LEARNING- a permanent change in behavior due to

experience

• http://www.youtube.com/watch?v=hhqumfpxuzI

• http://www.youtube.com/watch?v=nE8pFWP5QDM

• http://www.youtube.com/watch?v=2c4_l2oe22U

How do we learn?Most learning is associative learning• Learning that certain events occur together.

Three Main Types of Learning

Observational Learning

Classical ConditioningOperant Conditioning

Latent Learning

Abstract Learning

Insight Learning

Classical ConditioningIt all started with:

Ivan Pavlov

Unconditioned Stimulus (US): a stimulus that naturally and automatically triggers a response.

Unconditional Response (UR): the unlearned, naturally occurring response to the US.

Conditioned Response (CR): the learned response to a previously neutral stimulus.

Conditioned Stimulus (CS): an originally irrelevant stimulus that, after association with the UCS, comes to trigger a response.

Pavlov

• http://www.youtube.com/watch?v=hhqumfpxuzI

Come up with your own examples of Classical Conditioning

Figure 6.4 An unexpected CS Onion breath does not usually arouse romantic feelings. But when repeatedly paired with a kiss, it can become a CS and do just that.

© 2011 by Worth Publishers

Pavlov spent the rest of his life outlining his ideas. He came up with 5 critical terms that together make up classical

conditioning.• Acquisition

• Extinction

• Spontaneous Recovery

• Generalization

• Discrimination

Acquisition• The initial stage of learning.• The phase where the neutral stimulus is associated with the

UCS so that the neutral stimulus comes to elicit the CR (thus becoming the CS).

• Higher order conditioning- a new neutral stimulus can become a new conditioned stimulus example if a tone signals salivation then a light with the tone can do the same

Does timing matter?

•The CS should come before the UCS

•They should be very close together in timing.

Extinction• The diminishing of a conditioned

response.

• Will eventually happen when the UCS does not follow the CS.

Is extinction permanent?

Spontaneous Recovery

• The reappearance of a weakened CR after a pause. Only occurs after extinction.

Generalization

• The tendency, once a response has been conditioned, for stimuli similar to the CS to elicit similar responses.

Discrimination

• The learned ability to distinguish between a CS and other stimuli that does not signal UCS.

Application of Classical Conditioning

• John Watson’s and Raynor’s experiment Baby Albert

• http://www.youtube.com/watch?v=FMnhyGozLyE&list=PL2920A92123EAF834&index=108&feature=plpp_video&safety_mode=true&persist_safety_mode=1&safe=active

Extending Pavlov’s Understanding

• Cognitive: the way one thinks• Martin Seligmen- Added learned helplessness to

behaviorism. When faced with a hopeless situation in which one has not control- roots od depression

• The awareness of the presence of a conditioning agent may also affect the outcome: if one knows that they are being conditioned it will not work

• Simply the CS – US association is not enough Thought counts

Taste Aversion

• John Garcia

• Aversion to food

• If after getting sick on something tend not to eat it but you do not develop an aversion to the restaurant, plates etc. which is associated with the food.

• Also develop an aversion to sights, sounds associated with an event: chemo

• Concept used environmentally: Used to keep wolves from eating sheep

Learned Associations

Darwin was right!

• Natural selection favors traits that aid survival

• Red indicates sexuality• In the animal kingdom

and ours• Red lipstick? Red

districts? Valentine’s hearts? All red

Who is prettier?

Figure 6.9 Biopsychosocial influences on learning Today’s learning theorists recognize that our learning results not only from environmental experiences, but also from cognitive and biological influences.

© 2011 by Worth Publishers