1. Psychology in Action (8e) by Karen Huffman
PowerPoint  Lecture Notes Presentation
Chapter 6: Learning
Karen Huffman, Palomar College
©John Wiley & Sons, Inc Huffman: Psychology in Action (8e)

2. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)
Lecture Overview
Classical Conditioning
Operant Conditioning
Cognitive-Social Learning
The Biology of Learning
Using Conditioning and Learning Principles
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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)
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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)
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5. Pavlov’s Original Experiment
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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
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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
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9. Why Study Psychology? It Helps You Understand Popular Cartoons!
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10. Classical Conditioning (Continued)
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11. Classical Conditioning (Continued)
John B. Watson
Conditioned Emotional Response (CER):
Watson demonstrated how emotions can be classically conditioned to a previously neutral stimulus (NS).
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12. Watson and Rayner Created a Fear of Rats (a CER) in Little Albert
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13. Classical Conditioning’s Basic Principles
ALL Snakes bite!
Stimulus Generalization: learned response to stimuli that are similar to the original conditioned stimuli (CS)
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14. 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
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Extinction: gradual weakening or suppression of a previously conditioned response (CR)
Spontaneous Recovery: reappearance of a previously extinguished conditioned response (CR)
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16. 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)
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17. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)
Classical Conditioning’s Basic Principles (Continued) Higher-Order Conditioning
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18. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)
Operant Conditioning
Operant Conditioning: 
learning in which voluntary responses are controlled by their consequences
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19. 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
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20. Operant Conditioning (Continued)
Skinner’s Contribution
Conducted systematic research using a Skinner box
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21. Operant Conditioning’s Basic Principles
Reinforcement: strengthening a response
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22. 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)
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23. 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)
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24. 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)
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25. Operant Conditioning’s Basic Principles (Continued)
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26. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)
Operant Conditioning’s Basic Principles: Four Partial Schedules of Reinforcement
Fixed Ratio (FR): reinforcement occurs after a predetermined set of responses; the ratio (number or amount) is fixed
2. Variable Ratio (VR): reinforcement occurs unpredictably; the ratio (number or amount) varies
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27. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)
Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)
Fixed Interval (FI): reinforcement occurs after a predetermined time has elapsed; the interval (time) is fixed
4. Variable Interval (VI): reinforcement occurs unpredictably; the interval (time) varies
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28. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)
Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)
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29. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)
Operant Conditioning’s Basic Principles: Four Partial Schedules (Continued)
If you want to increase the overall number of responses, which schedule of reinforcement should you choose?
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30. Operant Conditioning’s Basic Principles (Continued)
Shaping:
reinforcement is delivered for successive approximations of the desired response
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31. Operant Conditioning’s Basic Principles (Continued)
Punishment: weakening a response
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32. 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)
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33. 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)
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34. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)
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35. Side Effects of Punishment
Judging by this woman’s expression, is she experiencing an example of increased aggression, passive aggressiveness, avoidance behavior, modeling, temporary suppression, or learned helplessness?
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36. Cognitive-Social Learning
Cognitive-Social Theory: 
emphasizes the roles of thinking and social learning in behavior
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37. Cognitive-Social Learning (Continued)
Kohler’s chimps demonstrated insight learning (sudden understanding of a problem that implies the solution).
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38. 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).
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39. Cognitive-Social Learning (Continued)
Observational Learning: learning new behaviors or information by watching others
Bandura's Famous Bobo Doll study
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40. 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?
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41. Cognitive-Social Learning (Continued)
Observational Learning involves four processes:
Attention
Retention
Motor Reproduction
Reinforcement
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42. 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.
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43. The Biology of Learning: Evolution and Learning
Classical Conditioning
Taste Aversion: classically conditioned negative associations of food to illness
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44. The Biology of Learning: Evolution and Learning (Continued)
Biological Preparedness: built-in (innate) readiness to form associations between certain stimuli and responses
Instinctive Drift: conditioned responses shift (or drift) back toward innate response pattern
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45. Using Conditioning and Learning Principles
Classical Conditioning can be seen in:
Marketing
Prejudice
Medical Treatments
Phobias
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46. ©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)

47. Using Conditioning and Learning Principles (Continued)
Operant Conditioning can be seen in:
Prejudice
Biofeedback
Superstitions
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48. Using Conditioning and Learning Principles (Continued)
Cognitive-Social Theory can be seen in:
Prejudice
Media Influences
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49. Psychology in Action (8e) by Karen Huffman
PowerPoint  Lecture Notes Presentation
End of
Chapter 6: Learning
Karen Huffman, Palomar College
©John Wiley & Sons, Inc Huffman: Psychology in Action (8e)