1. Monday, May 4 Return Ch. 6 Test Introduce Ch. 14
Ch. 14 Vocabulary Assignment
Due: Friday, May 8
Learning Target: Locate important details in a challenging text

2. Friday, May 1 Ch. 6 Test Learning Targets:
Describe the classical and operant conditioning paradigm.
Be able to identify 3 ways that classical conditioning differs from operant conditioning.
Differentiate between positive reinforcement and negative reinforcement.
Differentiate between negative reinforcement and punishment.
Describe between the different schedules of reinforcement and identify when it is best to use each.

3. Thursday, April 30 Collect Schedules of R+ Return Quiz Review for Test
Start Prewriting
Ch. 6 Test: Friday, May 1
Learning Target: Describe the different ways people learn. Provide examples of how learning is adaptive. Explain how we learn through operant and classical conditioning.

4. Wednesday, April 29 Take Ch. 6 Quiz Discuss Shaping
Ch. 6 Test: Friday, May 1
Homework:
Schedules of Reinforcement: Due: Thursday, April 30
Learning Target: Define Shaping and explain how it can be used to teach a complex behavior.

5. Tuesday, April 28 Kahoot Begin Discussing Schedules of Reinforcement
Ch. 6 Quiz: Wednesday, April 29
Ch. 6 Test: Friday, May 1
Discuss Schedules of Reinforcement
Homework:
Schedules of Reinforcement: Due: Thursday, April 30
Learning Target: Differentiate between reinforcement and punishment. Differentiate between the different schedules of reinforcement and identify when it is best to use each.

6. Monday, April 24 Collect Ch. 6 Guided Reading
Review Positive and Negative Reinforcement
Guided Practice
Discuss Punishment
Kahoot (if enough people have their ipad)
Ch. 6 Quiz: Wednesday, April 29
Ch. 6 Test: Friday, May 1
Learning Target: Differentiate between positive reinforcement and negative reinforcement

7. Friday, April 24 Mind Reading Game
Collect Classical Conditioning worksheet
Mind Reading Game
Contrast Classical and Operant Conditioning
Complete T chart
Learning Target: Be able to identify 3 ways that classical conditioning differs from operant conditioning

8. Thursday, April 23 Videoclip
Review the classical conditioning paradigm
Complete Discussion of the Principles of Conditioning
Demonstration
Homework:
Classical Conditioning Worksheet (Due 4/24)
Ch. 6 Guided Reading (Due Monday 4/27)
Learning Target: Describe the classical conditioning paradigm

9. Wednesday, April 22
Discuss Classical Conditioning
Guided Practice: Classical Conditioning in Action
Begin Discussing the Principles of Conditioning
Homework:
Ch. 6 Guided Reading (Due Monday 4/27)
Classical Conditioning Worksheet
(Due Friday, 4/24)
Learning Target: Describe the classical conditioning paradigm

10. Tuesday, April 21 Guided Reading (as a class?) Due Monday 4/27
Learning Target: Describe how learning can be both adaptive and maladaptive.

11. Friday, December 12 Return Chapter 6 Quiz Discuss T-Chart
Complete discussion of Schedules of Reinforcement
Discuss Shaping
Ch. 6 Test: Monday, December 15
Homework:
Schedules of Reinforcement: due at the end of class
Learning Target: Differentiate between reinforcement and punishment. Differentiate between the different schedules of reinforcement and identify when it is best to use each.

12. Wednesday, December 3 Ticket to enter: What is Learning?
Discuss Classical Conditioning
Chapter 6 Guided Reading: Due Friday, 12/5 Learning Target: Describe the classical conditioning paradigm

13. Wednesday, November 11 Handout ACT Reading Collect Ch. 6 Reviews
Review for Ch. 6

14. Chapter 6
Learning

15. TICKET TO ENTER
What is learning? How can you tell if someone has learned?
Describe a good learning experience you’ve had (in or out of school). How did you learn?
Describe a time you taught someone something. How did you teach them?

16. Learning: A relatively permanent change in behavior due to experience or practice
What words are important in that definition?
Relatively permanent
Change in behavior
Practice

18. 1). Classical Conditioning
Ivan Pavlov: Pavlov was a Russian physiologist whose pioneering studies of the digestive system led to decades of research to identify the principles of
classical conditioning

19. 1). Classical Conditioning
Labeling the parts of classical conditioning
Unconditioned Response: A simple unlearned response. A reflex
Examples:

20. 1). Classical Conditioning
Labeling the parts of classical conditioning
Unconditioned Stimulus: A stimulus that triggers a response reflexively or automatically
Examples:

21. 1). Classical Conditioning
Labeling the parts of classical conditioning
Neutral Stimulus: Does not elicit (bring about) the unconditioned response

22. 1). Classical Conditioning
When has conditioning occurred?
Conditioning has occurred when the neutral stimulus ALONE elicits (causes) the unconditioned response

23. 1). Classical Conditioning
Labeling the parts of classical conditioning
Conditioned Stimulus: The conditioned stimulus is the previously neutral stimulus that, through conditioning (learning) gains the power to cause the response

24. 1). Classical Conditioning
Labeling the parts of classical conditioning
Conditioned Response: The conditioned response is the previously unconditioned response. It is elicited by (caused by) the conditioned stimulus.

