Classical Conditioning. Introduction Classical conditioning –Ivan Pavlov –John B. Watson...

Classical Conditioning

Introduction

• Classical conditioning–Ivan Pavlov

–John B. Watson

–Behaviorism

Pavlov’s Experiments

• Parts of Classical Conditioning–Unconditioned stimulus (US)

–Unconditioned response (UR)

–Conditioned stimulus (CS)

–Conditioned response (CR)

Through direct experience with animals, we come to anticipate that

dogs will bark and that birds will chirp. This best illustrates:

A. the law of effect.

B. spontaneous recovery.

C. respondent behavior.

D. associative learning.

Ivan Pavlov noticed that dogs began salivating at the mere sight of the person who regularly brought food to them. For

the dogs, the sight of this person was a(n):

A. primary reinforcer.

B. unconditional stimulus.

C. immediate reinforcer.

D. conditioned stimulus.

Conditioning seldom occurs when a(n) ________ comes after a(n) _____.

A. CS; US

B. UR; CS

C. secondary reinforcer; operant behavior

D. negative reinforcer; operant behavior

The predictability of an association between a CS and a US facilitates an organism's ability to anticipate the

occurrence of the US. This fact is most likely to be highlighted by a(n) ________

perspective. A. evolutionary

B. behaviorist

C. cognitive

D. neuroscience

Researchers condition a flatworm to contract when exposed to light by

repeatedly pairing the light with electric shock. The electric shock is a(n):

A. negative reinforcer.

B. conditioned stimulus.

C. conditioned reinforcer.

D. unconditioned stimulus.

If you get violently ill a couple of hours after eating contaminated food, you will probably

develop an aversion to the taste of that food but not to the sight of the restaurant where you ate

or to the sound of the music you heard there. This best illustrates that associative learning is

constrained by: A. intrinsic motivation.

B. spontaneous recovery.

C. biological predispositions.

D. conditioned reinforcers.

After getting ill from eating her friend’s Thanksgiving turkey, Natalia couldn’t stand the the sight or smell of turkey. However, when her friend baked a whole chicken, Natalia thought it sounded good. This

illustrates:A. generalization.

B. discrimination.

C. extinction.

D. acquisition.

Brian ate a tuna salad sandwich that had become tainted from being in the sun too long. Not long after eating, Brian became extremely nauseated

and felt awful. After that, even the sight of a tuna sandwich caused Brian to feel nauseated. In this scenario, what is the conditioned response (CR)?

A. tuna

B. nausea

C. mayonnaise

D. sight of any sandwich

Extinction occurs ___________ in classical conditioning and ___________ in operant

conditioning.A. when the CS is presented with the US; when

reinforcement increases

B. when the CS is presented alone repeatedly; when reinforcement increases

C. when the CS is presented alone repeatedly; when reinforcement stops

D. when the CS is presented with the US; when reinforcement stops

Operant Conditioning

Introduction• Respondent behavior

– behavior that occurs as an automatic response to some stimulus

– Classical conditioning

• Operant conditioning– Associate own actions with consequences– Behavior that operates ON the

environment to produce rewarding or punishing stimuli

Skinner’s Experiments• Edward Thorndike’s Law

of Effect– 1874-1949– Rewarded behavior is

likely to recur– Puzzle box

• B.F. Skinner (1904-1990)– Behavioral technology– Behavior control

• Teach pigeons unpigeon-like behavior

Skinner’s Experiments

• Operant Chamber (Skinner Box)

Skinner’s ExperimentsShaping Behavior

• Shaping–reinforcers guide successive

approximations–Discriminative stimulus

• in operant conditioning, a stimulus that elicits a response after association with reinforcement (in contrast to related stimuli not associated with reinforcement).

• Teach pigeon to peck after seeing human face but not other images, pigeon learns to recognize faces…faces= discriminative stimulus

Which type of stimulus gets the reaction that is reinforced

Skinner’s ExperimentsTypes of Reinforcers

• Reinforcer–Positive reinforcement

–Negative reinforcement

Skinner’s ExperimentsTypes of Reinforcers

• Reinforcer– Anything that strengthens the behavior it follows

– Positive reinforcement – adds a positive– Negative reinforcement – removes a negative

• Not punishment• Removes a punishing event

Negative Reinforcement• Taking aspirin to relieve headache• Putting mittens on because it is cold• Giving in to a whining child• Fanning oneself to escape the heat• Leaving a movie theater if the movie is bad• Smoking in order to relieve anxiety• Feigning stomachache to avoid school• Putting up umbrellas to escape the rain• Saying “uncle” to stop being beaten

