Chapter 7 Part I

Classical Conditioning

I. Behaviorism

A. Psychological perspectives in the early 1900’s revolved around the inner person.

1. Freud and the unconscious.2. Humanists and free will.3. Trait theorists and inner traits.

B. John B. Watson1. Thought that focusing on the inner characteristics was not truly

scientific. Could not be observed and/or measured.

2. Started studying behavior from the Pavlovian concept of learning.

3. He became the father of Behaviorism, which states that individuals’ personalities and behaviors are shaped

and conditioned by their environment through classical and operant(instrumental) conditioning.

1. Chapter 7 breaks the concept of behaviorism down to focus on how people do learn through conditioning and eventually internalize what they learn to become part of their “self”.

C. Learning and Associations

1. What is learning?A relatively permanent change in behavior or mental

process due to experience (nurture).2. What is association?

Mental connection between events and/or ideas.

Complete these sentences with the FIRST thought that springs to mind ...

I associate chocolate with? I associate tests with?I associate running with? I associate getting in trouble

with?

3. What is Associative Learning?

Learning that certain events occur together every time.a.Classical (Watson) – Two stimuli (events) are paired together and learning by association occurs.

• can opener/food

b.The most BASIC and earliest form of learning. Governed by the CEREBELLUM in the brain.

Pavlov

1. Our class experimentWhat is the “learned” behavior/response?a.What is the lemonade?b.What is the salivation?c.What is the word “Pavlov”?d.What is the salivation?e.How could this be generalized?f.How could you discriminate?g.How will this become extinct?h.When might spontaneous recovery occur?

UCS (first) ------------------> UCRlemonade powder salivation

CS(first)-----------------> UCS --------------------> UCRhearing “pavlov” lemonade salivation

CS -------------------> CRhearing “Pavlov” salivation

Classical or Pavlovian Conditioning

We learn to associate two stimuli

Classical Conditioning

Classical Conditioning organism comes to associate two

stimuli a neutral stimulus that signals an

unconditioned stimulus begins to produce a response that anticipates and prepares for the unconditioned stimulus

Classical Conditioning

Pavlov’s device for recording salivation

Pavlov’s Classic ExperimentBefore Conditioning

During Conditioning After Conditioning

UCS (foodin mouth)

Neutralstimulus(tone)

Nosalivation

UCR (salivation)

Neutralstimulus(tone)

UCS (foodin mouth)

UCR(salivation)

CS(tone)

CR (salivation)

Classical Conditioning Unconditioned Stimulus (UCS)

stimulus that unconditionally--automatically and naturally--triggers a response

Unconditioned Response (UCR) unlearned, naturally occurring response

to the unconditioned stimulus salivation when food is in the mouth

Classical Conditioning Conditioned Stimulus (CS)

originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response

Conditioned Response (CR) learned response to a previously neutral

conditioned stimulus

Classical Conditioning

Acquisition the initial stage in classical conditioning the phase associating a neutral

stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response

CS must come BEFORE UCS Pavlov -- Lemonade Powder

Classical ConditioningUCS(passionate kiss) UCR

(sexualarousal)

CS(onionbreath)

CS(onion breath) CR

(sexualarousal)

UCS(passionate Kiss) UCR

(sexualarousal)

DVD/Cliphttp://vimeo.com/35754924

What is the “learned” behavior/response?

What is the UCS?What is the UCR?What is the CS?What is the CR?

Classical Conditioning

Extinction diminishing of a CR in classical conditioning, when

a UCS does not follow a CS behavior is “extinguished”

Classical Conditioning

Strengthof CR

Pause

Acquisition(CS+UCS)

Extinction(CS alone)

Extinction(CS alone)

Spontaneousrecovery ofCR

Extinction

If a stimulus is never reinforced, then the response will go away.

Generalization

A response can be generalized to other like stimuli.

Variations Within Classical Conditioning

After extinction, a response will suddenly reappear.

Spontaneous Recovery

Generalization is a behavior that spreads from one situation to a similar one. (A baby will call Daddy “Dada.” When the baby sees any man, the baby calls out “Dada.”)

Discrimination is the reverse of generalization. Some stimuli have pleasant consequences and some do not. (A baby gradually learns that only one person responds with a smile when called “Dada.”)

Film

What do you learn about these learning theorists?

Cognitive Processes

Conditioning occurs best when the CS and UCS have just the sort of relationship that would lead a scientist to conclude that the CS causes the UCS. — even in classical conditioning, it is not only the simple stimulus-response association but also the thought that counts.

• Conditioning in advertising

Biological Predispositions

• John Garcia—Conditioned taste aversions

• Not all neutral stimuli can become conditioned stimuli.

• Internal stimuli—associate better with taste

• External stimuli—associate better with pain

• Biological preparedness

Nausea Conditioning in Cancer PatientsUCS(drug)

UCR(nausea)

CS(waiting room)

CS(waitingroom) CR

(nausea)

UCS(drug)

UCR(nausea)

Behaviorism

John B. Watson

viewed psychology as objective science generally agreed-upon

consensus today

recommended study of behavior without reference to unobservable mental processes not universally accepted by all

schools of thought today

Watson & Raynor with Little Albert

Watson took a a baby named Albert and conditioned him to be afraid of white furry objects using Pavlov’s techniques.

Conditioned fear experiments such as Albert’s experience would never occur

today because of the existing ethical

standards.

Conditional Training: Albert and Peter

Mary Cover Jones used an early form of desensitization to prove that fears (phobias) could be unlearned.

Peter, a young boy, had an extreme fear of rabbits. Jones gave Peter his favorite food while slowly bringing the rabbit closer and closer. Eventually Peter no longer panicked around rabbits.

Mary Cover Jones