1. Learning and Adaptation Chapter 7

2. Biology, cognition & culture Adapting to the environment Classical Conditioning Operant Conditioning Learning and the brain Modelling Observational learning

3. Biology, cognition & culture

4. Adapting to the environment

5. Classical conditioning https://www.youtube.com/watch?v=0asusjaYpe4 4 important elements: UCS, UCR, CR, CS – Unconditioned Stimulus: elicits a reflective or innate response without prior learning – Unconditioned Response: reflexive or innate response elicited by the UCS – Conditioned Stimulus: through association with the UCS comes to elicit a conditioned response similar to the UCR – Conditioned Response: response elicited by a conditioned stimulus

6. Common Conditioning Procedures

7. Extinction

8. Factors that enhance Acquisition

9. Higher Order Conditioning Chain of events which has 2 CS stimuli Expands influence of classical conditioning on behaviour Ex. Dog already CR to a bell which CS is salivation. – Pair the bell with a black square which will eventually become a new CR and elicit the CS Conditioning a fear response – Little albert

10. Applications to Daily Life

11. CTA vs. CTP CTA= Conditioned taste aversion – Ex. Alcohol – Can occur in clinical application Chemotherapy and radiation 50% of patients develop (ANV) CTP= Conditioned taste preferences – Ex. buckleys

12. Operant conditioning

13. Law of Effect

14. Determining how to respond 2 types of reinforcements- strengthen responses – Positive and negative 2 types of punishments- weaken responses – Positive and negative

15. Consequences

17. Types of Reinforcement

18. Types of Punishers

19. Immediate vs Delayed consequences Immediate – Stronger effect on behaviour Delay of Gratification – Involves ability to forego immediate reward for more satisfying outcome later – Kids show less D of G.

20. Shaping & Chaining Shaping – Reinforce successive approximations toward a final response Chaining – Reinforce each response with opportunity to perform the next response – Develops a sequence of behaviours

21. Conseqeunces

22. Schedules of Reinforcement Continuous reinforcement – Every response of a particular type is reinforced – Extinguishes very quickly Partial reinforcement – Only some responses are reinforced – 2 dimensions Ratio vs interval Fixed vs variable

23. Partial Reinforcement

24. Escape and Avoidance

25. Learning & Extinction

26. Avoidance Learning

27. Constraints on Operant Conditioning Instinctive drift – Conditioned response ‘drifts back’ toward instinctive behaviour – Ex. Training a pigeon to peck for food is easy because they biologically are primed to peck for food Hard to train a pigeon to peck to escape a shock because they would fly away to escape something dangerous or unpleasant

28. Classical vs. Operant Conditioning Classical – Behaviour changes due to association of two stimuli (CS- UCS) presented prior to the response (CR) – Focus on elicited behaviours- CR triggered involuntarily Operant – Behaviour changes as a result of consequences that follow it – Focuses on emitting behaviours- that are under physical control *Although both are different processes- many learning situations involve both

29. Learning and the Brain No single part controls learning Nucleus accumbens & dopamine – Involved in ability to experience reward Cerebellum – Plays a role in acquiring some classical conditioned behaviour. Ex. Eye blink response Amygdala – Involved in acquiring classically conditioned fears

30. Modelling Bandura Bobo doll experiment Kids would watch a model behave aggressively towards the doll – Some models were rewarded & some reprimanded & some no consequences – Those who saw models punished had fewer aggressive acts- but when given the incentive could still perform them

31. Observational Learning 4 basic steps 1.Attention 2.Retention 3.Reproduction 4.Motivation (the key component)

32. Review Questions 1. Pavlov determined that a tone triggered salivation more quickly when the size of the was more intense or greater. A. unconditioned response B. unconditioned stimulus C. conditioned response D. conditioned stimulus 2. Under which of the following conditioned stimulus-unconditioned stimulus pairing conditions does learning usually occur most quickly? A. forward trace pairing B. forward short-delay pairing C. simultaneous pairing D. backward pairing

33. 3. A man becomes moderately aroused whenever his wife wears a particular red outfit. In terms of classical conditioning principles, the red outfit represents a(n) that has become a(n). A. conditioned stimulus; unconditioned stimulus B. previously neutral stimulus; conditioned stimulus C. unconditioned stimulus; conditioned stimulus D. unconditioned response; conditioned response 4. A young child is hungry and wants a cookie but is too short to reach the table where the cookie jar is kept. She tries various things to get the jar, such as jumping or throwing her teddy bear at the jar in hopes of knocking it off the table, but to no avail. Eventually, almost by accident, she realizes that she can pull the tablecloth on which the jar sits and is thus able to reach the jar. In the future, she will be more likely to try this technique again since it was effective. This example best demonstrates: A. Thorndike's law of effect. B. the principles of classical conditioning. C. the concept of shaping. D. the use of partial reinforcement.

34. 5.Giving athletes random drug tests and police officers setting up roadside speed traps are examples of the: A. fixed interval schedule. B. fixed ratio schedule. C. variable interval schedule. D. variable ratio schedule.

35. For Shugar’s Class in Particular Figures & tables you should really know Figures: 7.3, 7.4, 7.5, 7.6, 7.12, 7.15, 7.20, 7.27, 7.29 Table 7.1 What to do with them? explain them to a friend it really helps! For extra help go to this youtube channel (abudl Rahman- psychology 101) for videos on classical and operant conditioning and other psychological concepts