January 6, EQ- How does classical conditioning work? Agenda: 1. Welcome and New Policies 2. Vocabulary/Test Questions 3. Classical Conditioning
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1 January 6, 2015 EQ- How does classical conditioning work? Table of Contents: 79. January Classical Conditioning Notes and Diagram 81. Classical Conditioning Worksheet 82. Classical Conditioning Elements Agenda: 1. Welcome and New Policies 2. Vocabulary/Test Questions 3. Classical Conditioning HW- Classically Condition someone! Write up your experiment. Nothing unethical! Make sure to uncondition them! Test Jan. 16 ( next Friday)
2 Practice AP TEST Questions 1. In right-handed individuals, which of the following abilities is predominately a function of the right hemisphere of the brain? a. Speech b. Writing c. Spatial Reasoning d. Reading Comprehension e. Language Comprehension 2. Which of the following is TRUE about the blind spot in the eye? a. It occurs where the optic nerve leaves the eye. b. It is caused by an excess of bipolar cells in the retina. c. It is most apparent in low levels of illumination. d. It is stimulated only by high levels of illumination. e. It is caused by a bleaching of rhodopsin in the rods. 3. In adult humans, which of the following is typically true of REM sleep? a. It is correlated with dreaming. b. It leads to a marked increase in muscle mass. c. It alternates with nrem every 30 minutes. d. It only occurs during the first half of sleep. e. It involved decreased blood pressure and heart rate.
3 Vocabulary Learning- a relatively permanent behavior change due to experience Associative Learning- linking two events that occur close together (ex: cussing and getting popped on the arm by mother) Conditioning- the process of learning these associations Classical Conditioning- learn to associate two stimuli and anticipate events (ex: lightening and loud clap of thunder- you associate these together, so when you see the lightening you prepare for the thunder)
4 LEARNING
5 How do we learn? Most learning is associative learning Learning that certain events occur together.
6 Three Main Types of Learning Classical Conditioning Operant Conditioning Observational Learning
7 Conditioning Learning to associate two stimuli with each other.
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10 Classical Conditioning It all started with: Ivan Pavlov
11 AND his dogs.
12 Pavlov always fed his dogs at the same time. He realized that as soon as they saw him come in the room, they would start drooling. (Instead of just drooling when they had the food in front of them.) He said WHOA! They ve LEARNED to ASSOCIATE me with food and their BODIES are INVOLUNTARILY responded to me just like they would to food. He decided to see if he could CONDITION them to respond to other things in the same way.
13 After Conditioning Before Conditioning Classical Conditioning Diagram Dogs naturally drool when food is placed in front of them. Pavlov conditioned his dogs to drool when they heard a bell ringing. Unconditioned Stimulus (UCS) Unconditioned Response (UCR) Conditioned Stimulus Conditioned Response
14 Unconditioned Stimulus (UCS): a stimulus that naturally and automatically triggers a response. Unconditional Response (UCR): the unlearned, naturally occurring response to the UCS.
15 Conditioned Stimulus (CS): an originally irrelevant (neutral) stimulus that, after association with the UCS, comes to trigger a response. Conditioned Response (CR): the learned response to a previously neutral stimulus.
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18 Two Examples of Classical Conditioning Classically Conditioning my roommate UCS UCR NS CS CR Classically Conditioning Dwight UCS UCR NS CS CR
19 Work with a partner to complete the Classical Conditioning Worksheet 15 minutes End
20 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
21 5 Elements of Classical Acquisition Conditioning Extinction Spontaneous Recovery Generalization Discrimination
22 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). Does timing matter? The CS should come before the UCS (1/2-1 second) They should be very close together in timing.
23 Extinction The diminishing of a conditioned response. Will eventually happen when the UCS does not follow the CS. (They will stop associating the tone with the food if the tone is not followed by food repeatedly) Is extinction permanent?
24 Spontaneous Recovery The reappearance, after a rest period, of an extinguished conditioned response. A real life example. Imagine that you have a significant other and EVERYTIME you are together they have on a particular cologne/perfume. You will think of them and feel lovey each time you spell it. TEN YEARS LATER, you randomly smell that cologne and you all of a sudden are missing that person and feeling lovey towards them.
25 Generalization The tendency, once a response has been conditioned, for stimuli similar to the CS to elicit similar responses. Ex: A toddler is abused by a man wearing red gloves. Now any time she sees someone in red clothing, she gets scared. A cigarette smoking high school student always smokes after the bell rings for dismissal. Now, anytime they hear a bell their body craves a cigarette.
26 Discrimination The learned ability to distinguish between a CS and other stimuli that does not signal UCS.
27 John Watson Applied Pavlov s experiment to humans Father of Behaviorism Wanted to show that our emotions and behaviors were just conditioned responses
28 Little Albert Experiment 11 month old baby Feared loud noises Watson conditioned him to associate white rats with the loud noise Eventually, he feared the white rat Albert generalized this into a fear of anything white and furry
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