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Page 1: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Learning Psychology

Page 2: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Bell Activity 3/22/2013

Learning Targets: At the end of class you will be able to-

-Define Classical Conditioning

-Define and Identify the Unconditioned Stimulus, Unconditioned Response, Conditioned Stimulus, and Conditioned Response

-Apply these terms to different situations

1.)Explain, in a step-by-step process, how to teach a dog to shake hands.

2.) Work on Vocabulary

Reminder: TODAY is the last day to make up tests for units 1-4. The unit 5 Test must be made-up by next Thursday 3/28)

Page 3: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

What is Learning?

Learning is a relatively permanent change in a behavior tendency that results from experience.

Page 4: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning

Learning procedure in which associations are made between a neutral stimulus and an unconditioned stimulus.

(Don’t worry, we’ll explain all of this in more detail a little later!)

Ex: Pavlov’s Doghttp://www.youtube.com/watch?v=hhqumfpxuzI

Page 5: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify
Page 6: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning

Neutral Stimulus (NS): Stimulus that does not initially elicit any part of an unconditioned response.

In Pavlov’s experiment, the bell is the neutral stimulus. Before the experiment, the bell had nothing to do with the dog salivating

Page 7: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning

Unconditioned Stimulus (US): An event that elicits a certain predictable response without previous training

Food was the US in the experiment. Food caused to dog to salivate without any training

Page 8: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning

Unconditioned Response (UR): An organism’s natural reaction to a stimulus

The salivation was the UR in the experiment; This is an automatic reflex the dog has when he smells food

Page 9: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning

Conditioned Stimulus: A once-neutral event that elicits a response after a period of training in which it has been paired with an unconditioned stimulus.

Ex: The bell normally does not mean anything to the dog. Now, the dog has

been taught, or conditioned, to associate the sound with food.

Page 10: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning

Conditioned Response: The learned action to a conditioned stimulus

This is the salivation that occurs in response to the bell; There was

no prior relationship.

This is a learned

response.

Page 11: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning: General Principles

Acquisition of a conditioned response occurs gradually

Connection strengthens over time

Timing also very important; Most effective when the CS was introduced just before the US

Page 12: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning: General Principles

Generalization: Animals responds to a stimulus that is similar to the original CS.

Ex: Dog responded to circle as well as oval; Develop fear of the sound of a dentist’s drill=fear of the sound of all drills

Page 13: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning: General Principles

Discrimination: The ability to respond differently to different stimuli

Ex: Taught dog to respond differently to the oval and the circle.

Page 14: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning: General principles

Extinction: Gradual disappearance of a conditioned response.

Happens when a conditioned stimulus is presented without the unconditioned stimulus

Page 15: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning and Human BehaviorConditioning helps humans and animals

predict what is going to happen next.Case of Little Albert

http://www.youtube.com/watch?v=FMnhyGozLyETaste Aversions: Common occurrence of

linking food to a bad experienceCan you think of other ways that we use

classical conditioning in everyday life?

Page 16: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Bell Activity 3/28/2013

Learning Targets: At the end of class you will be able to

-Apply knowledge of classical conditioning to examples

-Define and describe operant conditioning

-Create experiments to illustrate classical and operant conditioning

1.) What is classical conditioning?

2.) In Pavlov’s experiment, what was the conditioned stimulus?

3.) Do you think schools should use capital punishment (spanking) as a means to deter bad behavior? Why or why not?

The unit 5 Test must be made-up by Today!!!

All projects must be turned in by Today!!!!

Page 17: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning

A Quick Review:

http://education-portal.com/academy/lesson/classical-conditioning.html

Page 18: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning..as explained by Frasier Crane

Watch the following clip and list the US, UR, CS and the CR

http://www.youtube.com/watch?v=2c4_l2oe22U

Page 19: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning in Advertising

Milk Ad http://www.youtube.com/watch?v=1S9tCrqb7sY

Coke Ad http://www.youtube.com/watch?v=FZZJHL_Vdjk

Pepsi Ad http://www.youtube.com/watch?v=KOPPT2wWGvQ

Page 20: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning Experiment

You can either work alone or with A partner

Create your own classical conditioning experiment

Identify the US, UR,CS and CR

Page 21: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Classical Conditioning Summary

Write a paragraph summarizing classical conditioning in your own words. Be sure to include how it works as well as terminology (US, UR, CS,CR).

Page 22: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning: Big Bang Theory

http://www.youtube.com/watch?v=Mt4N9GSBoMI

After viewing the clip, describe how you think operant conditioning works

Page 23: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning

Learning in which a certain action is reinforced or punished, resulting in corresponding increases or decreases in occurrence

Page 24: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning

B.F. Skinner psychologist most closely associated with operant conditioning

Believed a person’s behavior is a result of history of rewards and punishments

“Skinner Boxes”

Page 25: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning

Reinforcement: Stimulus or event that increases the likelihood that a behavior will be repeated

Give a positive reinforcer when correct behavior is exhibited.

A negative reinforcer is when something unpleasant Is taken away.

Page 26: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning: Schedules of Reinforcement

More effective when positive reinforcement occurs intermittingly.

Fixed-ratio schedule: Reinforcement depends on a specified quantity of responses

Variable-Ratio: Unpredictable number of responses required (slot machines).

Page 27: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning: Schedules of Reinforcement

Fixed-Interval: A specific amount of time must elapse before a response will illicit a reinforcement

Variable-Interval: The time which reinforcement is given changes

Page 28: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning

Shaping: Desired behavior is molded by first rewarding any action that is similar to the desired behavior and requiring ever-closer approximations of the desired behavior

Chaining: Learned reactions that follow one another in sequence. Each reaction leads to the next. (Learning to swim)

Page 29: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning: Aversive Control

Influencing behavior by using unpleasant or unwanted stimuli

2 Types: Negative Reinforcement and Punishers

Page 30: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning: Aversive Control

Negative Reinforcement: Removal of painful or unwanted stimulus

Page 31: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning: Negative ReinforcementA painful or unpleasant

stimulus is removed in order to increase the frequency of behavior.

Escape Conditioning: a person’s behavior causes an unpleasant event to end

Avoidance Conditioning: behavior that prevents an unpleasant situation from happening

Ex: A child whines and gags while being forced to eat meat loaf because she doesn’t like it and the parent removes the meatloaf (escape)

If the child whines as soon as it comes out of the oven and is not served meatloaf (avoidance)

Page 32: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning: Punishment

An unpleasant consequence that occurs to decrease the frequency of a behavior.

Opposite of negative reinforcement

Ex: Reprimanding a dog that jumps on you.

Page 33: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning: Disadvantages to Punishment

Can produce unwanted side effects such as rage, aggression and fear

People tend to avoid situations where they experience punishments (stay away from teachers who use aversive punishments)

Punishment does not teach appropriate and acceptable behaviors

Page 34: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning: Quick Review

http://www.youtube.com/watch?v=B8vIbuoktew

Page 35: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Assignments Today (4/3/2013)

Complete Operant Conditioning Worksheet

Read chapter 9 section3 and complete section review questions on page 266 (#1-4)

Test on Chapter 9 (Unit 6) on Friday April 5

Page 36: Learning Psychology. Bell Activity 3/22/2013 Learning Targets: At the end of class you will be able to- -Define Classical Conditioning -Define and Identify

Operant Conditioning: Assignment

Work in groups of 3-4 people.Create an original skit that illustrates the

principles of classical conditioningEveryone MUST be a part of the skitSkits should last between 1-2 minutes and

show an understanding of the principles


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