Special Update For DSM-5 Don H. Hockenbury and Sandra E. Hockenbury Psychology Sixth Edition Special Update For DSM-5 Chapter 5 Learning Copyright © 2014 by Worth Publishers

Figure 5.1 The Process of Classical Conditioning The diagram shows Pavlov’s classical conditioning procedure. As you can see, classical conditioning involves the learning of an association between a neutral stimulus (the ringing bell) and a natural stimulus (food). Figure 5.1 The Process of Classical Conditioning Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Figure 5.2 Extinction and Spontaneous Recovery in Pavlov’s Laboratory This demonstration involved a dog that had already been conditioned to salivate (the CR) to just the sight of the meat powder (the CS). During the extinction phase, the CS was repeatedly presented at three-minute intervals and held just out of the dog’s reach. As you can see in the graph, over the course of six trials the amount of saliva secreted by the dog quickly decreased to zero. This indicates that extinction had occurred. After a two-hour rest period, the CS was presented again. At the sight of the meat powder, the dog secreted saliva once more, evidence for the spontaneous recovery of the conditioned response. Figure 5.2 Extinction and Spontaneous Recovery in Pavlov’s Laboratory Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Figure 5.3 A Classically Conditioned Fear Response In the photograph below, Rosalie Rayner holds Little Albert as John Watson looks on. Little Albert is petting the tame white rat, clearly not afraid of it. But, after being repeatedly paired with the UCS (a sudden, loud noise), the white rat becomes a CS. After conditioning, Little Albert is terrified of the tame rat. His fear generalized to other furry objects, including rabbits, cotton, Rayner’s fur coat, and Watson in a Santa Claus beard. Figure 5.3 A Classically Conditioned Fear Response Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

If it does, classical conditioning is at work If it does, classical conditioning is at work! Pavlov (1927) suggested that administering a drug could be viewed as a conditioning trial. Just like pairing the sound of a bell with the presentation of food, if specific environmental cues are repeatedly paired with a drug’s administration, they can become conditioned stimuli that eventually elicit the drug’s effect. For a regular coffee drinker, the sight, smell, and taste of freshly brewed coffee are the original neutral stimuli that, after being repeatedly paired with caffeine (the UCS), eventually become conditioned stimuli, producing the CR: increased arousal and alertness. Figure 5.4 Classically Conditioned Drug Effects: Does Just the Smell of a Starbucks Espresso Perk You Up? Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Figure 5.5 Reliable and Unreliable Signals In Rescorla’s experiment, both groups of rats experienced the same number of tone–shock pairings. However, the rats in group 1 received a shock only when the tone was sounded, while the rats in group 2 experienced additional shocks that were not paired with the tone. Subsequently, the rats in group 1 displayed a conditioned fear response to the tone and the rats in group 2 did not. Why did only the rats in group 1 become conditioned to display fear when they heard the tone? Figure 5.5 Reliable and Unreliable Signals Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Photo Credits Slide 4: Benjamin Harris

Table 5.1 Comparing Positive and Negative Reinforcement Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Table 5.2 Comparing Punishment and Negative Reinforcement Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Table 5.3 Types of Reinforcement and Punishment Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Table 5.4 Components of Operant Conditioning Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Figure 5.6 Schedules of Reinforcement and Response Patterns Different patterns of responding are produced by the four basic schedules of reinforcement. The predictable nature of a fixed-ratio schedule (the green line at far left) produces a high rate of responding, with a pause after the reinforcer is delivered. The unpredictable nature of variable-ratio schedules (red) also produces high, steady rates of responding, but with hardly any pausing between reinforcers. Fixed-interval schedules (purple) produce a scallop-shaped pattern of responding. The unpredictable nature of variable-interval schedules (orange) produces a moderate but steady rate of responding. (Based on Skinner, 1961.) Figure 5.6 Schedules of Reinforcement and Response Patterns Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Figure 5.7 Latent Learning Beginning with day 1, the rats in group 1 received a food reward at the end of the maze, and the number of errors they made steadily decreased each day. The rats in group 2 never received a food reward; they made many errors as they wandered about in the maze. The rats in group 3 did not receive a food reward on days 1 through 10. Beginning on day 11, they received a food reward at the end of the maze. Notice the sharp decrease in errors on day 12 and thereafter. According to Tolman, the rats in group 3 had formed a cognitive map of the maze during the first 11 days of the experiment. Learning had taken place, but this learning was not demonstrated until reinforcement was present—a phenomenon that Tolman called latent learning. Figure 5.7 Latent Learning Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Table 5.5 Comparing Classical and Operant Conditioning Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Table 5.6 Factors That Increase Imitation Don H. Hockenbury and Sandra E. Hockenbury: Psychology, Sixth Edition – Special Update For DSM-5 Copyright © 2014 by Worth Publishers

Photo Credits Slide 5: Benjamin Harris