1. Psychology in Action (8e) by Karen Huffman
Chapter 6: Learning
Presented by:
Mani Rafiee

2. Lecture Overview Classical Conditioning Operant Conditioning
Cognitive-Social Learning
The Biology of Learning
Using Conditioning and Learning Principles

3. Introductory Definitions
Learning (relatively permanent change in behavior or mental processes resulting from practice or experience)
Conditioning (process of learning associations between environmental stimuli and behavioral responses)

4. Classical Conditioning
Pavlov’s Contribution
Classical Conditioning: learning that occurs when a neutral stimulus (NS) becomes paired (associated) with an unconditioned stimulus (UCS) to elicit a conditioned response (CR)

5. Pavlov’s Original Experiment

6. Classical Conditioning--Key Terms
Neutral Stimulus (NS): stimulus that, before conditioning, doesn’t naturally bring about the response of interest
Unconditioned Stimulus (UCS): stimulus that elicits an UCR occurring without previous conditioning
Unconditioned Response (UCR): unlearned reaction to an UCS occurring without prior conditioning

7. Classical Conditioning--Key Terms (Continued)
Conditioned Stimulus (CS): previously NS that, through repeated pairings with an UCS, now causes a CR
Conditioned Response (CR): learned reaction to a CS occurring because of previous repeated pairings with an UCS

9. Classical Conditioning (Continued)

10. Classical Conditioning (Continued)
John B. Watson
Conditioned Emotional Response (CER):
Watson demonstrated how emotions can be classically conditioned to a previously neutral stimulus (NS).

11. Watson and Rayner Created a Fear of Rats (a CER) in Little Albert

12. Classical Conditioning’s Basic Principles
ALL Snakes bite!
Stimulus Generalization: learned response to stimuli that are similar to the original conditioned stimuli (CS)

13. Classical Conditioning’s Basic Principles (Continued)
Now I know that some snakes are nice!
Stimulus Discrimination: learned response to a specific stimulus, but not to other, similar stimuli

14. Extinction: gradual weakening or suppression of a previously conditioned response (CR)
Spontaneous Recovery: reappearance of a previously extinguished conditioned response (CR)

15. Classical Conditioning’s Basic Principles (Continued)
Higher-Order Conditioning:
neutral stimulus (NS) becomes a conditioned stimulus (CS) through repeated pairings with a previously conditioned stimulus (CS)

16. Classical Conditioning’s Basic Principles (Continued) Higher-Order Conditioning

17. Operant Conditioning Operant Conditioning:
learning in which voluntary responses are controlled by their consequences

18. Operant Conditioning (Continued)
Thorndike’s Contribution
Law of Effect: the probability of an action being repeated is strengthened when followed by a pleasant or satisfying consequence

19. Operant Conditioning (Continued)
Skinner’s Contribution
Conducted systematic research using a Skinner box

20. Operant Conditioning’s Basic Principles
Reinforcement: strengthening a response

21. Operant Conditioning’s Basic Principles (Continued)
Primary Reinforcers: normally satisfy an unlearned biological need (e.g., food)
Secondary Reinforcers: learned value (e.g., money, praise)

22. Operant Conditioning’s Basic Principles (Continued)
Positive Reinforcement: adding (or presenting) a stimulus, which strengthens a response and makes it more likely to recur (e.g., praise)

23. Operant Conditioning’s Basic Principles (Continued)
Negative Reinforcement: taking away (or removing) a stimulus, which strengthens a response and makes it more likely to recur (e.g., headache removed after taking an aspirin)

24. Operant Conditioning’s Basic Principles (Continued)

25. Operant Conditioning’s Basic Principles (Continued)
Shaping:
reinforcement is delivered for successive approximations of the desired response

26. Operant Conditioning’s Basic Principles (Continued)
Punishment: weakening a response

27. Operant Conditioning’s Basic Principles (Continued)
Positive Punishment: adding (or presenting) a stimulus that weakens a response and makes it less likely to recur (e.g., shouting)

28. Operant Conditioning’s Basic Principles (Continued)
Negative Punishment:
taking away (or removing) a stimulus that weakens a response and makes
it less likely to recur (e.g., restriction)

29. Cognitive-Social Learning
Cognitive-Social Theory: 
emphasizes the roles of thinking and social learning in behavior

30. Cognitive-Social Learning (Continued)
Kohler’s chimps demonstrated insight learning (sudden understanding of a problem that implies the solution).

31. Cognitive-Social Learning (Continued)
Tolman’s rats built a cognitive map (a mental image of a three-dimensional space). They also displayed latent learning
(hidden learning
that exists without
behavioral signs).

32. Cognitive-Social Learning (Continued)
Observational Learning: learning new behaviors or information by watching others
Bandura's Famous Bobo Doll study

33. Observational Learning and Modeling
Note the increasing bicep circumference of these G.I. Joe action figures. What are the effects of this type of modeling?

34. Cognitive-Social Learning (Continued)
Observational Learning involves four processes:
Attention
Retention
Motor Reproduction
Reinforcement

35. The Biology of Learning: Neuroscience and Learning
When we learn something, we experience the creation of new synaptic connections and alterations in many brain structures.

36. Using Conditioning and Learning Principles
Classical Conditioning can be seen in:
Marketing
Prejudice
Medical Treatments
Phobias

38. Using Conditioning and Learning Principles (Continued)
Operant Conditioning can be seen in:
Prejudice
Biofeedback
Superstitions

39. Using Conditioning and Learning Principles (Continued)
Cognitive-Social Theory can be seen in:
Prejudice
Media Influences

40. Psychology in Action (8e) by Karen Huffman
End of
Chapter 6: Learning
Presented by:
Mani Rafiee