Today’s Class

• Last Day…snow day Documentary Ecstasy

Rising Video Link and viewing Guide posted.
Complete it and show me Thursday.
• Connect Assignment THREE and Due April 12.
• Drug Dependence (10 min)
• Risk and Protective Factors for Drug Use (10
min)
• Learning Chapter FIVE
• What is learning?
• Ivan Pavlov
• Classical Conditioning
 Learning

• Learning involves acquisition of new and

relatively enduring information or behaviors
through experience.
• acquired through experience
• Associative learning: Learning that certain
events occur together
• It feeds habitual behavior.
• Events may be two stimuli or a response and its
consequences.
• (i.e., classical Conditioning and Operant
Conditioning) 3
• Cognitive learning: Acquisition of mental
information by observing events, watching
others, or through language
 Ivan Pavlov and Classical
Conditioning

• Ivan Pavlov Russian Physiologist from

• 1891 until 1936.
• Studied the conditioned reflex in dogs.
• involuntary response-salivation associated with
feeding
• Can it be learned…how?
• Built an experimental environment to carry out
his experiment.
 Classical Conditioning

• Unconditioned= Unlearned,
innate, reflexive.

• Conditioned= Learned through

experience

7
Pavlov’s Classic Experiment
 Pavlov’s Experiments

• Explored conditioning processes

• Acquisition
• Extinction
• Spontaneous recovery
• Generalization
• Discrimination
Today’s Class
 Stimulus

• is any event or object

in the environment to
which an organism
responds.
• plural is stimuli.
 Stimulus and Response
Neutral stimulus (NS)
• occurrence that does not produce response
when presented.
Unconditioned stimulus (US)
• any stimulus that automatically produces
response without prior learning.
Unconditioned response (UR)
• automatic unlearned response made to the
unconditioned stimulus.
 Stimulus and Response
Conditioned stimulus (CS)
• previously NS that, after repeated pairings
with an unconditioned stimulus, produces a
learned response.

Conditioned response (CR)

• learned response made to the conditioned
stimulus.
 Acquisition
• Initial stage where one links a NS and an US

• A NS begins triggering the CR.

• EXAMPLE: Objects, sights, and smells

associated with feeding become conditioned
stimuli for hunger.
 Extinction and Spontaneous
Recovery

• Extinction
• Weakening CR when US does not follow a CS (i.e.,
James has pleasurable experiences swimming so no
longer fears it)
• Spontaneous recovery
• Reappearance, after a pause, of an extinguished CR.
(i.e., the following summer James returns to the pool
and his fear returns)
 Generalization and Discrimination
• Generalization (stimulus generalization)
• respond similarly to stimuli that resemble the CS after
conditioning, including generalized fear response
• (i.e., James does not want to go in bath or hot tub)
• Discrimination
• distinguish between a CS and other irrelevant stimuli
• (i.e., James is ONLY afraid of te Baie D’Urfe pool not
La Salle or Dorval)
 Today’s Class
• Classical Conditioning
• Factors influencing Classical Conditioning (10
min)
• Classical Conditioning in Everyday life (10 min)
• Animal taste aversion (5 min)
• Operant Conditioning and Reinforcement (10
min)
Unnumbered Art, Page 168
Figure 6.1, Page 166
 Classical Conditioning
Classical conditioning:
• simple learning
• attitudes, likes and dislikes
• emotional responses.
• Association formed
between one stimulus and
another.
 Biological
Preparedness

• Primed to learn certain

kinds of associations
over others.
• fear stimuli
• Dangerous to our
ancestors (i.e.,
lightning, snakes and
rats.)
On A Scale of Dog How are you
Feeling?
 Today’s Class
• Good Morning.
• Last day… Classical Conditioning
• Generalization and Discrimination (10 min)
• Little Albert… Can Emotion be Classically
Conditioned (20 Min)
• Classical Conditioning in Everyday Life (10 min)
• Taste Aversion (10 min)
• BF Skinner and Operant Conditioning (10 Min)
 Acquisition, Extinction, and
Spontaneous Recovery
• The rising curve
(simplified here) shows
that the CR rapidly grows
stronger as the NS
becomes a CS due to
repeated pairing with the
US (acquisition).
• The CS weakens when it is
presented alone
(extinction).
• After a pause, the CR
reappears (spontaneous
recovery).
 John Watson and Rosalie Rayner

• Can fear be classically conditioned?