25. Pavlov’s Experiment

27. Practice UCS UCR (Before Conditioning)
NS + UCS UCR (Acquisition Phase)
CS CR (After Conditioning)

28. Classical Conditioning in Action
Scenario 1
A cat is always fed her canned cat food by her owners after they open it with an electric can opener. Whenever her owners use the electric can opener, the cat comes running into the kitchen in hopes of getting some food.
Unconditioned Stimulus
Unconditioned Response
Conditioned Stimulus
Conditioned Response

29. Classical Conditioning in Action
Scenario 2
A man goes to a nice restaurant and gets his favorite dish—shrimp. After eating at the restaurant, he gets food poisoning and is violently ill. After the food poisoning, he never wants to eat shrimp again.
Unconditioned Stimulus
Unconditioned Response
Conditioned Stimulus
Conditioned Response

30. Classical Conditioning in Action
Scenario 3
Advertisers will often use famous people and celebrities to endorse their products in commercials. For example, they assume if people like a person such as Britney Spears, then they will be more likely to buy a product such as Pepsi.
Unconditioned Stimulus
Unconditioned Response
Conditioned Stimulus
Conditioned Response

31. Classical Conditioning in Action
Come up with your own scenario that shows classical conditioning in action:
Unconditioned Stimulus
Unconditioned Response
Conditioned Stimulus
Conditioned Response

32. 1). Classical Conditioning
Principles of Conditioning (These same principles also apply to operant conditioning)
Stimulus Generalization: The organism responds NOT ONLY to the conditioned stimulus (CS) but also to similar stimuli

33. 1). Classical Conditioning
Stimulus Generalization Example:
(Little Albert)

34. 1). Classical Conditioning
Principles of Conditioning
Stimulus Discrimination: The organism responds ONLY to the stimulus it was conditioned to. (The organism responds differently to different stimuli)

35. 1). Classical Conditioning
Principles of Conditioning
Extinction: After repeated presentation of the conditioned stimulus (CS) without the unconditioned stimulus (UCS) the conditioned response (CR) fades away and eventually stops.

36. 1). Classical Conditioning
Principles of Conditioning
Spontaneous Recovery: After extinction, and a lapse of time, the conditioned response reappears
The two factors needed for spontaneous recovery to occur are:
1. extinction
2. rest period (lapse of time)

37. 1). Classical Conditioning
Principles of Conditioning
Counter Conditioning: A new response is conditioned to an old stimulus

38. 2) Operant Conditioning
Classical Conditioning vs. Operant Conditioning
Bhvr is involuntary 1. Bhvr. is voluntary
Organism is passive 2. Organism is active
R+ comes BEFORE 3. R+ comes AFTER
Learn through Learn from
associating 2 stimuli consequences of
behavior

39. 2) Operant Conditioning
Laws of Effect (E.L. Thorndike):
Positive Law of Effect:
If a behavior is followed by a satisfying state of affairs, the likelihood of the behavior occurring again increases.
Negative Law of Effect:
If a behavior is followed by an unpleasant state of affairs, the likelihood of the behavior occurring again decreases

40. 2) Operant Conditioning
Reinforcement:
Reinforcement ALWAYS increases the likelihood of a behavior

41. 2) Operant Conditioning
Primary Reinforcement: something that is naturally rewarding, such as food (if you are hungry), warmth (if you are cold), and water (if you are thirsty). Primary reinforcers are inherently valued. They return the body to homeostasis

42. 2) Operant Conditioning
Secondary Reinforcement: something you have learned is rewarding because it’s been paired with a primary reinforcer. Examples are

43. 2) Operant Conditioning
Positive Reinforcement: Something pleasant is added in order to increase a response

44. 2) Operant Conditioning
Negative Reinforcement:
Something unpleasant
is removed in order to
increase a response …

45. 2) Operant Conditioning
Punishment: Always decreases the likelihood of a response
Something unpleasant that decreases the likelihood of a response

46. 2) Operant Conditioning
Some disadvantages of using punishment:
Punishment doesn’t teach acceptable behavior
Punishment can create anger and hostility
Punishment can only work when it is guaranteed

47. 2) Operant Conditioning
Negative Reinforcement vs. Punishment
Something unpleasant is Something unpleasant
REMOVED PRESENTED
Behavior INCREASES in Behavior DECREASES
likelihood in likelihood

48. 2) Operant Conditioning
Schedules of Reinforcement: when and how often the reinforcement occurs
Continuous
Partial/Intermittent

49. 2) Operant Conditioning
Continuous Reinforcement Schedules:
Each and every correct behavior is reinforced
(This is extremely rare in everyday life)
Examples:

50. 2) Operant Conditioning
Partial/Intermittent Reinforcement:
Only some response are rewarded
Variable: changes
Fixed: unchanging
Interval: time
Ratio: # of responses

51. 2) Operant Conditioning
Fixed Ratio: The number of responses needed for reinforcement is unchanging
Examples:
Variable Ratio: The number of responses needed for reinforcement changes

52. 2) Operant Conditioning
Fixed Interval: The time between reinforcement is unchanging
Examples:
Variable Interval: The time between reinforcement changes

53. Can you predict when reinforcement is coming?
Yes=Fixed
No=Variable
If you do the behavior more, will you get more reinforcement?
Yes=Ratio
No=Interval

54. 2) Operant Conditioning

55. 2) Operant Conditioning
Behaviors are learned most rapidly when reinforced on a continuous reinforcement schedules
However, behaviors extinguish the fastest when reinforced on a continuous schedule

56. 2) Operant Conditioning
Behaviors reinforced on partial schedules of reinforcement (especially variable schedules) are the most difficult to extinguish because it takes the organism a long time to figure out the reinforcement has stopped

57. 2) Operant Conditioning
Guided Practice
Being rewarded for very third correct answer.
Giving a rat pellet of food for pressing a bar on the AVERAGE of every two minutes.
Giving a student a blow pop every time he/she provides a correct answer.
Paying telemarketers a bonus for every 5 sales he/she makes in excess of the company’s quota.
Trying to reach a friend by telephone when you get a busy signal.

58. 2) Operant Conditioning
Shaping: Reinforcing behaviors that move closer and closer to the target behavior
When is shaping used?
Shaping is used when trying to teach a complex or difficult task