Objectives 1-7
Unit 6 Overview
 How Do We Learn?
 objective 1
 Classical Conditioning
 objectives 2-7
 Operant Conditioning
 objectives 8-13
 Learning by Observation
 objectives 14-15
TEST: TUESDAY
NOV. 25th
FRQ #3
How Do We Learn?
Introduction
something learned
should have staying
power
“Learning
breeds hope.”
Learning
 relatively permanent behavior
change due to experience
results from
direct or
indirect
experience
know learning
occurred b/c
behavior
changed
Objective 1:
What are some basic forms of learning?
habituation
1.
loss our sensitivity to an oft repeated stimulus; once
habituation occurs, we will have reduced sensitivity to the
stimulus even if it changes
adaptation
-
-
when we get used to a continuous, unchanging stimulus – as long
as unchanging we will not notice it. When it changes, our
sensitivity to it returns
2. associative learning
-classical conditioning: anticipate events
-operant conditioning: repeat acts that have been rewarded/ stop
acts that are punished
-observational learning : learning through others experience
Classical Conditioning
Classical Conditioning
Classical Conditioning
Classical Conditioning
Classical Conditioning
Operant Conditioning
Operant Conditioning
Operant Conditioning
Objective 2:
What is classical conditioning?
Classical conditioning
 learn to link 2+ stimuli &
anticipated events
 Ivan Pavlov (1849-1936)
 John B. Watson (1913)
 Behaviorism
Objective 3:
How does a neutral stimulus become a conditioned
stimulus
Ivan Pavlov
 Background
 Experimental
procedure
Pavlov’s Experiments
Parts of Classical Conditioning
 Unconditioned stimulus (US)
 Unconditioned response (UR)
 Conditioned stimulus (CS)
 Conditioned response (CR)
Pavlov’s Experiments
Pavlov’s Experiments
Pavlov’s Experiments
Pavlov’s Experiments
Classical Conditioning
Classical Conditioning
Classical Conditioning
Objective 4:
acquisition, extinction, spontaneous recovery,
generalization & discrimination
Acquisition
 The initial stage of association
between NS & US
 NS presented ½ -1 sec
BEFORE CS
Higher-order
conditioning
 a CS is paired w/ a new
NS = a 2nd (weaker) CS
Association can influence
attitudes
Pavlov’s Experiments
Extinction and Spontaneous Recovery
Extinction
 The lessening of a CR due to no longer pairing the US
and CS
Spontaneous recovery
 Only happens after extinction has occurred
Pavlov’s Experiments
Generalization
Generalization
 stimuli similar to CS
elicit same response
 happens quite
automatically
 adaptive
Pavlov’s Experiments
Discrimination
Discrimination
 learned ability to distinguish between CS and other
irrelevant stimuli
 results from overtraining
The aroma of cookies baking makes your mouth
water.
NS=
+
smell of
cookies
unlearned
unconditioned
natural
US=
CS=
http://www.youtube.com/watch?v=OwBQIhg6CvE
Cough & tickle – start at 30 secs.
taste of
cookies
smell of
cookies
UR=
CR=
mouth water
mouth water
http://www.youtube.com/watch?v=nE8pFWP5QDM
Conditioning Dwight
Objective 5: (p. 223)
Do cognition and biological constraints affect classical
conditioning
 Rescorla & Wagner believed that
the predictability of the CS
determined whether classical
conditioning occurred.
 Predictability (expectancy) is a cognitive
process requiring thought to occur
 Martin Seligman
 Learned Helplessness
 John Garcia
 Biological constraints

taste
Biologically prepared
toaversion
learn certain
responses that help us adapt

color red
secondary disgust
Pavlov’s Legacy
Why should we care about dogs drooling?
Classical conditioning applies to
other organisms
Showed how to study a topic
scientifically
Pavlov’s Legacy
Applications of Classical Conditioning
John Watson and Baby Albert
http://www.youtube.co
m/watch?v=FMnhyGozL
yE
Little Albert