1. Unit 8: Learning Day 5: Classical Conditioning Essential Question – What motivations drive human behavior? – How do humans learn? Objectives (write this down!): – I can: explain how classical conditioning works by describing the relationship between conditioned and unconditioned stimuli and responses DAILY COMMENTARY (in a spiral notebook!): – How do you train an animal (or person) to do something consistently? – What do you do consistently every day? Why do you do this every day?

2. Unit 8: Learning Day 5: Classical Conditioning Today: – Daily Commentary – Reading Quiz – Experiment – Video on learning – notes For Tonight: – Myers 326-333; RJ 6.3 – Handout: Practical Application of Reinforcment schedules – We will go back to RJ 3 tomorrow. – Guest Speaker Friday

3. 3 Attitudes Towards Work 1.Job: Necessary way to make money. 2.Career: Opportunity to advance from one position to another. 3.Calling: Fulfilling a socially useful activity. People have different attitudes toward work. Some take it as a:

4. 4 Flow & Rewards Flow is the experience between no work and a lot of work. Flow marks immersion into one’s work. People who “flow” in their work (artists, dancers, composers etc.) are driven less by extrinsic rewards (money, praise, promotion) and more by intrinsic rewards.

5. 5 Organizational Psychology: Motivating Achievement Achievement motivation is defined as a desire for significant accomplishment. Skinner devised a daily discipline schedule that led him to become the 20 th century’s most influential psychologist. Ken Heyman/ Woodfin Camp & Associates

6. 6 Satisfaction & Engagement Harter et al., (2002) observed that employee engagement means that the worker: 1.Knows what is expected of him. 2.Feels the need to work. 3.Feels fulfilled at work. 4.Has opportunities to do his best. 5.Thinks himself to be a part of something significant. 6.Has opportunities to learn and develop. Engaged workers are more productive than non-engaged workers at different stores of the same chain. Capital-Journal/ David Eulitt/ AP/ Wide World Photos

7. 7 The Interviewer Illusion Interviewers often overrate their discernment. 1.Intention vs. Habits: Intentions matter, but long- lasting habits matter even more. 2.Successful Employees: Interviewers are more likely to talk about those employees that turned out successful. 3.Presumptions about Candidates: Interviewers presume (wrongly) that what we see (candidate) is what we get. 4.Preconceptions: An interviewer’s prior knowledge about the candidate may affect her judgment.

8. How does $$ correlate with happiness? http://www.thepsychfiles.com/money- happiness/ http://www.thepsychfiles.com/money- happiness/ Quick Write Prompt: What are the best way to motivate people in professions like teaching, the law, or science to do better work? – Answers should evaluate and consider the principles of intrinsic and extrinsic motivation.

9. 9 Learning How Do We Learn? Classical Conditioning Operant Conditioning Observational Learning

10. 10 Definition Learning is a relatively permanent change in an organism’s behavior due to experience. Or… “LEARNING is a relatively permanent change in an organizations behavioral potentiality, and it cannot be the result of temporary bodily states such as intoxication, fatigue, etc.”

11. 11 How Do We Learn? We learn by association. Our minds naturally connect events that occur in sequence. 2000 years ago, Aristotle suggested this law of association. Then 200 years ago Locke and Hume reiterated this law.

12. 12 Stimulus-Stimulus Learning Learning to associate one stimulus with another.

13. 13 Stimulus-Stimulus Learning Learning to associate one stimulus with another.

14. In Class Experiment I need a volunteer that doesn’t mind getting a little bit wet. – (I’ll give you a trash bag to wear as a poncho, but your face will get wet.)

15. 15 Response-Consequence Learning Learning to associate a response with a consequence.

16. 16 Response-Consequence Learning Learning to associate a response with a consequence.

17. 17 Russian physiologist Ivan Pavlov’s work provides an explanation of classical conditioning. His work provided a basis for later behaviorists like John Watson and B. F. Skinner. Classical Conditioning Ivan Pavlov (1849-1936) Sovfoto

18. 18 Pavlov’s Experiments Before conditioning, food (Unconditioned Stimulus, US) produces salivation (Unconditioned Response, UR). However, the tone (neutral stimulus) does not.

19. 19 Pavlov’s Experiments During conditioning, the neutral stimulus (tone) and the US (food) are paired, resulting in salivation (UR). After conditioning, the neutral stimulus (now Conditioned Stimulus, CS) elicits salivation (now Conditioned Response, CR)

20. 20 Acquisition Acquisition is the initial stage in classical conditioning in which an association between a neutral stimulus and an unconditioned stimulus takes place. 1.In most cases, for conditioning to occur, the neutral stimulus needs to come before the unconditioned stimulus. 2.The time in between the two stimuli should be about half a second.

21. 21 Acquisition The CS needs to come half a second before the US for acquisition to occur.

22. 22 Extinction When the US (food) does not follow the CS (tone), CR (salivation) begins to decrease and eventually causes extinction.

23. Acquisition example Clip from the office: http://vimeo.com/ 5371237 http://vimeo.com/ 5371237

24. 24 Spontaneous Recovery After a rest period, an extinguished CR (salivation) spontaneously recovers, but if the CS (tone) persists alone, the CR becomes extinct again.

25. 25 Stimulus Generalization Tendency to respond to stimuli similar to the CS is called generalization. Pavlov conditioned the dog’s salivation (CR) by using miniature vibrators (CS) on the thigh. When he subsequently stimulated other parts of the dog’s body, salivation dropped.

26. 26 Stimulus Discrimination Discrimination is the learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditioned stimulus.

27. Complete the Handout For each scenario, identify the: – Conditioned and unconditioned stimulus – Conditioned and unconditioned response

28. Develop an experiment How would you classically condition a

29. Unit Encyclopedia Project

30. 30 Extending Pavlov’s Understanding Pavlov and Watson considered consciousness, or mind, unfit for the scientific study of psychology. However, they underestimated the importance of cognitive processes and biological constraints.

31. 31 Cognitive Processes Early behaviorists believed that learned behaviors of various animals could be reduced to mindless mechanisms. However, later behaviorists suggested that animals learn the predictability of a stimulus, meaning they learn expectancy or awareness of a stimulus (Rescorla, 1988).

32. 32 Biological Predispositions Pavlov and Watson believed that laws of learning were similar for all animals. Therefore, a pigeon and a person do not differ in their learning. However, behaviorists later suggested that learning is constrained by an animal’s biology.

33. 33 Biological Predispositions John Garcia Garcia showed that the duration between the CS and the US may be long (hours), but yet result in conditioning. A biologically adaptive CS (taste) led to conditioning and not to others (light or sound). Courtesy of John Garcia

34. 34 Biological Predispositions Even humans can develop classically to conditioned nausea.

35. 35 Pavlov’s greatest contribution to psychology is isolating elementary behaviors from more complex ones through objective scientific procedures. Pavlov’s Legacy Ivan Pavlov (1849-1936)

36. 36 Watson used classical conditioning procedures to develop advertising campaigns for a number of organizations, including Maxwell House, making the “coffee break” an American custom. Applications of Classical Conditioning John B. Watson Brown Brothers

37. 37 1.Alcoholics may be conditioned (aversively) by reversing their positive-associations with alcohol. 2.Through classical conditioning, a drug (plus its taste) that affects the immune response may cause the taste of the drug to invoke the immune response. Applications of Classical Conditioning