Skinner’s ExperimentsTypes of Reinforcers

• Primary reinforcer

– Satisfies a biological need

• Conditioned reinforcer

– Gains its reinforcing power through its association w/ the primary reinforcer

– Secondary Reinforcer

• Immediate vs Delayed Reinforcers

– immediate best in animals

– Humans respond to delayed

• Social competent & high-achieving

Reinforcement Schedules• Continuous Reinforcment

– Learning occurs rapidly, but…– Extinction occurs rapidly

• Partial (intermittent) Reinforcment– Slower to learn but more resistant to extinction– Fixed-Ratio– Variable-Ratio– Fixed-Interval– Variable-Interval

slow/steadyrate

of responding

Skinner’s ExperimentsReinforcement Schedules

• Ratio– dependent on the behavior

itself; a certain number of behaviors are needed before reinforcement will occur

• FIXED –RATIO– reinforce behavior after set #

of responses

• VARIABLE-RATIO– reinforce behavior after

unpredictable # of responses…slot machine

• Interval– involves a TIME element; time

must pass before reinforcement will occur

• FIXED –INTERVAL– reinforce 1st response after set

time…produces stop-start behavior (more as reward draws near)

• VARIABLE-INTERVAL– reinforce 1st response after

varying time intervals

subject must be behaving at the right time to get reinforcement

high rate of

responding

Skinner’s ExperimentsReinforcement Schedules

Skinner’s ExperimentsReinforcement Schedules

Skinner’s ExperimentsReinforcement Schedules

Skinner’s ExperimentsReinforcement Schedules

Skinner’s ExperimentsReinforcement Schedules

Reinforcement Schedules

1. VR2. FR3. VI4. FI5. VI6. VR7. FI

8. FR9. VR10. VI11. FR12. FI

Skinner’s ExperimentsPunishment

• Punishment–Positive punishment

–Negative punishment

Negative Reinforcement encourages behavior. When something unpleasant

ceases, the behavior that caused it to stop is reinforced

Sensitivity to Punishment & Reward Questionnaire

Are some of us more sensitive to punishment?Are some of us more sensitive to reward?

Sensitivity to Punishment• Assign 1 point for each yes answer for odd #s• 0-24 range

Sensitivity to Reward• Assign 1 point for each yes answer for even #s

High punish. Score vulnerable to anxiety. High reward score = impulsivity.

Skinner’s ExperimentsPunishment

Skinner’s ExperimentsPunishment

Skinner’s ExperimentsPunishment

Skinner’s ExperimentsPunishment

Skinner’s ExperimentsPunishment

Skinner’s ExperimentsPunishment

• Negatives of using punishment– Punished behavior is suppressed not

forgotten – Punishment teaches discrimination

• did child learn not to curse or just not to curse in house?

– Punishment can teach fear– Physical punishment may increase

aggression

Punishment tells you what not to do; reinforcement tells you what to do

Extending Skinner’s UnderstandingCognition and Operant Conditioning

• Latent learning–Cognitive map

• Insight learning• Intrinsic

motivation

• Extrinsic motivation

overjustification effect

Extending Skinner’s UnderstandingBiological Predispositions

• Biological constraints predispose organisms to learn associations that are naturally adaptive

• Instinctive Drift

Skinner’s LegacyApplications of Operant Conditioning

• At school

• In sports

• At home

• For self- improvement

Contrasting Classical and Operant Conditioning

• Similarities between classical and operant conditioning

• Differences between classical and operant conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

Contrasting Classical and Operant Conditioning

The law of effect relates most closely to:

A. modeling.

B. operant conditioning.

C. classical conditioning.

D. latent learning.

For some children who bite themselves or bang their heads, squirting water into their faces when

they hurt themselves has been observed to decrease the frequency of these self-abusive

behaviors. This best illustrates the potential value of:

A. punishment.

B. conditioned reinforcers.

C. negative reinforcers.

D. latent learning.

Occasional, unpredictable reinforcement usually results in _________ rates of

responding.

