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Chapter 6: Learning. Classical Conditioning. Ivan Pavlov A type of learning in which a neutral stimulus acquires the ability to elicit a response. How his theory began. Figure 6.1 Classical conditioning apparatus. Classical Conditioning. Terminology Unconditioned Stimulus (UCS) - PowerPoint PPT Presentation
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Chapter 6: Learning
Classical Conditioning
• Ivan Pavlov
• A type of learning in which a neutral stimulus acquires the ability to elicit a response.
• How his theory began
Figure 6.1 Classical conditioning apparatus
Classical Conditioning
• Terminology – Unconditioned Stimulus (UCS)– Conditioned Stimulus (CS)– Unconditioned Response (UCR)– Conditioned Response (CR)
Classical Conditioning
Classical Conditioning
UCS CS
NS
CRUCR
Pair
Figure 6.2 The sequence of events in classical conditioning
Figure 6.3 Classical conditioning of a fear response
Basic Processes in Classical Conditioning
• Acquisition– Learning a response tendency
• Extinction – Weakening of a response tendency
• Spontaneous recovery– An extinguished response reappears
Basic Processes in Classical Conditioning
• Stimulus generalization – Conditioning generalizes to similar
stimuli• Stimulus discrimination
– Response occurs only for a specific stimulus
• Higher-order conditioning– CS serves as a UCS for new
conditioning
Figure 6.8 Higher-order conditioning
Operant Conditioning
• B.F. Skinner (1953)
– Consequences of a behavior determine if the behavior will continue.
– “Skinner box”– Shaping
Figure 6.9 Reinforcement in operant conditioning
Figure 6.10 Skinner box and cumulative recorder
Basic Processes in Operant Conditioning
• Acquisition
• Shaping
• Extinction
Reinforcement:Consequences that Strengthen Responses
• Primary Reinforcers– Satisfy biological needs
• Secondary Reinforcers– Conditioned reinforcement
Consequences:Reinforcement and Punishment
• Increasing a response:– Positive reinforcement =
• Presentation of something pleasant– Negative reinforcement =
• Removal of something unpleasant• Escape learning• Avoidance learning
• Decreasing a response:– Punishment– Problems with punishment
Consequences:Reinforcement and Punishment
• Increasing a response:– Positive reinforcement =
• Presentation of something pleasant– Negative reinforcement =
• Removal of something unpleasant
• Escape learning• Avoidance learning
Consequences:Reinforcement and Punishment
• Decreasing a response:– Punishment
• Presentation of something unpleasant• Removal of something pleasant
– Problems with punishment
Figure 6.14 Positive reinforcement versus negative reinforcement
Figure 6.15 Escape and avoidance learning
Figure 6.16 Comparison of negative reinforcement and punishment
Schedules of Reinforcement
• Continuous reinforcement• Intermittent (partial) reinforcement
– Ratio schedules• Fixed• Variable
– Interval schedules• Fixed • Variable
Figure 6.13 Schedules of reinforcement and patterns of response
Changing Directions in the Studyof Conditioning
• Biological Constraints on Conditioning– Instinctive Drift– Conditioned Taste Aversion– Arbitrary vs. ecological conditioned stimuli
• Cognitive Influences on Conditioning– Latent learning– Signal relations– Response-outcome relations
Figure 6.19 Latent learning
Observational Learning
• Albert Bandura– Observational learning
• Basic processes– attention– retention– reproduction– motivation
Figure 6.20 Observational learning
