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Statistics For Psychology 6th Edition Aron Solutions
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6/ LEARNING
TABLE OF CONTENTS
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Learning Objectives
Know the key terminology involved in classical conditioning.
o See the bold, italicized terms below.
Understand how responses learned through classical conditioning can be acquired and lost.
o Acquisition of a conditioned response occurs with repeated pairings of the CS and the
US. Once a response is acquired, it can be extinguished if the CS and US no longer occur
together. However, the CR may be spontaneously recovered when the organism
encounters the CS again.
Understand the role of biological and evolutionary factors in classical conditioning.
o Not all stimuli have the same potential to become a strong CS. Responses to biologically
relevant stimuli (e.g., snakes) are more easily conditioned than flowers or guns.
Similarly, organisms quickly develop (in one pairing) aversions to harmful foods even
after long intervals of time, as a means of survival.
Apply the concepts and terms of classical conditioning to new examples.
o Students should be able to read classical conditioning scenarios and identify the
conditioned stimulus (CS), unconditioned stimulus (US), conditioned response (CR), and
unconditioned response (UR).
Analyze claims that artificially sweetened beverages are a healthier choice.
o Because of classical conditioning, the digestive system responds to the flavor of the
artificially sweetened (CS) beverage as though a high-calorie food source (US) is on the
way. This leads to the gut preparing itself for something high in calories (CR). However,
the diet beverage does not deliver these calories, and so hunger messages continue to be
sent to the brain.
1.) Learning allows us to do many things that we were not born to do.
i) This includes tying your shoe to playing a musical instrument.
1) Ivan Pavlov (1849-1936) was a Russian physiologist that studied digestion using dogs.
i) As part of his researcher procedure, he collected saliva and other gastric sections from the dogs
when they were given meat powder.
ii) Pavlov and his assistants noticed that the dogs began salivating as they prepared the meat
powder.
iii) To test this assumption, Pavlov first presents a sound from a metronome and then gave the
dogs the meat powder.
a) After many pairings, the dogs came to salivate just to the sound of the metronome
Copyright © 2018 Pearson Canada Inc.
355
(Figure 6.1 & Figure 6.2).
Classical Conditioning (p. 229) (also called Pavlovian conditioning) is learning that occurs
when a neutral stimulus elicits a response that was originally caused by another stimulus.
Unconditioned Stimulus (US) (p. 230) is a stimulus that elicits a reflexive response without
learning.
iii) In Pavlov’s experiment, meat powder (external stimulus) elicited unconditioned salivation in
his dogs (top panel of Figure 6.2).
a) Other pairings of US and UR include flinching (UR) in response to a loud noise (US).
iv) The tone was originally a neutral stimulus because it didn’t elicit a response (top panel of Figure
6.2).
Conditioned Stimulus (CS) (p. 231) is a once neutral stimulus that elicits a conditioned response
because it has a history of being paired with an unconditioned stimulus. (middle panel of Figure
6.2).
Conditioned Response (CR) (p. 231) is the learned response that occurs to the conditioned
stimulus.
v) After repeated pairings with the US, the once neutral tone became a conditioned stimulus (CS)
because it elicited the conditioned response (CR) of salivation.
vi) To establish conditioning has taken place, the tone (CS) must elicit salivation on its own
(bottom panel of Figure 6.2).
3) A common area of confusion is the difference between a conditioned response and an unconditioned
response.
i) In Pavlov’s experiment, they are both salivation.
ii) Salivation was a UR when it was paired with food.
a) In other words, dogs naturally drool when given food.
iii) Salivation became a CR when it occurred in response to the tone (CS).
b) Dogs do not naturally drool when they hear a tone; this was a learned response.
i) Connections between specific groups of neurons (axon terminals and receptors) become
strengthened during each instance of classical conditioning.
a) Example given is the eye blink (Figure 6.3) a puff of air to the eye given
simultaneous to a distinct sound. Eventually the sound will evoke the eye blink.
