1 / 23

Unit 6: Learning (Behaviorism)

Unit 6: Learning (Behaviorism). Essential Task 5.2 : Describe basic classical conditioning phenomena with specific attention to unconditioned

jacksonfreeman
Download Presentation

Unit 6: Learning (Behaviorism)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. CHS AP Psychology Unit 6: Learning (Behaviorism) Essential Task 5.2: Describe basic classical conditioning phenomena with specific attention to unconditioned • stimulus, unconditioned response, neutral stimulus, pairing, acquisition, conditioned stimulus, conditioned response, extinction, spontaneous recovery, stimulus generalization, stimulus discrimination, contingency, and higher-order learning.

  2. Classical Conditioning Book definition:The type of learning in which a response naturally elicited by one stimulus becomes to be elicited by a different formally neutral stimulus. Working definition: Type of learning that happens TOsomeone Person learns to respond BIOLOGICALLY to a stimulus. Previously the stimulus meant nothing. Now it means something IS ABOUT TO HAPPEN.

  3. Examples of Classical Conditioning Phobias After the attacks, cats become a warning stimulus for pain causing fear when the child sees cats. After this botched photo, 6 ft bunny becomes warning stimulus for someone trying to capture you.

  4. Examples of Classical Conditioning Taste Aversion After throwing up a food, it becomes a warning stimulus for getting sick.

  5. Key People Ivan Pavlov: Russian physiologist known primarily for his work in classical conditioning.

  6. Key People • John B. Watson

  7. Key People • John Garcia

  8. Unconditioned Stimulus (UCS) • A stimulus that invariably causes an organism to responds BIOLOGICALLY in a specific way

  9. Unconditioned response (UCR) • A BIOLOGICAL response that takes place in an organism whenever an unconditioned stimulus occurs

  10. Neutral Stimulus • A stimulus that does not naturally cause a response in the organism.

  11. Pairing • Presenting the organism with the CS and then the UCS multiple times. + =

  12. Acquisition • refers to the first stages of learning when a response is established. • In classical conditioning, it refers to the period of time when the stimulus comes to evoke the conditioned response. • The time in between the two stimuli should be about half a second.

  13. Conditioned Stimulus (CS) • An originally neutral stimulus that is paired with an unconditioned stimulus an eventually produces the desired response in an organism when presented alone.

  14. Conditioned Response (CR) • After conditioning, the response an organism produces when only a conditioned stimulus is presented.

  15. Taste Aversion: Single Conditioning Experience

  16. Stimulus Generalization • the transfer of a learned response to different but similar stimulus.

  17. Stimulus Discrimination • learning to respond to only one stimulus and to inhibit the response to all other stimuli.

  18. Extinction • Extinction is a decrease in the strength or frequency of a learned response because of no longer pairing the US and CS

  19. Spontaneous Recovery • reappearance of an extinguished response after the passage of time, without further conditioning

  20. Question of the Day • Researchers condition a flatworm to contract when exposed to light by repeatedly pairing it with electric shock. The electric shock is a(n) • negative reinforcer • conditioned stimulus • conditioned reinforcer • unconditioned stimulus

  21. Contingency Theory of Classical Conditioning For Pavlov, the key variable in associative learning was the number of times the CS was paired with the US. The Pairings Principle: As the number of pairings increases, the strength of the association between CS and US increases. This was because the CS became a more reliable signal that the US was going to occur.

  22. Contingency Theory of Classical Conditioning • In the 1960s, an alternative theory was proposed by Robert A. Rescorla, the Contingency Theory. • Rescorla agreed with Pavlov that for learning to take place, the CS had to be a useful predictor of the US. • But he disagreed on what made the CS a useful predictor. It was more complicated than the number of CS-US pairings. He maintained that it was the contingency OR THE CONNECTION between the CS and US.

  23. Higher Order Learning in Classical Conditioning • Also known as second order conditioning. • A form of learning in which a stimulus is first made meaningful or consequential for an organism through an initial step of learning, and then that stimulus is used as a basis for learning about some new stimulus. • For example, an animal might first learn to associate a bell with food (first-order conditioning), but then learn to associate a light with the bell (second-order conditioning).

More Related