus Behavior What is the effect on the behavior? Negative stimulus never occurs Avoidance Reinforcement Reinforcement increases behavior.

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education R EINFORCEMENT All kinds of attempts Behavior Nothing Works Failure To Reinforce Learned helplessness: an organism learns it has no control over negative outcomes

T YPES OF R EINFORCERS Primary Reinforcers – innately satisfying Secondary Reinforcers – become satisfying through experience – repeated association with a pre-existing reinforcer – token economy Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-26

T YPES OF R EINFORCED B EHAVIOR Generalization – stimulus “sets the occasion” for the response – responding occurs to similar stimuli Discrimination – stimuli signal when behavior will or will not be reinforced Extinction and Spontaneous Recovery – behavior decreases when reinforcement stops Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-27

S CHEDULES OF R EINFORCEMENT Continuous Reinforcement Partial Reinforcement – fixed – variable – ratio – interval Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-28

S CHEDULES OF R EINFORCEMENT Fixed Ratio (FR) reinforcement follows a set # of behaviors Variable Ratio (VR) reinforcement follows an unpredictable # of behaviors (e.g., an average) Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-29

S CHEDULES OF R EINFORCEMENT Fixed Interval (FI) reinforcement follows behavior that occurs after a set amount of time has elapsed Variable Interval (VI) reinforcement follows behavior that occurs after an unpredictable amount of time has elapsed Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-30

S CHEDULES OF R EINFORCEMENT Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-31

P UNISHMENT Punishment decreases behavior. Positive Punishment – behavior followed by aversive consequence – aversive (unpleasant) stimulus is “added” Negative Punishment – behavior followed by aversive consequence – rewarding stimulus is “removed” Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-32

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education R EINFORCEMENT Allergic reaction Take aspirin for headache Behavior What is the effect on the behavior? Lose sympathetic attention of spouse Positive Punishment Negative Punishment Punishment decreases behavior. Headache goes away Negative Reinforcement

Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education R EINFORCEMENT Get pulled over and ticketed Show off by speeding Behavior What is the effect on the behavior? Lose $250 to pay ticket Punishment decreases behavior. Lose gangster who had been tailing you Positive Punishment Negative Punishment Negative Reinforcement

O PERANT C ONDITIONING Timing of Consequences – immediate versus delayed reinforcement – immediate versus delayed punishment Applied Behavior Analysis – behavior modification Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-35

O BSERVATIONAL L EARNING Learning that occurs when a person observes and imitates behavior (modeling). Albert Bandura – Social Cognitive Theory Four Processes of Observational Learning – attention – retention – motor reproduction – reinforcement Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-36

C OGNITIVE F ACTORS IN L EARNING Do cognitions matter? Does learning involve more than environment-behavior connections? Purposive Behavior in Humans – goal directed – goal setting – self-regulation and self-monitoring Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-37

C OGNITIVE F ACTORS IN L EARNING Expectancy Learning – information value Latent Learning/Implicit Learning Insight Learning Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-38

O THER F ACTORS IN L EARNING Biological Constraints – instinctive drift – preparedness Cultural Influences Psychological Constraints – mindset: fixed v. growth Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-39

O THER F ACTORS IN L EARNING : C RITICAL C ONTROVERSY Learning Styles – visual, aural, kinesthetic – Research suggests there is no actual advantage to instruction within one’s preferred style. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-40

L EARNING AND H EALTH AND W ELLNESS Factors influencing degree of stress – predictability of stressor – control over stressor – improvement of (reduction in) stressor – outlets for frustration Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-41

C HAPTER R EVIEW Describe learning. Explain classical conditioning. Explain operant conditioning. Understand observational learning. Describe the role of cognition in learning. Identify biological, cultural, and psychological factors in learning. Describe how principles of learning apply to health and wellness. Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 6-42