BELL RINGER 1.3.2013

1. BELL RINGER1.3.2013 Take out your reading notes to be checked. If you did any extra credit work, take them out to be checked as well. Pick up a movie questions sheet from the front of the room.

2. BELL RINGER1.4.2013 Take out your reading notes to be checked (if necessary) If you did any extra credit work, take them out to be checked as well. Take out your movie questions sheet OR pick one up from the front of the room (if necessary)

3. BELL RINGER1.9.2012 Take out your reading assignment and dream log projects to turn in. If you did any extra credit , turn them in at this time as well. On your bell ringer sheet, briefly describe “learning” in your own words.

4. BELL RINGER1.7.2013 Take out your reading notes to be checked (if necessary) Objectives:SWBAT define learning. SWBAT explain classical conditioning. In your own words, define “learning.”

5. Unit 7: Learning AP Psychology Ms. Desgrosellier

6. Key Ideas: Classical conditioning Classical conditioning paradigm Classical conditioning learning curve Strength of conditioning Classical aversive conditioning Operant conditioning Thorndike’s instrumental conditioning Operant conditioning training procedures Operant aversive conditioning Reinforcers Operant conditioning training schedules of reinforcement Superstitious behavior Cognitive processes in learning The contingency model Latent learning Insight learning Social learning Biological factors in learning Preparedness evolves Instinctive draft

7. Learning • learning: a relatively permanent change in behavior as a result of experience. • This is an example of nurture.

8. Classical Conditioning • Learning which takes place when two or more stimuli are presented together. • An unconditioned stimulus is paired repeatedly with a neutral stimulus until it acquires the capacity to elicit a similar response. • The subject learns to give a response it already knows to a new stimulus.

9. Classical Conditioning • Can be used to overcome fears, increasing or decreasing immune functioning, and increasing or decreasing attraction of people or products.

10. Classical Conditioning • Stimulus: a change in the environment that elicits (brings about) a response. • Neutral stimulus (NS): a stimulus that initially does not elicit a response.

11. Classical Conditioning • Unconditioned stimulus (US): reflexively, or automatically, brings about the conditioned response. • Unconditioned response (UR): an automatic, involuntary reaction to an unconditioned stimulus.

12. Classical Conditioning • Conditioned stimulus (CS): a neutral stimulus (NS) at first, but when paired with the US, it elicits the conditioned response (CR). • Acquisition: in classical conditioning, learning to give a known response to a new stimulus, the neutral stimulus.

13. Classical Conditioning • US (Meat)  UR (Salivating) NS (Bell) + US (Meat) UR (Salivating) CS (Bell)  CR (Salivation) • Pavlov used classical conditioning to train his dogs.

14. Classical Conditioning

15. Classical Conditioning • CS = the organism LEARNED to respond to it. • US = the organism responds REFLEXIVELY

16. Classical Conditioning • In classical conditioning, the learner is passive – behavior is learned by association. • Presentation of the US strengthens or reinforces the behavior. • Video (The Office)

17. Strength of Conditioning • Delayed conditioning: ideal training – the NS precedes the US and they briefly overlap. • Produces the strongest conditioning. • Simultaneous conditioning: NS and US are paired together at the same time. • Produces weak conditioning.

18. Strength of Conditioning • Trace conditioning: NS presented first, removed, then the US is presented. • Produces moderately strong conditioning. • Backward conditioning: US presented first and NS follows. • Usually produces no conditioning. • e.g. when a pregnant woman vomits hours after eating a burrito often will not eat a burrito again.

19. Little Albert Study • John B. Watson conditioning a nine-month-old infant known as Little Albert to fear a rat. • US = • Loud noise • UR = • Crying to loud noise

20. Little Albert Study • John B. Watson conditioning a nine-month-old infant known as Little Albert to fear a rat. • NS = • The rat • CS = • The rat • CR = • Crying when seeing the rat

21. Classical Conditioning Practice • With a group of 4, read the given scenarios. • Identify of the 4 elements of classical conditioning in each scenario.

22. BELL RINGER 1.8.2013 Take out your classical conditioning practice sheet. Objectives:SWBAT explain classical conditioning. SWBAT explain operant conditioning. Read the following scenario and identify the US, UR, CS, and CR. Ganiu is conditioning Ben. He shows Ben a cookie and then hits him on the back of the head. Ben flinches. Ganiu repeats this until just showing Ben a cookie causes Ben to flinch.

23. Classical Conditioning Practice • Scenario #1: • US: poison • UR: dizziness and nausea • CS: mutton (sheep) • CR: fear of sheep (dizziness and nausea)

24. Classical Conditioning Practice • Scenario #2: • US: Drug • UR: Weakened immune system • CS: saccharine-flavored water • CR: weakened immune system to sacharine-flavored water

25. Classical Conditioning Practice • Scenario #3: • US: job interview • UR: anxiety • CS: Flying • CR: anxiety due to flying

26. Classical Conditioning Practice • Scenario #4: • US: bad weather • UR: unhappy moods • CS: weather forecasters predicting bad weather • CR: unhappy moods because of weather forecasters

27. Little Albert Study • Aversive conditioning: conditioning involving an unpleasant or harmful conditioned stimulus or reinforcer. • Extinction: repeatedly presenting a CS without an US leads to return of NS. • e.g. showing the rat over and over with no loud noise.