Acquisition (p. 233) is the initial phase of learning in which a response is established
3) A critical part of acquisition is the predictability with which the CS and US occur together.
ii.) In Pavlov’s experiment, conditioning wouldn’t occur, or was weak, when the tone and food
were paired inconsistently.
4) In the laboratory, as well as the real world, the CS and US do not always occur together, which can
lead to extinction.
Extinction (p. 233) is the loss or weakening of a conditioned response when a conditioned
stimulus and unconditioned stimulus no longer occur together.
i) For example, presenting the dogs with only the tone and no food should lead to less and less of
a salivary response (Figure 6.2).
a.) However, even after extinction occurs, it is possible for the CR to return.
5) Spontaneous recovery suggests that extinction does not result in forgetting, but in learning something
new.
i) For example, the dogs learned that the tone no longer meant food was coming.
Generalization (p. 234) is a process in which a response that originally occurs to a specific
stimulus also occurs to different, thought similar stimuli.
Discrimination (p. 234) occurs when an organism learns to respond to one original stimulus but
not to new stimuli that may be similar to the original stimulus.
2) Discrimination would mean that the dogs would only salivate in response to the original tone used in
Copyright © 2018 Pearson Canada Inc.
358
the experiment.
i) For example, if the original tone was a 1200 Hz tone, they would not salivate to a 1100 or 1300
Hz tone (Figure 6.4).
Conditioned emotional responses (p. 235) consist of emotional and physiological responses that
develop to a specific type of object or situation.
2) Watson and Raynor conducted their first studies with an 11-month-old child known as Little Albert.
i) They presented Albert with a white rat, to which he showed no fear.
ii) When he was in the vicinity of the rat, they hit a bar with a hammer, startling Little Albert.
iii) After repeated pairings, Little Albert came to fear the white rat.
4) Classical conditioning has also been used to help understand psychological disorders.
i) Those with psychopathy (similar to antisocial personality disorder) are known for disregarding
the feelings of others.
ii) Those with psychopathy were shown human faces (CS) followed by a painful stimulus (US).
iii) These pairings should have resulted in a negative emotional reaction (CR) to the faces, but
this sample did not respond that way (figure 6.6).
a) They showed very little physiological arousal.
b) Their emotional brain regions remained inactive.
c) They did not seem to mind looking at faces that had been paired with pain.
i) The control group responded exactly opposite.
Preparedness (p. 237) refers to the biological predisposition to rapidly learn a response to a
particular class of stimuli.
2) Preparedness explains the findings that we learn to fear snakes more readily than flowers or guns.
i) From an evolutionary perspective, those who learned to fear animals that were fatal were more
likely to survive.
Conditioned Taste Aversion (p. 238) is the acquired dislike or disgust of a food or drink
because it was paired with illness.
ii) In this case, a taste (CS) is paired with food (US). Getting Sick is the UR. The CR is the
nausea in response to the CS (Figure 6.8).
2) We are biologically prepared to associate food, versus the surrounding stimuli, with illness.
i) For example, if you ate some bad fish and vomited while music played in the background, you
would develop an aversion to the fish, not the music.
3) Conditioned taste aversions are unique in certain ways compared to the previous conditioning
examples.
i) Usually, the CS and US have to be paired very close together.
a.) Food poisoning takes hours.
ii) Conditioning requires multiple pairings.
a.) Food aversion usually takes only one pairing.
Working the Scientific Literacy Model: Conditioning and Negative Political Advertising
1) What do we know about classical conditioning in negative political advertising?
i) advertisers regularly pair negative statements with unflattering images of opponents
2) How can Science help explain the role of classical conditioning in negative political advertising?
i) Studies show that positive and negative evaluations of stimuli can be conditioned in laboratory
conditions that mimic what people experience in everyday exposure to advertisements.
ii) One study had participants view a slide show of a Brand L toothpaste (CS) paired with
attractive visual scenery (US).
a) The control group did not get the pairing.
iii) Those in the paired group had more positive evaluations of the toothpaste.
ii) there are cultural differences in responses to negative ads as well as educational and
socioeconomic differences in responses
a) politicians know this and create multiple ads targeted at different groups
iii) do not want to create sympathy for the group they are campaigning against as happened when
one group mocked Jean Chretien`s facial paralysis.
