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

Friday, May 1 Ch. 6 Test Learning Targets: 1. Describe the classical and operant conditioning paradigm.

2. Be able to identify 3 ways that classical conditioning differs from operant conditioning.

3. Differentiate between positive reinforcement and negative reinforcement.

4. Differentiate between negative reinforcement and punishment.

5. Describe between the different schedules of reinforcement and identify when it is best to use each.

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.

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.

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.

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

Friday, April 24 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

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

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

Tuesday, April 21 Guided Reading (as a class?)

Due Monday 4/27 Learning Target: Describe how learning can

be both adaptive and maladaptive.

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.

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

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

Chapter 6

Learning

TICKET TO ENTER

1. What is learning? How can you tell if someone has learned?

2. Describe a good learning experience you’ve had (in or out of school). How did you learn?

3. Describe a time you taught someone something. How did you teach them?

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

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

1). Classical Conditioning Labeling the parts of classical

conditioning Unconditioned Response: A simple

unlearned response. A reflex

Examples:

1). Classical Conditioning Labeling the parts of classical

conditioning Unconditioned Stimulus: A stimulus that

triggers a response reflexively or automatically

Examples:

1). Classical Conditioning Labeling the parts of classical

conditioning Neutral Stimulus: Does not elicit (bring

about) the unconditioned response

1). Classical Conditioning

When has conditioning occurred?

Conditioning has occurred when the neutral stimulus ALONE elicits (causes) the unconditioned response

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

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.

Pavlov’s Experiment

Practice

UCS UCR (Before Conditioning)

NS + UCS UCR (Acquisition Phase)

CS CR (After Conditioning)

http://www.youtube.com/watch?v=nE8pFWP5QDM

Classical Conditioning in Action Scenario 1A 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

       

Classical Conditioning in Action Scenario 2A 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

       

Classical Conditioning in Action Scenario 3Advertisers 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

       

Classical Conditioning in ActionCome up with your own scenario that shows classical conditioning in action:

Unconditioned Stimulus

Unconditioned Response

Conditioned Stimulus

Conditioned Response

       

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

1). Classical Conditioning Stimulus Generalization Example: (Little Albert) https://www.youtube.com/watch?v=FMnhyGozLyE

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)

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.

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)

1). Classical Conditioning Principles of Conditioning

Counter Conditioning: A new response is conditioned to an old stimulus

2) Operant ConditioningClassical Conditioning vs. Operant Conditioning1. Bhvr is involuntary 1. Bhvr. is voluntary

2. Organism is passive 2. Organism is active

3. R+ comes BEFORE 3. R+ comes AFTER

4. Learn through 4. Learn from

associating 2 stimuli consequences of

behavior

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

2) Operant Conditioning Reinforcement:

Reinforcement ALWAYS increases the likelihood of a behavior

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

2) Operant Conditioning Secondary Reinforcement: something

you have learned is rewarding because it’s been paired with a primary reinforcer. Examples are

2) Operant Conditioning Positive Reinforcement: Something

pleasant is added in order to increase a response

http://www.youtube.com/watch?v=guroaQRFsX4

2) Operant Conditioning Negative Reinforcement: Something unpleasant

is removed in order to

increase a response…

2) Operant Conditioning Punishment: Always decreases the

likelihood of a response

Something unpleasant that decreases the likelihood of a response

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

2) Operant ConditioningNegative Reinforcement vs. PunishmentSomething unpleasant is Something unpleasant

REMOVED PRESENTED

Behavior INCREASES in Behavior DECREASES

likelihood in likelihood

2) Operant Conditioning Schedules of Reinforcement: when and

how often the reinforcement occurs Continuous

Partial/Intermittent

2) Operant Conditioning Continuous Reinforcement Schedules: Each and every correct behavior is reinforced

(This is extremely rare in everyday life)

Examples:

2) Operant Conditioning Partial/Intermittent Reinforcement: Only some response are rewarded

Variable: changes

Fixed: unchanging

Interval: time

Ratio: # of responses

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

Examples:

2) Operant Conditioning Fixed Interval: The time between

reinforcement is unchanging

Examples:

Variable Interval: The time between reinforcement changes

Examples:

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

2) Operant Conditioning

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

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

2) Operant ConditioningGuided Practice

1. Being rewarded for very third correct answer.

2. Giving a rat pellet of food for pressing a bar on the AVERAGE of every two minutes.

3. Giving a student a blow pop every time he/she provides a correct answer.

4. Paying telemarketers a bonus for every 5 sales he/she makes in excess of the company’s quota.

5. Trying to reach a friend by telephone when you get a busy signal.

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