A. unpredictable

B. steady

C. delayed

D. speedy

Learning by Observation

Introduction

• Observational learning–Social learning

–Modeling• Learning more powerful

if observer is similar to model

Mirrors in the Brain• Mirror neurons

– Provides a neural basis for imitation & observational learning

– Neurons fire when see someone else do behavior– Empathy…infer another’s mental state

• yawning “contagious”

• Theory of Mind– autism

pain

empathy

Bandura’s Experiments

• Bandura’s bobo doll experiment

Bandura’s Experiments

Bandura’s Experiments

Applications of Observational LearningProsocial vs Antisocial Effects

• Prosocial effects

• Antisocial effects

The End

Teacher Information• Types of Files

– This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.

• Animation– Once again, to insure compatibility with all versions of Powerpoint, none of the

slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.

• Adding slides to this presentation– Teachers are encouraged to adapt this presentation to their personal teaching

style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

Teacher Information• Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks

can be identified by the text being underlined and a different color (usually purple).– Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide

#3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.

– Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation. These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation.For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.

Definition Slides

Learning

= a relatively permanent change in an organism’s behavior due to experience.

Habituation

= an organism’s decreasing response to a stimulus with repeated exposure to it.

Associative Learning

= learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequence (as in operant conditioning).

Classical Conditioning

= a type of learning in which one learns to link two or more stimuli and anticipate events.

Behaviorism

= the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not with (2).

Unconditioned Response (UR)

= in classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth.

Unconditioned Stimulus (US)

= in classical conditioning, a stimulus that unconditionally – naturally and automatically – triggers a response.

Conditioned Response (CR)

= in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus (CS).

Conditioned Stimulus (CS)

= in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (CS), comes to trigger a conditioned response.

Acquisition

= in classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response.

Higher-order Conditioning

= a procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaker) conditioned stimulus. For example, an animal that has learned that a tone predicts food might then learn that a light predicts the tone and begin responding to the light alone. (Also called second-order conditioning.)

Extinction

= the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced.

Spontaneous Recovery

= the reappearance, after a pause, of an extinguished conditioned response.

Generalization

= the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses.

Discrimination

= in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus.

Learned Helplessness

= the helplessness and passive resignation an animal or human learns when unable to avoid repeated aversive events.

Respondent Behavior

= behavior that occurs as an automatic response to some stimulus.

Operant Conditioning

= a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher.

Law of Effect

= Thorndike’s principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely.

Operant Chamber

= in operant conditioning research, a chamber (also known as a Skinner Box) containing a bar or key that an animal can manipulate to obtain a food or water reinforcer; attached devices record the animal’s rate of bar pressing or key pecking.

Shaping

= an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior.

Discriminative Stimulus

= in operant conditioning, a stimulus that elicits a response after association with reinforcement (in contrast to related stimuli not associated with reinforcement).

Reinforcer

= in operant conditioning, any event that strengthens the behavior it follows.

Positive Reinforcement

= increasing behaviors by presenting positive stimuli, such as food. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response.

Negative Reinforcement

= increases behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response (Note: negative reinforcement is NOT punishment).

Primary Reinforcer

= an innately reinforcer stimulus, such as one that satisfies a biological need.

Conditioned Reinforcer

= a stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as a secondary reinforcer.

Continuous Reinforcement

= reinforcing the desired response every time it occurs.

Partial (intermittent) Reinforcement

= reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement.

Fixed-ratio Schedule

= in operant conditioning, a reinforcement schedule that reinforces a response only after a specific number of responses.

Variable-ratio Schedule

= in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses.

Fixed-interval Schedule

= in operant conditioning, a reinforcement schedule that reinforces a response only after a specific time has elapsed.

Variable-interval Schedule

= in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals.

Punishment

= an event that decreases the behavior that it follows.

Cognitive Map

= a mental representation of the layout of one’s environment. For example, after exploring a maze, rats act as if they have learned a cognitive map of it.

Latent Learning

= learning that occurs but is not apparent until there is an incentive to demonstrate it.

Insight

= a sudden and often novel realization of the solution to a problem.

Intrinsic Motivation

= a desire to perform a behavior effectively for its own sake.

Extrinsic Motivation

= a desire to perform a behavior to receive promised rewards or avoid threatened punishment.

Observational Learning

= learning by observing others. Also called social learning.

Modeling

= the process of observing and imitating a specific behavior.

Mirror Neurons

= frontal lobe neurons that fire when performing certain actions or when observing another doing so. The brain’s mirroring of another’s action may enable imitation and empathy.

Prosocial Behavior

= positive, constructive, helpful behavior. The opposite of antisocial behavior.