• White Rat and strike bar LOUD BANG! (7X)
• Profound fear of white rat alone
• We no longer needed the complexity of
psychoanalytic theory
• we could explain behaviour in simple terms.
• Fear is generated in environment NOT the
individual
What About the Rat?

Learning

Chapter 6
 Factors Influencing Classical
Conditioning
1. The number of pairings of the CS and the US.
2. The intensity of the US.
3. How reliably the CS predicts the US
4. The temporal relationship between the CS
and the US(see next slide).
Classical Conditioning in Everyday Life

Fear Responses:
• Fears and phobias
• Dental phobia if painful dental work (generalize to
dentists drill, chair, waiting room, office building.)
• Medical treatments (Cancer patients)
Classical Conditioning in Everyday Life

Drug Use (cravings):

• Environmental cues where drugs usually
taken-conditioned stimuli prepares the body.
• When same dose taken in unfamiliar
surroundings, cues initiate protective
mechanisms missing.
• Effects of the drugs more powerful may result
in OD.
Classical Conditioning in Everyday Life
Cravings and Taste Aversions:
• avoid of food associated with
nausea/discomfort
• crave food associated with pleasure

Advertising:
• products with great looking models or celebrities or a
situation where people are enjoying themselves.
Animal Taste Aversion
Operant
Conditioning
• consequences modify
behaviour in future.

• Law of Effect behaviour

that is reinforced tends
to be repeated

• Behaviour that is
ignored or punished is
less likely to be
repeated.
• Thorndike
 Skinner Box

• B.F. Skinner designed a

• soundproof operant-conditioning apparatus.
• lever or bar rat presses to gain a reward of food
pellets or water
• Rats conditioned through shaping by pressing
the bar for rewards.
• Punishment-shock
• disk for pigeons to peck.
• Principles of behaviour control
 Today’s Class
• Reinforcement and Shaping (5 min)
• Continuous and Partial Reinforcement (10 min)
• Positive and Negative Reinforcement
• Reinforcement Schedules
• Punishment (10 min)
• Problems with Punishment (10 min)
 Reinforcer and Shaping
Reinforcer:
• Strengthens response increases probability it
will occur.
Shaping:
• Gradually mold desired behaviour by
reinforcing responses that become
progressively closer to it.
• Or reinforcing successive approximations of
the desired response.
 Continuous and Partial Reinforcement

Is Sheldon using continuous reinforcement or

Partial ?
Continuous reinforcement:
• after every desired or correct response.
• Most effective for new response.

Partial reinforcement:
• some portion of correct responses reinforced.
• more effective maintain or increase rate of
response.
 Reinforcement is NOT Punishment
Positive reinforcement:
• pleasant or desirable consequence increase
the prob of that response occurring
• ‘+’ add something
Negative reinforcement:
• behaviour that is likely to occur again because
followed by the termination of an aversive
condition.
• ‘-’ take something away
• Remember BOTH increase desired behaviour

37
 Primary and Secondary Reinforcement
Primary reinforcers:
• fulfill a basic physical need for survival. No learning.
• food
• water
• sleep
• sex
Secondary reinforcers:
• Acquired or learned by association with other
reinforcers
• money
• grades
• tokens.
 Schedules of Reinforcement

• Remember…

• Ratio certain number of responses

• Interval certain amount of time

 Schedules of Reinforcement

Fixed Ratio:
• is reinforcement given after a fixed
number of correct responses.
Variable Ratio:
• is reinforcement given after a varying
number of correct responses.
 Schedules of Reinforcement

Fixed interval:
• is reinforcement given after a specific
time interval has passed.
Variable Interval:
• is reinforcement given after a varying
amount of time.
 Punishment
Punishment:
• opposite of reinforcement.
• Lowers probability of response.
• addition of unpleasant stimulus OR removal of
a pleasant stimulus.
43
 Today’s Class
• Good Morning.
• Last day… punishment
• Some examples of punishment (5min)
• Problems with Punishment (20 min)
• Comparing Classical Conditioning and Operant
Conditioning (5 min)
• Class Activities 5.2, 5.3, and 5.4 (30 min)
 Punishment

