1. Bellringer:
Write the initials of as many of the abbreviations/terms related to classical conditioning as you can remember. 3B Principles of Learning

2. The Process of Classical Conditioning
Unconditioned Stimulus (UCS)
Unconditioned Response (UCR)
This one has all the animation. The next 3 slides after are for a more broken down approach if the animation confuses them 
Neutral Stimulus (NS)
Conditioned Response (CR)
Conditioned Stimulus (CS)

3. The First Stage of Classical Conditioning
Boom!!!
How did you react? Were you trained?
Unconditioned Stimulus (UCS)
Unconditioned Response (UCR)
Is there a specific reaction?
Neutral Stimulus (NS)

4. The Pairing of the Two Stimuli
Boom!!!
Unconditioned Stimulus (UCS)
Unconditioned Response
(UCR)
How do you react when the bunny is presented with the loud sound?
Neutral Stimulus (NS)

5. The Conditioned Response
After being paired with the loud noise, how do you react when the bunny is presented on its own? Is this response “natural” or learned?
Conditioned Response
(CR)
Conditioned Stimulus (CS)

6. Examples of Classical Conditioning
Every time someone flushes a toilet in the apartment building, the shower becomes very hot and causes the person to jump back. Over time, the person begins to jump back automatically after hearing the flush, before the water temperature changes.
HOT WATER!
What type of stimulus (UCS, CS, or NS) does the hot water from the shower represent in this relationship? Is the person’s response a UCR or CR?
What type of stimulus (UCS, CS, or NS) does the toilet represent in this relationship? Is the person’s response a UCR or CR? What other type of stimulus does the toilet represent?

7. Examples of Classical Conditioning
You have a fluffy down pillow with some of the down sticking out of the fabric. When he first tries out the pillow, a piece of down tickles his nose and he sneezes. This happens every time he goes to bed. Soon he sneezes every time he lays down on any kind of pillow.

8. Examples of Classical Conditioning
At the beginning of the school year, students were asked to be quiet through the instruction spoken by the teacher, “Please be quiet.” Throughout the year, the teacher began to pair the spoken request with the sound of a wind chime. Now, when the students hear the wind chime, they stop talking without the verbal cue.

9. Little Albert Case Study
Additional Question:
For the experiment label the UCS, UCR, CS, and CR

10. General Principles of Classical Conditioning
Generalization: Is the act of responding in the same ways to stimuli that seem to be similar.
Example: My dog is trained to sit (CR) whenever I say the word “sit” (CS). But sometimes, he’ll sit when he hears a similar word, like “bit” or “lit.”
Also seen when Little Albert feared all white furry animals.

11. General Principles of Classical Conditioning
Discrimination: Is the act of responding differently to stimuli that are not similar to each other.
Example: My dog is trained to lay down (CR) whenever I say the word “down” (CS). He has learned to discriminate the word “down” from others and doesn’t lay down when he hears words like “frown.”

12. General Principles of Classical Conditioning
Extinction: When a CS is no longer followed by a UCS, it will eventually lose its ability to cause a CR, and become a NS.
Example: My friend’s car had an over-sensitive car alarm (CS) that went off all the time. Since the CS was never followed by a UCS (someone breaking into his car), it was never followed with a CR (calling the police). The car alarm became a NS.

13. General Principles of Classical Conditioning
Spontaneous Recovery: Is the reappearance of a response (a CR) that had become extinct.
Example: My same friend with the sensitive car alarm (CS) hears it go off and this time she gets a sudden panicked feeling and the urge to call the police (CR), even though she hadn’t had that feeling in a long time.

14. The Law of Effect
The law of effect is the idea that behaviors are selected by their consequences.
If you use positive reinforcement, you can suggest alternative behaviors.
Students who are exhibiting proper behaviors are given attention.
Students who used to have bad behavior to get attention will begin to seek attention with positive behaviors.

15. Classical Conditioning in Action
Taste Aversions – research shows that when people and other animals get sick, they typically blame “something they ate.”
In addition, the culprit tends to be something new they hadn’t eaten before.
This causes an aversion to that particular food.