2. Starter 1: Working in pairs you will need to follow the instructions on the desk. DO NOT show each other your instructions at any point! Can you guess from this what the L in the title stands for?! 10/07/2016

3. Starter 2: Watch the following video I made last night of my dog. He is being given treats to do a trick. After a few times I take the treat away but he still does the trick...why is this? 10/07/2016

4. LO: By the end of the lesson you will be able to define learning, define classic conditioning and understand classic conditioning related to Pavlov’s dog What does it mean when we say we have learnt something?! We hear about learning all day everyday but what actually is learning?! Look at the statements below – which do you think are examples of learning? Work in pairs to decide. A dog barking when his owner opens a can of food A cat climbing a tree A dog chasing a rabbit across a field A child sneezing in the sun light A child eating with a knife and fork Learning is a relatively permanent change in behaviour due to experience

5. Classical conditioning: a learning theory of attachments BEFORE CONDITIONING: Food = UCS (unconditioned stimulus) Dog drools = UCR (unconditioned response) Learning theories are an alternative to evolutionary theories of attachment. Whereas evolutionary theories say we are INNATELY programmed to form attachments, learning theories say we have to LEARN to attach – and we do so because of FOOD. Bell = NS (neutral stimulus) Dog does not respond (no innate response to the sound of the bell) TERMS TO KNOW! STIMULUS = an event that causes a response RESPONSE = an action made because a stimulus is detected INNATE = instinctive/inborn CONDITIONED = learned Ivan Pavlov demonstrated the process of classical conditioning in dogs. We need to understand this process so we can apply it to attachments.

6. Classical conditioning: a learning theory of attachments THE PROCESS OF CONDITIONING: Food = UCS (unconditioned stimulus) Dog drools = UCR (unconditioned response) Bell = NS (neutral stimulus) Dog drools = CR (conditioned response to the bell) STEP 1 STEP 2 STEP 3 + Food = UCS (unconditioned stimulus) Bell = CS (conditioned stimulus) Dog drools = UCR (unconditioned response)

7. Classical conditioning: a learning theory of attachments BEFORE CLASSICAL CONDITIONING: Food = UCS (unconditioned stimulus) Baby feels pleasure = UCR (unconditioned response to food) Mother = NS (neutral stimulus) Baby does not respond (no innate response to the mother) As these pictures show, the baby is not born with an attachment to his mother. However, his mother is there each time he is fed. Can you use your knowledge and understanding of classical conditioning to suggest how an attachment to the mother is formed?

8. Classical conditioning: a learning theory of attachments THE PROCESS OF CONDITIONING: Food = UCS (unconditioned stimulus) Baby feels pleasure = UCR (unconditioned response to food) Mother = NS (neutral stimulus) Baby feels pleasure = CR (conditioned response to mother) STEP 1 STEP 2 STEP 3 + Food = UCS (unconditioned stimulus) Mother = CS (conditioned stimulus) Baby feels pleasure = UCR (unconditioned response to food)

9. Classical conditioning: a learning theory of attachments According to learning theory, the baby has to ……. to form an attachment with his mother. By the process of ……. conditioning, the baby forms an ……. between the mother (a …… stimulus) and the feeling of pleasure that comes from being fed (an ……, unconditioned response). At first, the baby simply feels comforted by ……. However each time he is fed, the …… is there too. He quickly associates the mother with the …… of being fed. Before long, the mother …… a feeling of …… on her own, even without food. This means the baby feels …… when the mother is near. It is the beginning of ……. Copy the passage above, and fill the gaps using the words below. Some words will be used more than once. ASSOCIATION * ATTACHMENT * CLASSICAL * PLEASURE * FOOD HAPPIER * INNATE * LEARN * MOTHER * NEUTRAL * STIMULATES

10. Could the same happen in humans? lesson we will touch more on classic conditioning but this time looking at Watson and Rayner (1920). In this we’ll focus on ethics of human case studies and how the conclusions aid us in everyday life.

11. http://mrsgpsyc.weebly.com/index.html

12. Procedure (What did he do? Participants?) Conclusion (What he found?) Strength of study? Weakness of study? LO: Name: Date: TERMS TO KNOW! STIMULUS = RESPONSE = INNATE = CONDITIONED = UCS= UCR= CS= CR= EXTINCTION= SPONTANEOUS RECOVERY= GENERALISATION= DISCRIMINATION=

13. Partner 2 You are to pay attention to all things that partner 1 does and react naturally to the things and the sounds you see and hear. Why do you do the things you do? Partner 1 You are going to try and condition partner 2 into an action. You are to blow into the straw on their cheek and at the same time lightly hit the table. Do this a number of time. Then try one time just hitting the table BE SENSIBLE! How does partner 2 react? Partner 2 You are to pay attention to all things that partner 1 does and react naturally to the things and the sounds you see and hear. Why do you do the things you do? Partner 1 You are going to try and condition partner 2 into an action. You are to blow into the straw on their cheek and at the same time lightly hit the table. Do this a number of time. Then try one time just hitting the table BE SENSIBLE! How does partner 2 react?