Positive Adding Unpleasant stimulus:

• Scolding
• Criticism
• Prison sentence
Negative Removing of a pleasant stimulus:
• Withhold affection and attention
• Taking away privilege
• Suspending driver’s license
 Problems with Punishment
• Behaviour likely continue when threat of
punishment is removed. Suppressed NOT
forgotten
• Tells us what is inappropriate but does not tell us
what IS appropriate, Does not REPLACE
unwanted behaviour
 Problems with Punishment
• Generates FEAR, ANGER and HOSTILITY
toward punisher.
• Those who administer punishment become
models of aggressive behaviour
• Children of abusive punishing parents more
likely to be abusive themselves
 Problems with Punishment

• Criminal behaviour is influenced by swift and

sure punishment (not always the case).
• Parenting study of over 160,000 children found
that physical punishment rarely corrects
unwanted behaviour
 Problems with Punishment

• Behaviour likely continue when threat of

punishment is removed.
• Tells us what is inappropriate but does not tell
us what IS appropriate
 Complete Activities 5.2, 5.3, and
5.4
• Reinforcement and Punishment
• Reinforcement Schedules
 Handout 4 Examples of
Reinforcement and Punishment
1. Positive Punishment
2. Positive Reinforcement
3. Negative Reinforcement
4. Negative Punishment
5. Positive Reinforcement
6. Negative Punishment
7. Negative Reinforcement
8. Positive Reinforcement
 Handout 5 Partial Reinforcement
Schedules
1. VR
2. FR
3. VI
4. VR
5. FI
6. FR
7. VR
8. VI
9. FR
10.FI
Comparing Classical Conditioning and
Operant Conditioning
Classical Conditioning Operant Conditioning
Basic idea Learning associations between events Learning associations between our
we do not control. behavior and its consequences.
Response Involuntary, automatic. Voluntary, operates on environment.
Acquisition Associating events; NS is paired with Associating a response with a
US and becomes CS. consequence (reinforcer or punisher).
Extinction CR decreases when CS is repeatedly Responding decreases when
presented alone. reinforcement stops.
Spontaneous The reappearance, after a rest The reappearance, after a rest
recovery period, of an extinguished CR. period, of an extinguished response.
Generalization The tendency to respond to stimuli Responses learned in one situation
similar to the CS. occurring in other, similar situations.
Discrimination Learning to distinguish between a CS Learning that some responses, but
and other stimuli that do not signal not others, will be reinforced.
a US.
 COVID Measures
1. If you are fully vaccinated you are able to
go to restaurants, sporting events, travel
and concerts.
2. What is the target behaviour they are
trying to increase?
3. What is the aversive event they are
removing?
 To Change
Your Own Behavior
• Set and announce realistic goals in
measurable terms.
• Decide how, when, and where you will
work toward the goal.
• Monitor how often you engage in desired
behavior.
• Reinforce the desired behavior.
• Reduce the rewards gradually.
 Today’s Class
• Good Morning.
• Last day… punishment
• Cognitive Learning (5 min)
• Albert Bandura Bobo Doll Study (15min)
• Memory Chapter Six
• Joshua Foer Feats of Memory Anyone Can Do
(15 min)
• Exams Returned (5 min)
Cognitive learning:
• Mental processes thinking, knowing,
problem solving, and remembering.
Observational learning (also called social
learning):
• observing the behaviour of others and the
consequences of that behaviour.
• No direct experience needed.
Model:
• Individual who demonstrates a behaviour or
serves as an example in observational
learning.
 Bobo Doll Study

• 72 ss (36 males 36 females) 3-6 yrs

• Group 1 sees aggressive model
• Group 2 sees a non-aggressive model who
ignored the Bobo Doll sat quietly.
• Control Group saw no video
 Bobo Doll Study
• Then a frustrating event (toys taken away)
• Placed in same setting with NO adult present.
• Participants exposed to the aggressive model
imitated much of the aggression.
• Boys more aggressive than girls
• Same sex imitation
• Participants in non-aggressive group showed
less aggressive behaviour NOT less than control
• Observing others aggressive outbursts
INCREASES AGGRESSION because it lowers
inhibitions.