Classical Conditioning - Henderson State University
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___________________________________ ___________________________________ ___________________________________ PSYCHOLOGY ___________________________________ (8th Edition, in Modules) David Myers ___________________________________ ___________________________________ PowerPoint Slides Aneeq Ahmad Henderson State University Worth Publishers, © 2007 ___________________________________ 1 ___________________________________ ___________________________________ ___________________________________ ___________________________________ Classical Conditioning ___________________________________ ___________________________________ Module 21 ___________________________________ 2 ___________________________________ Classical Conditioning ___________________________________ ___________________________________ How Do We Learn? ___________________________________ Classical Conditioning Pavlov’s Experiments ___________________________________ Extending Pavlov’s Understanding ___________________________________ Pavlov’s Legacy ___________________________________ 3 Psychology 8 ed., David Myers Module 21 PowerPoint Slides, Aneeq Ahmad 1 ___________________________________ Definition ___________________________________ ___________________________________ Learning is a relatively permanent change in an organism’s behavior due to experience. ___________________________________ Learning thus is more flexible, unlike genetically programmed behaviors of say, Chinooks. ___________________________________ ___________________________________ ___________________________________ 4 OBJECTIVE 21‐1| Define learning, and How Do We Learn? identify two forms of learning. ___________________________________ We learn by association. Our minds naturally connect events that occur in sequence. ___________________________________ ___________________________________ Aristotle, 2000 years ago, suggested this law of association. Then 200 years ago Locke and Hume reiterated this law. ___________________________________ ___________________________________ 5 ___________________________________ Stimulus‐Stimulus Learning ___________________________________ ___________________________________ Learning to associate one stimulus with another. ___________________________________ ___________________________________ ___________________________________ ___________________________________ 6 Psychology 8 ed., David Myers Module 21 PowerPoint Slides, Aneeq Ahmad 2 ___________________________________ Stimulus‐Stimulus Learning ___________________________________ Learning to associate one stimulus with another. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 7 ___________________________________ Response‐Consequence Learning ___________________________________ ___________________________________ Learning to associate a response with a consequence. ___________________________________ ___________________________________ ___________________________________ ___________________________________ 8 ___________________________________ Response‐Consequence Learning ___________________________________ ___________________________________ Learning to associate a response with a consequence. ___________________________________ ___________________________________ ___________________________________ ___________________________________ 9 Psychology 8 ed., David Myers Module 21 PowerPoint Slides, Aneeq Ahmad 3 ___________________________________ Classical Conditioning ___________________________________ Ideas a of classical conditioning originate from old philosophical theories, however it was a Russian physiologist Ivan Pavlov who elucidated classical conditioning. His work became seminal for later behaviorists like John Watson and B. F. Skinner. ___________________________________ ___________________________________ ___________________________________ ___________________________________ Sovfoto ___________________________________ Ivan Pavlov (1849‐1936) 10 OBJECTIVE 21‐2| Explain how an Pavlov’s Experiments unconditioned stimulus (US). Before conditioning food (Unconditioned Stimulus, US) produces salivation (Unconditioned Response, UR). The tone (neutral stimulus) does not. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 11 Unconditioned Stimulus (UCS): A stimulus Pavlov’s Experiments that automatically and naturally triggers a During conditioning, neutral stimulus (tone) and US (food) are paired resulting in salivation (UR). After conditioning neutral stimulus (now Conditioned Stimulus, CS) elicits salivation (now Conditioned Response, CR) response. Unconditioned Response (UCR): A unlearned, naturally occurring response to the unconditioned stimulus, like salivation in the dog when food is in the mouth. ___________________________________ ___________________________________ 12 Psychology 8 ed., David Myers Module 21 PowerPoint Slides, Aneeq Ahmad 4 OBJECTIVE 21‐3| Describe the timing Acquisition requirements for the initial learning of a stimulus‐response relationship. The initial stage in classical conditioning. during which association between a neutral stimulus and a US takes place. ___________________________________ ___________________________________ 1. Neutral stimulus needs to come before the US for conditioning to occur (most cases). ___________________________________ ___________________________________ 2. The time between the two stimuli should be about half a second. ___________________________________ 13 ___________________________________ Acquisition ___________________________________ ___________________________________ The CS needs to come half a second before the US to cause acquisition. ___________________________________ ___________________________________ ___________________________________ ___________________________________ 14 OBJECTIVE 21‐4| Summarize the processes of Extinction extinction, spontaneous recovery, generalization, and discrimination. When a US (food) does not follow a CS (tone) CR (salivation) starts to decrease and at some point goes extinct. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 15 Psychology 8 ed., David Myers Module 21 PowerPoint Slides, Aneeq Ahmad 5 ___________________________________ Spontaneous Recovery ___________________________________ After a rest period an extinguished CR (salivation) spontaneously recovers and if CS (tone) persists alone becomes extinct again. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 16 ___________________________________ Stimulus Generalization ___________________________________ ___________________________________ Tendency to respond to stimuli similar to CS is called generalization. Pavlov conditioned the dog’s salivation (CR) by using miniature vibrators (CS) to the thigh. When he subsequently stimulated other parts of the dog’s body, salivation dropped. ___________________________________ ___________________________________ ___________________________________ ___________________________________ 17 OBJECTIVE 21‐5| Discuss the survival value Stimulus Discrimination of extinction, spontaneous recovery, generalization and discrimination. Discrimination is the learned ability to distinguish between a CS and other stimuli that do not signal a US. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 18 Psychology 8 ed., David Myers Module 21 PowerPoint Slides, Aneeq Ahmad 6 ___________________________________ Extending Pavlov’s Understanding ___________________________________ Pavlov and Watson considered consciousness or mind not fit for scientific study of psychology. However, they underestimated the importance cognitive processes and biological constraints. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 19 OBJECTIVE 21‐6| Discuss the importance of Cognitive Processes cognitive processes in classical conditioning. ___________________________________ Early behaviorists believed that learnt behaviors of various animals could be reduced to mindless mechanisms. ___________________________________ ___________________________________ However, later behaviorists suggested that animals learn predictability of a stimulus, thus learn expectancy or awareness of a stimulus (Rescorla, 1988). ___________________________________ ___________________________________ ___________________________________ 20 OBJECTIVE 21‐7| Describe some of the ways Biological Predispositions that biological predisposition can affect learning by classical conditioning. Pavlov and Watson believed that laws of learning were similar across all animals. Learning in a pigeon and a person was not different. ___________________________________ ___________________________________ ___________________________________ However, later behaviorists suggested that learning was constrained by animal’s biology. ___________________________________ ___________________________________ 21 Psychology 8 ed., David Myers Module 21 PowerPoint Slides, Aneeq Ahmad 7 ___________________________________ Biological Predispositions ___________________________________ ___________________________________ ___________________________________ Courtesy of John Garcia Garcia showed that duration between CS and US can be long (hours) and yet result in conditioning. Biologically adaptive CS (taste) led to conditioning and not others (light or sound). ___________________________________ ___________________________________ ___________________________________ John Garcia 22 ___________________________________ Biological Predispositions ___________________________________ Even humans develop classically conditioned nausea. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 23 OBJECTIVE 21‐8| Summarize Pavlov’s Pavlov’s Legacy contribution to our understanding of learning. ___________________________________ ___________________________________ Pavlov’s greatest contribution to psychology is isolating elementary behaviors from more complex ones through objective scientific procedures. ___________________________________ ___________________________________ ___________________________________ Ivan Pavlov (1849-1936) 24 Psychology 8 ed., David Myers Module 21 PowerPoint Slides, Aneeq Ahmad 8 OBJECTIVE 21‐9| Describe some uses of Applications of Classical Conditioning classical conditioning to improve human health and well‐being. ___________________________________ Watson used classical conditioning procedures to develop advertising campaigns for a number of organizations including Maxwell House, making “coffee break” an American custom. ___________________________________ ___________________________________ Brown Brothers ___________________________________ ___________________________________ John B. Watson 25 ___________________________________ Applications of Classical Conditioning ___________________________________ ___________________________________ 1. Alcoholics can be conditioned (aversively) partly reversing their positive‐associations with alcohol. 2. A drug (plus its taste) that affects the immune response, can lead the taste to invoke the immune response through classical conditioning. ___________________________________ ___________________________________ ___________________________________ ___________________________________ 26 Psychology 8 ed., David Myers Module 21 PowerPoint Slides, Aneeq Ahmad 9