28. Little Albert Study • Spontaneous recovery: after extinction, and without training, the previous CS suddenly elicits the CR again temporarily. • e.g. seeing the rat after a short break, Little Albert starts crying again.

29. Little Albert Study • Generalization: stimuli similar to the CS also elicit the CR without training. • Little Albert crying when he sees anything white and fuzzy.

30. Little Albert Study • Discrimination: the ability to tell the difference between stimuli so that only the CS elicits the CR. • Little Albert NOT crying when he sees other white, fuzzy things.

31. Little Albert Study • Higher-order conditioning: classical conditioning in which a well-learned CS is paired with an NS to produce a CR to the NS. • The new CR is not as strong as the original CR. • e.g. Conditioning your dog to salivate to a light instead of a bell

32. Little Albert Study • NS (Light) + CS (Bell)  CR (Salivation) new CS (Light)  CR (Salivation)

33. Classical Aversive Conditioning • Conditioned taste aversion: an intense dislike and avoidance of a food because of its association with an unpleasant or painful stimulus through backward conditioning. • e.g. getting food poisoning

34. Operant Conditioning • learning that occurs when an active learner performs certain voluntary behavior and the consequences of the behavior (pleasant or unpleasant) determine the likelihood of its recurrence.

35. Thorndike’s Instrumental Conditioning • E.L. Thorndike experimented with hungry cats. He put them in “puzzle boxes” and placed a fish outside. • To get the fish, the cats stepped on a pedal, which opened the door.

36. Thorndike’s Instrumental Conditioning

37. Thorndike’s Instrumental Conditioning • The cats clawed at the door at first until they accidently stepped on the pedal. • The time it took the cats to escape gradually fell.

38. Thorndike’s Instrumental Conditioning • Thorndike called this instrumental learning: associative learning in which a behavior becomes more or less probable depending on its consequences. • Law of Effect: behaviors followed by positive consequences are strengthened while behaviors followed by annoying or negative consequences are weakened.

39. BELL RINGER 1.10.2013 Objectives:SWBAT explain operant conditioning. Eating sugar and hot chips is a major problem in our school. How could we use classical conditioning principles (name all 4 parts) to stop students from eating junk food? Create your own scenario to address this issue!

40. BELL RINGER 1.10.2013 Objectives:SWBAT explain operant conditioning. Think about the scenario from yesterday (Ganiu, Ben, and the cookie): Give or make up an example of the following using the scenario: generalization, discrimination, extinction, spontaneous recovery

41. B.F. Skinner’s Training Procedures • The ABC’s of behavior: • A: antecedents (or stimuli) that are present before a behavior occurs. • B: behavior that the organism voluntarily emits. • C: consequences that follow the behavior.

42. B.F. Skinner’s Training Procedures • positive reinforcement: reward training, a rewarding consequence that follows a behavior or response that increases the probability that the response will occur again. • e.g. giving a child allowance after they do their chores • e.g. giving a piece of candy after a student gives the correct answer

43. B.F. Skinner’s Training Procedures • negative reinforcement: removal of an aversive (bad) consequence that follows a voluntary behavior thereby increasing the probability the behavior will be repeated. • e.g. taking an aspirin when you have a headache. • e.g. putting on your seatbelt when you hear the buzzer in your car.

44. B.F. Skinner’s Training Procedures • Reinforcement = increasing behavior! • Video (The Big Bang Theory)

45. B.F. Skinner’s Training Procedures • Positive punishment: an aversive (bad) consequence that follows a voluntary behavior, thereby decreasing the probability the behavior will be repeated. • e.g. every time a student talks out of turn they get shocked • e.g. bank fees when your overdraft

46. B.F. Skinner’s Training Procedures • Negative punishment (omission training): removal of a rewarding consequence that follows a voluntary behavior, thereby decreasing the probability the behavior will be repeated. • e.g. taking away your cell phone for getting bad grades • e.g. getting grounded for missing your curfew

47. B.F. Skinner’s Training Procedures • “Positive” = giving a consequence • “Negative” = taking something away • Reinforcement = increasing behavior • Punishment = decreasing behavior!

48. Operant Aversive Conditioning • Aversive conditioning is both negative reinforcement and punishment. • Avoidance behavior takes away the aversive stimulus before it begins. • e.g. a dog jumping over a hurdle to avoid an electric shock.

49. Operant Aversive Conditioning • Escape behavior takes away the aversive stimulus after it has already started. • e.g. the dog is shocked and jumps the hurdle to stop the shocking.

50. Operant Aversive Conditioning • Learned helplessness: the feeling of futility and passive resignation that results from the inability to avoid repeated aversive events • If it then becomes possible to avoid or escape the aversive stimuli, it is unlikely that the learner will respond.