Chapter 7 Part I
Classical Conditioning
I.
Behaviorism
A.
Psychological perspectives in the early
1900’s revolved around the inner
person.
1. Freud and the unconscious.
2. Humanists and free will.
3. Trait theorists and inner traits.
B. John B. Watson
1. Thought that focusing on the inner characteristics was not truly
scientific. Could not be observed and/or measured.
2. Started studying behavior from the Pavlovian concept of learning.
3. He became the father of Behaviorism, which states that
individuals’ personalities and behaviors are shaped
and conditioned by their environment through classical
and operant(instrumental) conditioning.
1. Chapter 7 breaks the concept of behaviorism down to focus on
how people do learn through conditioning and eventually
internalize what they learn to become part of their “self”.
C. Learning and Associations
1. What is learning?
A relatively permanent change in behavior or mental
process due to experience (nurture).
2. What is association?
Mental connection between events and/or ideas.
Complete these sentences with the FIRST thought that springs
to mind ...
I associate chocolate with?
I associate running with?
I associate tests with?
I associate getting in trouble with?
3. What is Associative Learning?
Learning that certain events occur together
every time.
a. Classical (Watson) – Two stimuli
(events) are paired together and learning
by association occurs.
•
can opener/food
b. The most BASIC and earliest form of
learning. Governed by the CEREBELLUM
in the brain.
Pavlov
1. Our class experiment
What is the “learned” behavior/response?
a.
b.
c.
d.
e.
f.
g.
h.
What is the lemonade?
What is the salivation?
What is the word “Pavlov”?
What is the salivation?
How could this be generalized?
How could you discriminate?
How will this become extinct?
When might spontaneous recovery occur?
UCS (first)
lemonade powder
------------------>
UCR
salivation
CS(first)-----------------> UCS
-------------------->
hearing “pavlov”
lemonade
UCR
salivation
CS
hearing “Pavlov”
CR
salivation
------------------->
Classical or Pavlovian
Conditioning
 We learn
to
associate
two stimuli
Classical
Conditioning
 Classical Conditioning
 organism comes to associate two stimuli
 a neutral stimulus that signals an
unconditioned stimulus begins to
produce a response that anticipates and
prepares for the unconditioned
stimulus
Classical
Conditioning
 Pavlov’s device
for recording
salivation
Pavlov’s Classic Experiment
Before Conditioning
UCS (food
in mouth)
UCR
(salivation)
During Conditioning
Neutral
stimulus
(tone)
No
salivation
After Conditioning
UCS (food
in mouth)
Neutral
stimulus
(tone)
UCR
(salivation)
CS
(tone)
CR (salivation)
Classical
Conditioning
 Unconditioned Stimulus (UCS)
 stimulus that unconditionally--automatically
and naturally--triggers a response
 Unconditioned Response (UCR)
 unlearned, naturally occurring response to
the unconditioned stimulus
 salivation when food is in the mouth
Classical
Conditioning
 Conditioned Stimulus (CS)
 originally irrelevant stimulus that, after
association with an unconditioned stimulus,
comes to trigger a conditioned response
 Conditioned Response (CR)
 learned response to a previously neutral
conditioned stimulus
Classical
Conditioning
 Acquisition
 the initial stage in classical conditioning
 the phase associating a neutral stimulus
with an unconditioned stimulus so that
the neutral stimulus comes to elicit a
conditioned response
 CS must come BEFORE UCS
 Pavlov -- Lemonade Powder
Classical Conditioning
UCS
(passionate
kiss)
CS
(onion
breath)
CS
(onion
breath)
UCR
(sexual
arousal)
UCS
(passionate
Kiss)
CR
(sexual
arousal)
UCR
(sexual
arousal)
DVD/Clip
http://vimeo.com/35754924
What is the “learned” behavior/response?
What
What
What
What
is
is
is
is
the
the
the
the
UCS?
UCR?
CS?
CR?
Classical
Conditioning
 Extinction
 diminishing of a CR
 in classical conditioning, when a
UCS does not follow a CS
 behavior is “extinguished”
Classical
Conditioning
Strength
of CR
Acquisition
(CS+UCS)
Extinction
(CS alone)
Spontaneous
recovery of
CR
Extinction
(CS alone)
Pause
Variations Within
Classical Conditioning
Extinction
If a stimulus is never reinforced, then the response will go away.
Spontaneous Recovery
After extinction, a response will suddenly reappear.
Generalization
A response can be generalized to other like stimuli.
Generalization is a behavior
that spreads from one
situation to a similar one. (A
baby will call Daddy “Dada.”
When the baby sees any man,
the baby calls out “Dada.”)
Discrimination is the reverse of generalization.
Some stimuli have pleasant consequences and
some do not. (A baby gradually learns that
only one person responds with a smile when
called “Dada.”)
Film
What do you learn about these
learning theorists?
Cognitive Processes
Conditioning occurs best when the CS and
UCS have just the sort of relationship that
would lead a scientist to conclude that the
CS causes the UCS. — even in classical
conditioning, it is not only the simple
stimulus-response association but also the
thought that counts.
• Conditioning in advertising
Biological Predispositions
• John Garcia—Conditioned taste aversions
• Not all neutral stimuli can become
conditioned stimuli.
• Internal stimuli—associate better with taste
• External stimuli—associate better with pain
• Biological preparedness
Nausea Conditioning in Cancer Patients
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
UCS
(drug)
UCR
(nausea)
CS
(waiting
room)
CR
(nausea)
Behaviorism
 John B. Watson
 viewed psychology as
objective science
 generally agreed-upon
consensus today
 recommended study of
behavior without reference
to unobservable mental
processes
 not universally accepted by all
schools of thought today
Watson took a a baby named Albert and conditioned him to be
afraid of white furry objects using Pavlov’s techniques.
Watson & Raynor with Little Albert
Conditional Training:
Albert and Peter
Conditioned fear
experiments such as
Albert’s experience
would never occur
today because of the
existing ethical
standards.
Mary Cover Jones
Mary Cover Jones used an early form of
desensitization to prove that fears (phobias) could
be unlearned.
Peter, a young boy, had an extreme fear of
rabbits. Jones gave Peter his favorite food
while slowly bringing the rabbit closer and
closer. Eventually Peter no longer panicked
around rabbits.