1. Chapter 07 Learning

2. Introduction Module 15: Classical Conditioning

3. Learning A relatively permanent change in behavior due to experience Which are examples of learning? 1.The acquisition of language in children. 2.A worm is placed in a T maze. The left side of the maze is brightly lit and dry; the right side is moist and dim. On the first 10 trials, the worm turns right 7 times. On the next 10 trials, the worm turns right all 10 times. 3.The cessation of thumb sucking by an infant. 4.A previously psychotic patient is given phrenological surgery and no longer exhibits any psychotic behaviors.

4. Stimulus-Response Stimulus - anything in the environment that one can respond to Response – any behavior or action Example: (S)Someone throws a book at your head (R) duck, put up your hands

5. Classical Conditioning A type of learning where a stimulus gains the power to cause a response because it predicts another stimulus that already produces that response Form of learning by association

6. Stimulus-Response Relationship

8. 8 Stimulus-Stimulus Learning Learning to associate one stimulus with another.

9. Behaviorism The view that psychology should restrict its efforts to studying observable behaviors, not mental processes. Founded by John Watson

10. Components of Classical Conditioning Module 15: Classical Conditioning

11. Unconditioned Stimulus (UCS) A stimulus that triggers a response automatically and reflexively

12. Unconditioned Response (UCR) The automatic response to the unconditioned stimulus The relationship between the UCS and UCR must be reflexive and not learned

13. Conditioned Stimulus (CS) A stimulus that through learning has gained the power to cause a conditioned response The CS must be a neutral stimulus before conditioning occurs.

14. Conditioned Response The response to the conditioned stimulus Usually the same behavior as the UCR

15. Ivan Pavlov’s Discovery Module 15: Classical Conditioning

16. Ivan Pavlov (1849-1936) A Russian physiologist who discovered classical conditioning while doing experiments on the digestive system of dogs

17. Pavlov’s Method of Collecting Saliva

18. Pavlov’s Research Apparatus

19. 19 CLASSICAL CONDITIONING TERMINOLOGY –Conditioned = Learned –Unconditioned = Unlearned –Stimulus = Causes a response –Response = Behavioral reaction to stimulus BASIC COMPONENTS: –Natural reflex (automatic, involuntary) –Neutral stimulus – will become conditioned stimulus –Association of stimuli –Timing (0.5 second)

20. Pavlov’s Experiment

22. The Office

23. Classical Conditioning Processes: Acquisition Module 15: Classical Conditioning

24. Acquisition The process of developing a learned response The subject learns a new response (CR) to a previously neutral stimulus (CS)

25. Acquisition

26. Classical Conditioning Processes: Extinction and Spontaneous Recovery Module 15: Classical Conditioning

27. Extinction The diminishing of a learned response In classical conditioning, the continual presentation of the CS without the UCS

28. Extinction

29. Spontaneous Recovery The reappearance, after a rest period, of an extinguished conditioned response

30. Spontaneous Recovery

31. Generalization and Discrimination Module 15: Classical Conditioning

32. Generalization Process in which an organism produces the same response to two similar stimuli The more similar the substitute stimulus is to the original used in conditioning, the stronger the generalized response

33. Generalization

34. Discrimination A process in which an organism produces different responses to two similar stimuli The subject learns that one stimuli predicts the UCS and the other does not.

35. Stimulus Discrimination Discrimination is the learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditioned stimulus. 35

36. Stop the Carousel I Want to Get Off Molly was ecstatic when she learned her family was going to the state fair next weekend. When her family arrived at the state fair the temperature was in excess of 100  F, but Molly didn't care because she was finally there. Molly stopped and watched some clowns performing next to the carousel. As she watched the silly antics of the clowns with the carousel music playing in the background, Molly got more and more sweaty and uncomfortable. Eventually, she fainted from the heat. After that trip to the state fair, every time Molly hears carousel music she feels a little dizzy. What is the unconditioned stimulus? What is the unconditioned response? What is the neutral stimulus that becomes the conditioned stimulus? What is the conditioned response?

37. Stop the Carousel I Want to Get Off Answers unconditioned stimulus: extreme heat (temperature above 100) unconditioned response: fainting neutral stimulus / conditioned stimulus: carousel music conditioned response: feeling dizzy

38. Kitties and Clickers Psychologists like to experiment on other organisms in their immediate environment, so Jenny decided to perform a few experiments on her kitty, Precious. Jenny had a little clicker that makes a loud ‘CLICK’ sound. She walked around the house, randomly clicking it for a while while Precious rested in the living room. Then Jenny sat down with Precious, and used the flash on her camera to flash a bright light at the same time she clicked. Precious blinked because of the flash, and looked mildly annoyed. Jenny repeated this process with her 4 times. On the 5 th time she clicked the clicker, without using the flash. She still blinked! (She also looked very unhappy). What is the unconditioned stimulus? What is the unconditioned response? What is the neutral stimulus that becomes the conditioned stimulus? What is the conditioned response?

39. Kitties and Clickers Answers unconditioned stimulus: bright flash unconditioned response: eye blink neutral stimulus / conditioned stimulus: clicking sound conditioned response: eye blink

40. Classical Conditioning in Everyday Life: Little Albert Module 15: Classical Conditioning

41. Little Albert 11-month-old infant Watson and his assistant, Rosalie Rayner, conditioned Albert to be frightened of white rats Led to questions about experimental ethics

42. Little Albert – Before Conditioning

43. Little Albert – During Conditioning

44. Little Albert – After Conditioning

45. Little Albert - Generalization

46. Classical Conditioning in Everyday Life: Taste Aversion Module 15: Classical Conditioning

47. 47 TASTE AVERSION ACTIVITY: SOUP Use a 9 point scale (1 = dislike extremely) 1. Stirred by a thoroughly washed, used flyswatter. 2. Flyswatter is brand new. 3. Thoroughly washed but used comb 4. Thoroughly washed, used dog bowl

48. 48 TASTE AVERSION: FAVORITE COOKIE 5. Dropped it on the grass first? 6. A waiter had taken a bite first? 7. An acquaintance had taken a bite first? 8. A good friend had taken a bite first?

49. 49 TASTE AVERSION The association principle is everything when it comes to food. Rozin’s results: 1. 82% a 4 or less (clean flyswatter) 2. 58% disliked (brand new flyswatter) 3. 76% disliked (clean, used comb) 4. 71% disliked (washed dog bowl)

50. 50 Taste Aversion 5. Only 34% would pass up (grass) 6. 84% reject (waiter) 7. 31% reject (acquaintance) 8. Just 16% refuse (friend)

51. 51 Taste Aversion and Biological Predispositions Have you ever gotten sick after eating a particular food? How did you feel about/react to the food after the incident? How strong was this feeling/reaction? How long did the feeling/reaction last?

52. Taste Aversion Subjects become classically conditioned to avoid specific tastes, because the tastes are associated with nausea. John Garcia (1917- )

53. Cognition and Biological Predispositions Module 15: Classical Conditioning

54. Biological Perspective We are predisposed to learn things that affect our survival. We are predisposed to avoid threats our ancestors faced--food that made us sick, storms, heights, snakes, etc.--but not modern-day threats--cars, water pollution, etc.

55. The End