Thinking About Psychology The Science of Mind and

Development and Learning Domain

Learning and Language

Module 14 Classical Conditioning

Module Overview • • • Experiencing Classical Conditioning Components of Classical Conditioning Processes Ivan Pavlov’s Discovery Generalization and Discrimination John Watson and the Classical Conditioning of Emotions • Cognition and Biological Predispositions Click on the any of the above hyperlinks to go to that section in the presentation.

Module 14: Classical Conditioning Experiencing Classical Conditioning

Learning • A relatively permanent change in behavior caused by experience.

Classical Conditioning • A type of learning in which a stimulus gains the power to cause a response. • The stimulus predicts another stimulus that already produces that response • Form of learning by association

Stimulus-Response • Stimulus - anything in the environment that one can respond to. • Response – any behavior or action.

Stimulus-Response Relationship

Module 14: Classical Conditioning Components of Classical Conditioning

Unconditioned Stimulus (US) • A stimulus that triggers a response reflexively and automatically. • Classical conditioning cannot happen with a unconditioned stimulus.

Unconditioned Response (UR) • An automatic response to the unconditioned stimulus. • The relationship between the UCS and UCR must be reflexive and automatic, not learned

Conditioned Stimulus (CS) • A previously neutral stimulus that, • through learning, gains the power to cause a response. • The CS must be a neutral stimulus before conditioning occurs.

Conditioned Response (CR) • The response to the conditioned stimulus. • Usually the same behavior as the UCR

Module 14: Classical Conditioning Processes

Module 14: Classical Conditioning Processes: Acquisition

Acquisition • The process of developing a learned response. • The subject learns a new response (CR) to a previously neutral stimulus (CS)

Acquisition

Module 14: Classical Conditioning Processes: Extinction

Extinction • In classical conditioning, the diminishing of a learned response after repeated presentation of the conditioned stimulus alone. • In classical conditioning, the continual presentation of the CS without the UCS

Extinction

Module 14: Classical Conditioning Ivan Pavlov’s Discovery

Ivan Pavlov (1849 -1936) • Russian physiologist and learning theorist famous for discovery of classical conditioning, in which learning occurs through association.

Pavlov’s Method of Collecting Saliva

Pavlov’s Research Apparatus

Pavlov’s Experiment

Module 14: Classical Conditioning Generalization and Discrimination

Generalization • Producing the same response to two similar stimuli. • The more similar the substitute stimulus is to the original used in conditioning, the stronger the generalized response

Generalization

Discrimination • The ability to distinguish between two signals or stimuli and produce different responses. • The subject learns that one stimuli predicts the UCS and the other does not.

Module 14: Classical Conditioning John Watson and the Classical Conditioning of Emotions

Behaviorism • The theory that psychology should only study observable behaviors, not mental processes. • Founded by John Watson

John Watson • Founder of behaviorism, • theory that psychology should restrict its efforts to studying observable behaviors, • not mental processes

Little Albert • 11 -month-old infant • Watson and Rosalie Rayner, conditioned Albert to be frightened of white rats • Led to questions about experimental ethics

Little Albert – Before Conditioning

Little Albert – During Conditioning

Little Albert – After Conditioning

Little Albert - Generalization

Module 14: Classical Conditioning Cognition and Biological Predispositions

Cognition • All mental processes associated with thinking, knowing, and remembering. • What effect does cognition have on learning?

Robert Rescorla (1940 - ) • Developed, along with Allan Wagner, • a theory that emphasized the importance of cognitive processes in classical conditioning. • Pointed out that subjects had to determine (think) whether the CS was a reliable predictor of the UCS

Taste Aversion • Subjects become classically conditioned to avoid specific tastes, because the tastes are associated with nausea. • John Garcia (1917 - )

Module 14: Classical Conditioning Cognition and Biological Predispositions: Cognition and Classical Conditioning

Module 14: Classical Conditioning Cognition and Biological Predispositions: Taste Aversion and the Role of Biology

The End

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Teacher Information • Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. • Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. • By presenting information in small chunks, students will find it easier to process and remember the concepts. • By continually changing slides, students will stay interested in the presentation. • To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. • Please feel free to contact me at korek@germantown. k 12. wi. us with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek Germantown High School Germantown, WI 53022

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