1. LEARNING- a permanent change in behavior due to experience

3. How do we learn? Most learning is associative learning
Learning that certain events occur together.

4. Three Main Types of Learning
Classical Conditioning
Operant Conditioning
Observational Learning
Latent Learning
Abstract Learning
Insight Learning

5. Classical Conditioning
It all started with:
Ivan Pavlov

6. Unconditioned Stimulus (US): a stimulus that naturally and automatically triggers a response.
Unconditional Response (UR): the unlearned, naturally occurring response to the US.

7. Conditioned Stimulus (CS): an originally irrelevant stimulus that, after association with the UCS, comes to trigger a response.
Conditioned Response (CR): the learned response to a previously neutral stimulus.

9. Pavlov

10. Come up with your own examples of Classical Conditioning

11. Figure 6.4 An unexpected CS Onion breath does not usually arouse romantic feelings. But when repeatedly paired with a kiss, it can become a CS and do just that.
© 2011 by Worth Publishers

12. Pavlov spent the rest of his life outlining his ideas
Pavlov spent the rest of his life outlining his ideas. He came up with 5 critical terms that together make up classical conditioning.
Acquisition
Extinction
Spontaneous Recovery
Generalization
Discrimination

13. Acquisition Does timing matter? The CS should come before the UCS
The initial stage of learning.
The phase where the neutral stimulus is associated with the UCS so that the neutral stimulus comes to elicit the CR (thus becoming the CS).
Higher order conditioning- a new neutral stimulus can become a new conditioned stimulus example if a tone signals salivation then a light with the tone can do the same
Does timing matter?
The CS should come before the UCS
They should be very close together in timing.

14. Extinction The diminishing of a conditioned response.
Will eventually happen when the UCS does not follow the CS.
Is extinction permanent?

15. Spontaneous Recovery
The reappearance of a weakened CR after a pause. Only occurs after extinction.

16. Generalization
The tendency, once a response has been conditioned, for stimuli similar to the CS to elicit similar responses.

17. Discrimination
The learned ability to distinguish between a CS and other stimuli that does not signal UCS.

18. Application of Classical Conditioning
John Watson’s and Raynor’s experiment Baby Albert

19. Extending Pavlov’s Understanding
Cognitive: the way one thinks
Martin Seligmen- Added learned helplessness to behaviorism. When faced with a hopeless situation in which one has not control- roots od depression
The awareness of the presence of a conditioning agent may also affect the outcome: if one knows that they are being conditioned it will not work
Simply the CS – US association is not enough Thought counts

20. Taste Aversion John Garcia Aversion to food
If after getting sick on something tend not to eat it but you do not develop an aversion to the restaurant, plates etc. which is associated with the food.
Also develop an aversion to sights, sounds associated with an event: chemo
Concept used environmentally: Used to keep wolves from eating sheep

21. Learned Associations Darwin was right! Who is prettier?
Natural selection favors traits that aid survival
Red indicates sexuality
In the animal kingdom and ours
Red lipstick? Red districts? Valentine’s hearts? All red

22. Figure 6.9 Biopsychosocial influences on learning Today’s learning theorists recognize that our learning results not only from environmental experiences, but also from cognitive and biological influences.
© 2011 by Worth Publishers