1) Classical conditioning accounts for drug-related phenomena, such as cravings and tolerances (see
Module 5.3).
i) Cues that accompany drug use can become conditioned stimuli that elicit cravings.
a.) For example, the sight of a lighter or others smoking can elicit cravings in people who
smoke.
ii) Conditioned drug tolerance, involves physiological responses in preparation for drug
administration.
For example, if a heroin users always administers the drug in the same room and
with the same paraphernalia, the body eventually pairs these cues with the drug
and begins to react as though the drug is already administered (e.g., processes
that metabolize the drug).
Users are subject to overdosing if they use in a different situation or use a
different ritual, because their body hasn’t prepared itself for the injection.
Lecture Launchers
Learning Chapter Classroom Discussion Topics
Twitmyer, Serendipity, and Self-Promotion
Consumer Psychology
Whatever Happened to Little Albert?
Web Resources
Association for Applied Behaviour Analysis: http://www.abainternational.org/
Operant and Classical Conditioning:
http://www.brembs.net/
Using Classical vs. Operant Conditioning:
http://www.utexas.edu/
Classical (Respondent) Conditioning—Valdosta State University:
http://www.edpsycinteractive.org/
Conditioned Emotional Reactions: http://psychclassics.yorku.ca/
Learning Objectives
Know key terminology associated with operant conditioning.
o See the bold, italicized terms below.
Understand the role that consequences play in increasing or decreasing behaviour.
o Positive and negative reinforcement increase the likelihood of a behaviour, whereas
positive and negative punishment decrease the likelihood of a behaviour. In both cases,
the term positive indicates the addition of a stimulus to the situation, and the term
negative indicates a removal of a stimulus.
Understand how schedules of reinforcement affect behaviour.
o Schedules of reinforcement can be fixed or variable, and based on intervals (time) or
ratios (the number of responses). Partial reinforcement tends to elicit greater responding.
Superstitions often arise when it is unclear which behaviour brought about the reward.
Apply your knowledge of operant conditioning to examples.
o Students should be able to read operant conditioning scenarios and determine whether
positive reinforcement, negative reinforcement, positive punishment, or negative
punishment was used.
Analyze the effectiveness of punishment on changing behaviour.
o Many psychologists recommend that people rely on reinforcement to teach new and/or
appropriate behaviours. This is because punishment alone is not very effective and can
have a number of negative side effects. For example, punishment may teach individuals
to engage in avoidance or aggression, instead of developing an appropriate alternative
behaviour.
1) We tend to repeat behaviours that bring rewards and avoid those that lead to punishment.
2) The term operant is used because the individual operates on the environment before consequences can occur.
3) Unlike classical conditioning, operant conditioning involves voluntary actions (e.g., speaking, starting an
activity, etc.) (Table 6.1).
i) Classical conditioning involves reflexive responses.
ii) Classical conditioning also doesn’t require a response for a reward.
a) The dogs got the meat powder regardless of whether they salivated.
Law of effect (p. 246) the idea that responses followed by satisfaction will occur again in the same
situation whereas those that are not followed by satisfaction become less likely.
2) Within a few decades, the famous behaviourist, B.F. Skinner, began conducting his own studies on
reinforcement.
i) Similar to Thorndike, he also used animals in a laboratory.
ii) Pigeons or rats were placed into operant chambers (also called Skinner boxes) (Figure 6.12).
a) These were boxes that included a lever or key that the subject could manipulate.
b) Pushing the lever could result in the delivery of a reinforcer (e.g., food).
