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  1. Classical Conditioning Unit 7- Learning Lesson 1

  2. Objectives • Define learning and provide examples. • Identify John B Watson, BF Skinner, and Ivan Pavlov. • Describe and apply the components of classical conditioning.

  3. Warm Up • Identify some of the things you’ve learned in the past few months.

  4. Learning IS… A process leading to relatively permanent change in behavior. Learning is NOT… Reflex: Simple, unlearned behavior controlled by the ANS Instinct: Inborn, complex pattern of behavior of a species Learning

  5. Behaviorists • John B. Watson • Behaviorism • Study of observable behaviors • BF Skinner • Behavior influenced by history of consequences

  6. Behavioral Psychology • Study of how our behavior results from stimuli in the environment and within ourselves. (Stimulus-Response Learning) • Classical Conditioning • Operant Conditioning • Cognitive or Social Learning

  7. Think-Pair-Share • “When I’m driving and see a stoplight turn red, I stop” • Stimulus – red light • Reaction – stop • Write down three more conditioned responses you do on a daily basis. • Phone rings, pick it up • Bell rings, you switch classes • Teacher asks ?, you raise hand

  8. Classical Conditioning • Stimulus in environment triggers response in subject. • Ivan Pavlov • (1849-1936) • Physiologist researching digestion in dogs

  9. Activity • PsychSim 4.0 “Classical Conditioning” • This activity provides a review of Pavlov’s famous experiment on the salivary response in dogs, as well as the basic processes of classical conditioning: acquisition, generalization, discrimination training, and extinction. • http://www.worthpublishers.com/kolb/content/psychsim/index.htm

  10. Pavlov’s Experiment • Before Conditioning (Pre-Learning) • Ring tuning fork (NS)  No response from dog • Food (UCS)  Dog salivates automatically (UCR) • During Conditioning (Learning) • Ring fork (NS)  Present food (UCS)  Salivation (UCR) • After Conditioning (Post-Learning) • Ring fork (CS)  Salivation (CR)

  11. Think-Pair-Share • What other conditioned stimuli may have existed in Pavlov’s experiment?

  12. General Principles of C2 • Acquisition • Time period it takes for NS to be associated with UCS • Generalization • Stimuli similar to CS cause CR • Discrimination • Distinguishing between different stimuli • Extinction • Disappearance of CR to CS • Spontaneous Recovery • Previously extinguished CR returns suddenly

  13. Eye Blink Experiment • UCS – puff of air in eye • UCR – blink • NS – tone • CS – tone • CR – blink

  14. Emotional Conditioning • John B. Watson • Prove human emotional reaction was result of conditioning • Fear, rage, sadness • Little Albert • http://video.google.com/videoplay?docid=-8331168072486928717&q=Classical+Conditioning&hl=en

  15. Albert Activity • Set up experimental design. • Give examples of generalization in experiment. • Cite criticisms of experiment • Identify ways researchers could help Albert get over his fears.

  16. Before: Rat  No Response Loud noise  Fear During: Rat  Noise  Fear After: Rat  Fear Generalization: Rabbit Fur Coat Criticisms: Screwed up kid Didn’t fix him Albert Answers

  17. Albert Answers • Fixing Albert’s Fears • Counter Conditioning: pleasant stimulus presented with fear object, re-condition • Systematic Desensitization: gradually exposed to fear-evoking stimuli in pleasant circumstance • Flooding: exposed to fear stimulus until response extinguished

  18. Other Examples • Associate song with relationship…break up, song makes you sad • Associate smells • Taste Aversion – Got sick eating spaghetti, can’t eat it anymore