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PSYCHOLOGY(8th Edition, in Modules)
David Myers
PowerPoint SlidesAneeq Ahmad
Henderson State University
Worth Publishers, © 2007
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2
Classical Conditioning
Module 21
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Classical Conditioning
How Do We Learn?
Classical Conditioning
Pavlov’s Experiments
Extending Pavlov’s Understanding
Pavlov’s Legacy
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Definition
Learning
is
a relatively
permanent
change
in
an
organism’s behavior due to experience.
Learning thus is more flexible, unlike genetically
programmed behaviors of say, Chinooks.
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How Do We Learn?
We learn by association. Our minds naturally
connect events that occur in sequence.
Aristotle, 2000 years ago, suggested this law of association. Then 200 years ago Locke and Hume
reiterated this law.
OBJECTIVE 21‐1| Define learning, and
identify two forms of learning.
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Stimulus‐Stimulus Learning
Learning to associate one stimuluswith another.
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Stimulus‐Stimulus Learning
Learning
to
associate
one
stimuluswith another.
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Response‐Consequence Learning
Learning to associate a responsewith a consequence.
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Response‐Consequence Learning
Learning to associate a responsewith a consequence.
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Ideas
a
of
classical
conditioning
originate
from
old philosophical theories, however it was a
Russian physiologist Ivan Pavlov who elucidated
classical conditioning. His work became seminal for later behaviorists like John Watson and B. F.
Skinner.
Classical Conditioning
Ivan Pavlov (1849‐1936) S o v f o t o
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Pavlov’s Experiments
Before conditioning food (Unconditioned
Stimulus, US) produces salivation
(Unconditioned Response, UR). The tone (neutral stimulus) does not.
OBJECTIVE 21‐2| Explain how an
unconditioned stimulus (US).
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Pavlov’s Experiments
During conditioning, neutral stimulus (tone) and
US (food) are paired resulting in salivation (UR). After conditioning neutral stimulus (now
Conditioned Stimulus, CS) elicits salivation (now
Conditioned Response, CR)
Unconditioned Stimulus (UCS): A stimulus that automatically and naturally triggers a response. Unconditioned Response (UCR): A unlearned, naturally occurring response to the unconditioned stimulus, like salivation in the dog when food is in the mouth. ___________________________________
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Acquisition
The
initial
stage
in
classical
conditioning.
during which association between a neutral stimulus and a US takes place.
1. Neutral stimulus needs to come before the
US for conditioning to occur (most cases).
2. The time between the two stimuli should be
about half a second.
OBJECTIVE 21‐3| Describe the timing
requirements for the initial learning of a
stimulus‐response relationship.
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Acquisition
The CS needs to come half a second beforethe US to cause acquisition.
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Extinction
When a US (food) does not follow a CS (tone) CR (salivation) starts to decrease and at some
point goes extinct.
OBJECTIVE 21‐4| Summarize the processes of
extinction, spontaneous recovery,
generalization, and discrimination.
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Spontaneous Recovery
After
a
rest
period
an
extinguished
CR
(salivation) spontaneously recovers and if CS
(tone) persists alone becomes extinct again.
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Stimulus Generalization
Tendency to respond to
stimuli similar to CS is
called generalization. Pavlov
conditioned the dog’s salivation (CR) by using
miniature vibrators (CS) to
the thigh. When he
subsequently stimulated
other parts of the dog’s body, salivation dropped.
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Stimulus Discrimination
Discrimination is the learned ability to
distinguish between a CS and other stimuli that do not signal a US.
OBJECTIVE 21‐5| Discuss the survival value
of extinction, spontaneous recovery,
generalization and discrimination.
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Extending Pavlov’s Understanding
Pavlov
and
Watson
considered
consciousness
or mind not fit for scientific study of psychology. However, they underestimated
the importance cognitive processes and
biological constraints.
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Cognitive Processes
Early behaviorists believed that learnt behaviors of various animals could be reduced
to mindless mechanisms.
However, later behaviorists suggested that animals learn predictability of a stimulus, thus
learn expectancy or awareness of a stimulus (Rescorla, 1988).
OBJECTIVE 21‐6| Discuss the importance of
cognitive processes in classical conditioning.
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Biological Predispositions
Pavlov and Watson believed that laws of learning were similar across all animals.
Learning in a pigeon and a person was not different.
However, later behaviorists suggested that learning was constrained by animal’s biology.
OBJECTIVE 21‐7| Describe some of the ways
that biological predisposition can affect
learning by classical conditioning.
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Biological Predispositions
John Garcia
Garcia showed that duration
between CS and US can be long
(hours) and yet result in
conditioning. Biologically adaptive
CS (taste) led to conditioning and not others (light or sound).
C o ur t e s y of J oh n G a r c i a
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Biological Predispositions
Even humans develop classically conditioned
nausea.
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Pavlov’s greatest contribution
to psychology is isolating
elementary behaviors from
more complex ones through
objective scientific procedures.
Pavlov’s Legacy
Ivan Pavlov(1849-1936)
OBJECTIVE 21‐8| Summarize Pavlov’s
contribution to our understanding of learning.
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Watson used classical conditioning procedures to
develop advertising
campaigns for a number of organizations including
Maxwell House, making
“coffee break” an American
custom.
Applications of Classical Conditioning
John B. Watson
Br o wnBr o t h e r s
OBJECTIVE 21‐9| Describe some uses of
classical conditioning to improve human
health and well‐being.
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1. Alcoholics can be conditioned (aversively) partly reversing their positive‐associations with alcohol.
2. A drug (plus its taste) that affects the
immune response, can lead the taste to
invoke the immune response through
classical conditioning.
Applications of Classical Conditioning
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