Reinforcer (p. 246) is a stimulus that is contingent upon a response, and that increases the
probability of that response occurring again.
Punishment (p. 247) is a process that decreases the future probability of a response.
Punisher (p. 247) is a stimulus that is contingent upon a response, and that results in a decrease
in behaviour.
Positive reinforcement (p. 247) is the strengthening of behaviour after potential reinforcers such
as praise, money, or nourishment follow that behaviour.
Negative reinforcement (p. 247) involves the strengthening of a behaviour because it removes or
diminishes a stimulus.
Avoidance learning (p. 247) is a specific type of negative reinforcement that removes the
possibility of a stimulus occurring.
i) For example, taking a detour to avoid traffic congestion or paying bills to avoid late fees.
Escape learning (p. 247) occurs if a response removes a stimulus that is already present.
ii) For example, covering your ears upon hearing extremely loud music.
a) You cannot avoid the music, so you escape the aversive stimulus.
iii) The responses of avoiding traffic and covering your ears increase in frequency because they
have effectively removed the aversive stimuli.
iv) Many operant chambers are lined with a grid metal floor that can be used to deliver mild
electric shocks.
a) Responses that remove (escape learning) or prevent (avoidance learning) the shock or
negatively reinforced.
Positive punishment (p. 248) is a process in which a behaviour decreases because it adds or
increases a particular stimulus.
6) Some cat owners use positive punishment in an attempt to train their pet.
i) They might spray their cat with a water bottle when it scratches the furniture.
a) The term positive indicates something was added (water) in this case to decrease a
behaviour.
Negative punishment (p. 248) occurs when a behaviour decreases because it removes or
diminishes a particular stimulus.
i) For example, a parent may withhold driving privileges as a result of an undesirable behaviour
(e.g., rule breaking).
Shaping
1) Rats placed in operant chambers do not automatically go straight for the lever and start pressing it;
they have to learn that behaviour.
i) Teaching a rat to do so is accomplished by reinforcing behaviours that approximate lever
pressing.
a) This includes the rat standing up, facing the lever, placing paws on the lever, etc.
Shaping (p. 248) is a procedure in which a specific operant response is created by reinforcing
successive approximations of that response.
Chaining (p. 248) is a similar process involving linking together two or more shaped behaviours
into a more complex action or sequence of actions.
ii) Shaping is done in a step-by-step fashion until the desired response is learned.
iii) Animals acting in movies are almost certainly learned through shaping and chaining.’
Applied behaviour analysis (ABA) (p. 248) involves using close observation, prompting, and
reinforcement to teach behaviours, often to people who experience difficulties and challenges
owing to a developmental condition such as autism.
2) People with autism are usually nonresponsive to normal social cues from an early age, which can lead to
a deficit in developing many skills.
i) For example, explaining how to clear dishes from the dinner table to a child with autism could
be very difficult.
3) Psychologist who specialize in ABA often shape desired behaviours using prompts (e.g., asking the child
to stand up, gather silverware, etc.) and verbal rewards as each step is completed.
1) Investigating why some stimuli affect our behaviour while others have no influence whatsoever.
• Biological reasons?
Primary reinforcers (p. 249) consist of reinforcing stimuli that satisfy basic motivational needs.
Secondary reinforcers (p. 249) consist of reinforcing stimuli that acquire their value through
learning.
2) Our motivation to satisfy basic needs is related to a brain structure called the nucleus accumbens
(Figure 6.13).
i) This area becomes active when processing rewards, such as eating and having sex, as well as
“artificial” rewards, such as smoking cigarettes.
ii) Variations in people’s nucleus accumbens might explain why some people are prone to high-
risk behaviours (e.g., gambling).
a) They need a greater rush in comparison to people who are stimulated by natural rewards.
Discriminative stimulus (p. 250) is a cue or event that indicates that a response, if made, will be
reinforced.
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