Quiz on Cognition Today!
• You have a few minutes to review for your
quiz today
– units of thought
– language
– notes on memory from last class
Homework
-
Complete Memory Worksheet from last class using
pages 56-64 in your book.
HW # 12 Questions: pages 23-29
1. Identify what UCS, UCR, CS, and CR mean and give
an example of each.
2. What is extinction and how does it relate to spontaneous
recovery?
3. How was classical conditioning used to solve bedwetting
problems?
WARM-UP:
(Complete this warm-up on a NEW sheet of paper.)
What is the first television commercial that comes to mind
right now? Why do you remember it?
Hit List:
•
•
•
•
•
Homework/warm-up
Notes: Learn about “Learning”
Partner work
Examples of advertising
Introduce unit project
Learning
Classical Conditioning
Learning
• Learning is the
change in behavior
resulting from
experience.
• Stimulus: anything
causing some kind of
reaction
• Response: the
reaction
Learning
• Learning is the
change in behavior
resulting from
experience.
• Stimulus: anything
causing some kind of
reaction
• Response: the
reaction
Ivan Pavlov
• Classical
Conditioning:
Person’s old response
is attached to a new
stimulus.
• (Pavlov noticed that
the mere sight or
smell of food was
enough to make a dog
salivate)
Unconditioned Stimulus - UCS
• UCS: Stimulus leads to a certain response
without any previous training
• Ex: Pavlov’s Dog  Food causes the dog to
salivate
– (Food is the UCS)
Unconditioned Response - UCR
• UCR: Automatic response
to a stimulus, a reflex
• Ex: Pavlov’s Dog  Dog
salivating is the UCR.
Neutral Stimulus - NS
Before Conditioning
• NS: stimulus has
nothing to do with
the response prior
to conditioning
• Ex: Pavlov’s dog 
bell sound
Conditioned Stimulus - CS
• CS: Originally neutral stimulus, but after
conditioning, leads to specific response.
• Ex: Pavlov’s Dog  bell sound
Conditioned Response - CR
• CR: learned response to a conditioned
stimulus
• Ex: Pavlov’s Dog  Dog salivates just from
hearing the bell
* The NS becomes the
CS. The UCR becomes
the CR.
Principles of Learning
• Frequency: How often the UCS and NS
are paired with the UCR
• Timing: Time between pairing the CS
and NS
Try it out!
• Watch the clip.
• Use your chart and notes to label:
– UCS
– UCR
– NS
– CS
– CR
• Watch the clip again.
• Check yourself
Try it out!
• Watch the clip.
• Use your chart and notes to label:
– UCS
– UCR
– NS
– CS
– CR
• Watch the clip again.
• Check yourself
Partner Work
1. Take out all of your baby materials.
2. Send one partner to pick up the following:
- Plastic Bag
- Piece of masking tape
- Paper on the overhead
Put all baby materials in the bag and label your bag with your
names!
3. Using the paper from the overhead, decide the UCS, UCR, NS,
CS, CR for each scenario with your partner.
-
Put your answers on a separate sheet of paper.
-
(One answer sheet for both people but put both names at the top)
4. When you are finished, see how many other conditioning
scenarios you can write that have happened in your own lives.
Label the UCS, UCR, CS and CR.
Think, Pair, Share: Advertising
• Alone:
– Using your warm-up, name the UCS, UCR, NS, CS,
and CR in the commercial you identified.
– Answer the following question on the back (in
complete sentences):
How is advertising a major influence on your
actions, thoughts, and feelings?
• Pair: Discuss your commercial and get help
from your partner.
• Share: Explain your answers to the other
person.
Project: Classical Conditioning