Chapter 6

Section 1

Section 1 Classical Conditioning

Learning

Or

Not

Classical Conditioning

• A simple from of learning in which one stimulus comes to call forth the response usually called forth by another stimulus

• 2 stimuli have been associated with each other

Does Pasta make Does Lemons?your mouth water?

continued• Stimulus-something that produces a

reaction

• Response from a person or animals

example-- mouth watering

Pavlov Dogs

Ivan Pavlov

• Dog started to salivate from the sound of the mental food bowls

• Used bell instead of mental bowl sound

• Dog learned to salivate with the sound of the bell alone

• Unconditioned StimulusA stimulus that causes a response that is

automatic not learned

• Unconditioned response– The automatic response not learned

• Conditioned response– A learned response to a stimulus that was

previously neutral

• Conditioned stimulus– Learned or conditioned

Classical ConditioningBefore conditioning

Bell

Neutral stimulus

• Food

Unconditioned stimulus

• No response

• Unconditioned response (salivation)

During conditioning

• Bell neutral stimulus

+ =

Unconditional stimulus

• Unconditioned response

• (salivation)

After conditioning

• Conditioned stimulus = Bell

• Conditioned response= salivation

Adapting to the Environment

• Taste aversion– A learned avoidance of a particular food

• Extinction– CS (bell) is disconnected from the US (food),

the CS no longer causes the CR (salivating) to occur.

• Flooding– Exposed to the fear until fear is extinguished.

• Systematic Desensitization– People are taught relaxation techniques while

being gradually exposed to their fear.

• Counter conditioning– Fears are paired with pleasant experiences

Section 2

Operant learning

Operant conditioning ---learning to do something because of the consequence of the

actions

Rewards and reinforcements are similar

Reinforcement—the process by which a stimulus increases the chances that the preceding behavior will

occur again.

Mouse and leverQuicker until no longer hungry.

Types of reinforcements

• `Primary ---food, water, and adequate warmth –do not need to be taught value of these

• Secondary reinforcements---money, social approval, attention, grades in school.

Positive reinforcements

• increase the frequency of the behavior they follow when applied

• food• fun • social approval• Good grade-college,

Negative reinforcement

encourage a behavior by being removed

• fear, discomfort, social disapproval

• Ex: food in teeth- floss,

• hot in sun move to shade,

• itch --scratching

punishment

• discourage a behavior by being applied

• Physical• Grounding

Schedule of reinforcement

• Continuous-every time the behavior occurs (rat always got food)

• Partial reinforcement- behavior is not reinforced every time. Last longer

Categories of partial reinforcement schedules

Interval schedules- a fixed amount of time has to pass before reinforcement

is given

Shaping

• breaking it down- reinforcing the small steps

• Learning to read, math, riding a bike

Program learning

• steps are reinforced after each step and the student knows if it is right, or wrong (try again)

Ch 6 section 3

Cognitive Factors in Learning

Latent learning

• Learning that remains hidden until it is needed

Observational learning

• Acquire knowledge and skills by observing and imitation others– Aggression– Speak– Eat– Play nice with others

PQ4R

Preview

• Get a general picture /idea of what is covered

• Flip through some pages

• Look at some pictures

• Read some of the homework questions

Question

• Make questions from the headings

• Some textbooks have guided reading questions all ready on the front page of each section

• You could use the homework questions from the textbook also

Read• Read with a sense of purpose

• Use the two column T chart

• Write down the answers as you read

Reflect

• Try to make mental images of the subject matter

• Relate it to information that you already know

Recite

• Talking out loud to yourself

• Helps you understand and remember

• Quiz yourself

Review

• Relearning leads to remembering

• Quiz a friend

• Break up the amount of time that you study– Every day before the test – Night of test

• 1 hour-----rest------30 minutes---------rest—repeat• Next morning-----1 hours to 30 minutes review

THE

END