Chapter 7
Learning
Amber Gilewski
Tompkins Cortland Community College
Classical conditioning
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Learning: durable change
in behavior or knowledge
Ivan Pavlov:
digestion in dogs
Classical conditioning:
type of learning; neutral
stimulus brings a response
after being paired with
another stimulus that
naturally brings out that
response
www.homestead.com/flowstate/files/pavlov.jpg
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A Schematic Representation
of Classical Conditioning
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Classical Conditioning: terminology
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Neutral stimulus (NS): (i.e. tone of bell) a stimulus
that doesn’t bring about specified response before
conditioning
Unconditioned Stimulus (UCS): (i.e. meat powder)
stimulus that naturally brings about specified
response (UCR)
Unconditioned Response (UCR): (i.e. salivation)
response that is natural; unlearned reaction to UCS
Conditioned Stimulus (CS): (i.e. tone of bell after
pairing w/meat powder) formerly neutral stimulus that
has been paired w/UCS to bring about response (CR)
Conditioned Response (CR): (i.e. salivation to tone
of bell) learned reaction to a conditioned stimulus
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Helpful Hints
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Conditioned=learned; Unconditioned=not learned
Unconditioned stimulus => unconditioned response
UCS-UCR pairings = unlearned and untrained
During conditioning, a NS becomes the CS
CS leads to a CR & is a product of learning/training
UCR & CR are similar (i.e. salivation)
UCR occurs naturally but CR is learned
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Processes in Classical Conditioning
Extinction – response eventually disappears
 Spontaneous Recovery – response reemerges
 Stimulus Generalization – respond to similar things
 Stimulus Discrimination – opposite of generalization
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Fig 6.10 – The conditioning of Little Albert. The diagram shows how Little
Albert’s fear response to a white rat was established. Albert’s fear response to
other white, furry objects illustrates generalization.
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Classical Conditioning in Real Life
– conditioning positive emotions
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Learning to like
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Learning to fear – conditioning negative emotions
Accounting for taste – conditioning likes & dislikes
Reacting to medical treatments – reactions to
unpleasant treatment or to those that provide relief
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Operant Conditioning or Instrumental
Learning
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Operant conditioning – learning based on
favorable or unfavorable consequences
B.F. Skinner (1953) – principle of
reinforcement: stimulus increases
the probability that a preceding behavior
will be repeated if followed by favorable
consequences
www.nndb.com/people/297/000022231/bf-skinner-sm.jpg
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Reinforcement:
consequences that strengthen responses
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Delayed Reinforcement
-Longer delay, slower conditioning
 Primary Reinforcers
-Satisfy biological needs
 Secondary Reinforcers
-Conditioned reinforcement;
associated with primary reinforcers
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Consequences:
Reinforcement and Punishment
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Increasing a response:
– Positive reinforcement = response followed by rewarding
stimulus (i.e. raise for good performance)
– Negative reinforcement = response followed by removal of
an aversive stimulus (i.e. taking aspirin to relieve headache)
Decreasing a response:
– Punishment: decreases probability that previous behavior
will occur again (i.e. penalizing for misbehavior)
°Positive punishment – presenting/adding unpleasant
stimulus
°Negative punishment – reducing/removing a pleasant
stimulus
– Problems with punishment: negative emotional responses,
physical punishment may lead to more aggression
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Positive Versus Negative Reinforcers
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Negative Reinforcers Versus Punishment
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Observational Learning: Basic Processes
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Albert Bandura: investigated and outlined theory
of
observational learning (Bobo Doll experiment)
 Observational learning – learning through
modeling others (aka “vicarious conditioning”)
 4 key processes
– attention
– retention
– reproduction
– motivation
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