 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.

 Take Ch. 6 Quiz
 Discuss Shaping
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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.

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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.

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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

 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

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Videoclip
Review the classical conditioning paradigm
Complete Discussion of the Principles of
Conditioning
Demonstration
 Homework:
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Classical Conditioning Worksheet (Due 4/24)
Ch. 6 Guided Reading (Due Monday 4/27)
Learning Target: Describe the classical conditioning paradigm

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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

 Guided Reading (as a class?)
Due Monday 4/27
 Learning Target: Describe how learning can be both adaptive and maladaptive.

 Ch. 6 Test
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Learning Targets:
Describe the classical and operant conditioning paradigm.
Be able to identify 3 ways that classical conditioning differs from operant conditioning.
Differentiate between positive reinforcement and negative reinforcement.
Differentiate between negative reinforcement and punishment.
Describe between the different schedules of reinforcement and identify when it is best to use each.

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Return Chapter 6 Quiz
Discuss T-Chart
Complete discussion of Schedules of Reinforcement
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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

Tuesday, May 6
 Return Ch. 6 Test
 ACT Bell Ringer
 Introduce Ch. 14
 Ch. 14 Vocabulary Assignment
This is a MANDATORY assignment
Due: Friday, May 9

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

TICKET TO ENTER
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What is learning? How can you tell if someone has learned?
Describe a good learning experience you’ve had (in or out of school). How did you learn?
Describe a time you taught someone something. How did you teach them ?

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

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 1
A 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 2
A 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 3
Advertisers 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 Action
Come 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 Conditioning
Classical Conditioning vs. Operant Conditioning
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Bhvr is involuntary
Organism is passive
R+ comes BEFORE
Learn through associating 2 stimuli
1. Bhvr. is voluntary
2. Organism is active
3. R+ comes AFTER
4. Learn from consequences of behavior

2) Operant Conditioning
 Laws of Effect (E.L. Thorndike):
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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:
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Punishment doesn’t teach acceptable behavior
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Punishment can create anger and hostility
Punishment can only work when it is guaranteed

2) Operant Conditioning
Negative Reinforcement vs. Punishment
Something unpleasant is
REMOVED
Something unpleasant
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?
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Yes=Fixed
No=Variable
 If you do the behavior more, will you get more reinforcement?
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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

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2) Operant Conditioning
Guided Practice
Being rewarded for very third correct answer.
Giving a rat pellet of food for pressing a bar on the
AVERAGE of every two minutes.
Giving a student a blow pop every time he/she provides a correct answer.
Paying telemarketers a bonus for every 5 sales he/she makes in excess of the company’s quota.
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