*
Chapter 3
* Who was Ivan Pavlov, and how did he discover conditioning?
* Is training a dog to salivate to the sound of a bell a big deal?
* Can glands learn?
* What is the best procedure for producing conditioning?
* How could you make a conditioning effort fail?
* What happens to conditioning when you stop training?
* Why does conditioning occur?
*
* Who was Ivan Pavlov, and how did he discover conditioning?
* What is Pavlovian conditioning?
* What do you need to accomplish Pavlovian conditioning?
* What is higher-order conditioning?
* How is Pavlovian conditioning measured?
* What variables contribute to the success or failure of
conditioning?
* What happens to conditioning when you stop training?
* Why does conditioning occur?
*
* Close your eyes.
*
http://www.youtube.com/watch?v=e3mKAKPYh
6k
* While watching Jaws, you learned to associate
the sound of the theme song with the
appearance of a scary shark.
* You began to respond to the theme song before
the shark ever appeared.
* AKA: Classical Conditioning
* Ivan Pavlov was a key historical figure in the study
of Pavlovian conditioning
*
* Two stimuli are paired (US and CS)
* Organism eventually demonstrates a reflexive
response to the CS because of its pairing with
the US
* Very important!
The organism does not have to
do anything for the US-CS pairing to occur
*
* Unconditional reflex—relationships between an
event and a response that exists relatively
unconditionally; “unlearned” reflexes
* Unconditional stimulus—meat
* Unconditional response—salivation
* Conditional reflex—relationships between an event
and a response that exist under certain
circumstances (or conditionally)
* Conditional stimulus—bell
* Conditional response—salivation
*
* Unconditional reflex—relationships between an
event and a response that exists relatively
unconditionally; “unlearned” reflexes
* Unconditional stimulus—shark
* Unconditional response—fear/anxiety
* Conditional reflex—relationships between an event
and a response that exist under certain
circumstances (or conditionally)
* Conditional stimulus—Jaws theme song
* Conditional response—fear/anxiety
*
*
* Find a partner!
* Take out a sheet of paper (one sheet per pair).
* Write both of your full names on the paper, the
date, and “Classical Conditioning Experiments”
somewhere at the top of the paper.
*
* Unconditional reflex—relationships between an
event and a response that exists relatively
unconditionally; “unlearned” reflexes
* Unconditional stimulus—Puff of air
* Unconditional response—Blink
* Conditional reflex—relationships between an
event and a response that exist under certain
circumstances (or conditionally)
* Conditional stimulus—Snap
* Conditional response—Blink
*
* US—Shock
* UR—Fear/freeze
* CS—Light
* CR—Fear/freeze
*
* Little Albert experiments
http://www.youtube.com/watch?v=Xt
0ucxOrPQE (but there is an issue with
them)
*
*
*
Pairing a neutral stimulus with a wellestablished CS so that the organism begins to
respond to the neutral stimulus.
*
* Experiment with college students in your text
(p. 67).
* Child who is bullied develops fear for other
things associated with the bully (Powell, 2006).
* You are stung by a wasp then notice wasps
hanging around a shed. You become anxious
around sheds (Powell, 2006).
*
* By recording the latency of the response
* By using test trials in which the CS is presented
randomly
* By measuring the intensity of a response
*
* What makes conditioning more successful or
less successful?
* The way in which the CS & US are paired.
Some
pairings are more successful than others (see
flowchart in your text).
* The contingency with which the CS & US are
paired. (If one occurs, then the other occurs.)
* The contiguity in the CS-US pairing or the
interstimulus interval (ISI). Shorter intervals are
often better, but not always.
*
* The features of the CS and the US.
A stronger
stimulus is typically more effective (but not
always). Ex: Being stung by a wasp in the
woods (Powell et al., 2009)
* Whether or not the subject has had previous
experience with a stimulus.
* Latent inhibition—when the CS is ineffective
because it has often been present without the US
* The number of times the CS and US are paired.
* The amount of time between each trial (or
pairing of the CS and US).
* Other variables related to the subject or the
environment.
* What happens when training stops?
* Extinction is a procedure in which the CS is
repeatedly presented without the US.
*
* When the CR no longer occurs, it is extinguished.
Some CRs
are very difficult to extinguish.
* After a period of rest, it may be recovered spontaneously
(usually less intense response).
* What would Stimulus-Substitution Theory say?
* The CS elicits a response because a new
connection in the brain is formed between the CS
and the US.
* This is not currently a popular theory.
*
* What would the Wagner-Rescorla Model say?
* The amount of conditioning that can occur
determines the success of conditioning.
* Other features of the stimuli also play a key
factor.