Learning. AP PSYCHOLOGY Unit 5
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1 Learning AP PSYCHOLOGY Unit 5
2 Learning Learning is a lasting change in behavior or mental process as the result of an experience. There are two important parts: a lasting change a simple reflexive reaction is not learning learning regarding mental process is much harder to observe and study
3 Life without Learning Learning is more than school, books and tests. Without learning our lives would simply be a series of reflexes and instincts. We would not be able to communicate, we would have no memory of our past or goals for the future.
4 Learning s Effects on Behavior In humans, learning has a much larger influence on behavior than instincts. Learning represents an evolutionary advance over instincts.
5 Types of Learning SIMPLE AND COMPLEX LEARNING
6 Simple Learning Habituation: Learning not to respond to the repeated presentation of a stimulus. Example: Emergency sirens in the city How often do you look when a car alarm goes off?
7 Simple Learning Mere Exposure Effect: A learned preference for stimuli to which we have been previously exposed. Example: A coach s or parent s voice AKA Familiarity Principle Which do you prefer? Which did your parents drink when you were a little kid?
8 Complex Learning Behavioral Learning: Forms of learning, such as classical and operant conditioning which can be described in terms of stimuli and responses. Classical conditioning is more simple learning, operant conditioning is more complex learning.
9 Ivan Pavlov and Classical Conditioning One of the most famous people in the study of learning is Ivan Pavlov. Originally studying salivation and digestion, Pavlov stumbled upon classical conditioning while he was experimenting on his dog. Classical Conditioning: A form of learning in which a previously neutral stimulus (stimuli w/o reflex provoking power) acquires the power to elicit the same innate reflex produced by another stimulus.
10 Pavlov s Findings Explained Pavlov discovered that a neutral stimulus, when paired with a natural reflex-producing stimulus, will begin to produce a learned response, even when it is presented by itself.
11 Pavlov s Experiment
12 Pavlov s Experiment Watch Pavlov s Experiment Video Ivan Pavlov
13 Components of Conditioning There are 5 main components of conditioning. Classical Conditioning always involves these parts. They are: Neutral Stimulus Unconditioned Stimulus (UCS) Unconditioned Response (UCR) Conditioned Stimulus (CS) Conditioned Response (CR) Neutral Stimulus: Any stimulus that produces no conditioned response prior to learning.
14 Unconditioned Stimulus (UCS) UCS: A stimulus that automatically-without conditioning or learning- provokes a reflexive response. In Pavlov s experiment, food was used as the UCS because it produced a salivation reflex. Classical conditioning cannot happen without UCS. The only behaviors that can be classically conditioned are those that are produced by unconditioned stimulus.
15 Unconditioned Response (UCR) UCR: A response resulting from an unconditioned stimulus without prior learning. In Pavlov s experiment, the UCR was the dog salivating when its tongue touched food. Realize that the UCS-UCR connection involves no learning or acquisition.
16 Conditioned Stimulus A CS is the originally neutral stimulus that gains the power to cause the response. In Pavlov s experiment, the bell/tone began to produce the same response that the food once did.
17 Conditioned Response A CR is a response elicited by a previously neutral stimulus that has become associated with the unconditioned stimulus. Although the response to the CS is essentially the same as the response originally produced by the UCS, we now call it a conditioned response.
18 From Unconditioned to Conditioned During acquisition, a neutral stimulus is paired with the unconditioned stimulus. After several trials the neutral stimulus will gradually begin to elicit the same response as the UCS. Acquisition: The learning stage during which a conditioned response comes to be elicited by the conditioned stimulus. =
19 Spontaneous Recovery Extinction merely suppresses the conditioned response, and the CR can reappear during spontaneous recovery. Spontaneous Recovery: The response after a rest period of an extinguished conditioned response. Spontaneous recovery is weaker than the original CR.
20 Classical Conditioning
21 Timing and Frequency Repeated pairings (frequency) of the CS and UCS increase the strength of the learned response. Presenting the CS before the UCS (timing) increases the strength of the learned response. Providing a short separation in time between the presentation of the CS and UCS increases the strength of the learned response.
22 Timing and Frequency Type of Conditioning Definition Application to Pavlov s Experiment Delayed Conditioning (Forward Conditioning) Trace Conditioning (Forward Conditioning) Simultaneous Conditioning Backward Conditioning A procedure in which the CS is introduced and remains present before the UCS is introduced. (Effective!!) A procedure in which the CS is introduced and stopped before the UCS is introduced. The presentation of the two stimuli is divided by an interval of time. A procedure in which the CS and UCS are introduced at the same time. A procedure in which the UCS is presented before the CS (Not effective!!) The bell (CS) is introduced and remains present for a short period before the food (UCS) is introduced. The bell (CS) is introduced and removed. After a period of time the food (UCS) is introduced. The bell (CS) and food (UCS) are introduced at the same time. The food (UCS) is presented before the bell (CS)
23 Reinforcement Procedures What if we could not distinguish between stimuli that were similar? The bell ending class vs. fire alarm The door bell vs. our cell phones Discrimination: The ability to distinguish between two similar signals stimulus.
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26 John B. Watson and Little Albert Watson is often considered the father of American behaviorism but his experiment has definitely been ethically debated based on modern standards. Albert (9 months old) was taught to fear white furry objects.
27 John B. Watson and Little Albert Eventually Little Albert not only feared the rat, but generalized his fear to all white, furry items.
28 Counterconditioning Mary Cover Jones used the principles of classical conditioning to remove a fear. Unconditioned stimuli that create involuntary feelings of pleasant emotion are paired with the anxiety-producing object or event until it no longer produces fear. Experiment with Little Peter who was afraid of rabbits. A positive stimulus (cookie or piece of candy) was paired with the rabbit each time the rabbit was placed closer to the boy, until he was no longer fearful of rabbits. One of many methods of behavior modification based on behavioral research.
29 Time to Practice! Work with your group to complete the practice problems for classical conditioning.
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