Which component of a classically conditioned behavior automatically elicits a reaction?

Learning

�      A relatively permanent change in behavior that results from experience

�      Adaptive value

Module 5.1

Classical Conditioning: Learning Through Association

Classical Conditioning

�      Ivan Pavlov

�  1849-1936

�  Russian physician/ neurophysiologist

�  Nobel Prize in 1904

�  studied digestive secretions

Classical Conditioning

�      Classical Conditioning

�   organism comes to associate two stimuli

�   lightning and thunder

�   tone and food

�   begins with a reflex

�   a neutral stimulus is paired with a stimulus that evokes the reflex

�   neutral stimulus eventually comes to evoke the reflex

Pavlov and his associates at his lab

Pavlov�s Apparatus (Figure 5.1)

Components of Classical Conditioning

�      Unconditioned Stimulus (UCS)

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

�      Unconditioned Response (UCR)

�   unlearned, naturally occurring automatic response to the unconditioned stimulus

�   salivation when food is in the mouth

Components of Classical Conditioning

�      Conditioned Stimulus (CS)

�   previously neutral 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

Components of Classical Conditioning

Neutral Stimulus (NS)

Unconditioned Stimulus (US)

Conditioned �Stimulus (CS)

Classical Conditioning (Figure 5.2)

Let him touch but say: HOT!!!! right before he touches

Stages of conditioning

�      Acquisition

�   the initial stage of learning, during which a response is established and gradually strengthened

�   in classical conditioning, the phase in which a stimulus comes to evoke a conditioned response

�   in operant conditioning, the strengthening of a reinforced response

Other Effects

�       Extinction: CR weakens and disappears when presented in the absence of the US

�       Spontaneous recovery: CR returns when again exposed to the CS

�      Stimulus generalization: stimuli similar to CS elicit CR

�      Stimulus discrimination: stimuli similar but not identical to CS do not elicit CR

�      Higher-order conditioning: previously neutral stimulus elicits CR after pairing with CS that already elicits CR

Strengthened Conditioned Responses

�      Frequency of pairings

�      Timing

�      Intensity of US

Cognitive Perspective

�      Rescorla

�      Conditioning depends on the predictive information of the CS

�   Predict events in the environment

�   Preparedness

John B. Watson

�      Watson: Little Albert

�   Conditioned emotional reaction (CER)

�   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

John B. Watson

Give me a dozen healthy infants, well-formed, and by my own specified world to bring them up in and I�ll guarantee to take anyone at random and train him to become any type of specialist I might select - doctor, lawyer, artist, merchant-chief, and yes, even

beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors� (Watson, 1924, p. 30).

Examples of Classical Conditioning

�      Phobias

�      Positive emotions

�      Drug cravings

�      Conditioned taste aversion

�      Immune system

Module 5.2

Operant Conditioning: Learning Through Consequences

Thorndike and the Law of Effect

Law of Effect

�      Operant Conditioning

�   type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment

�      Law of Effect

�   Thorndike�s principle that behaviors followed by favorable consequences become more likely and behaviors followed by unfavorable consequences become less likely

B. F. Skinner and Operant Conditioning

Operant Conditioning

�       Learning�consequences of a response determine the likelihood that it will be repeated

�       First studied with Skinner box

�    soundproof chamber with a bar or key that an animal presses or pecks to release a food or water reward

�    contains a device to record responses

Principles of Operant Conditioning

�      Discriminative stimulus

�   Signals reinforcement is available

�      Reinforcement

�   Positive: reinforce by adding something pleasant

�   Negative: reinforce by removing something unpleasant

�      Extinction

Levels of Reinforcement

�      Primary reinforcers

�   Satisfy basic biological needs or drives

�      Secondary reinforcers

�   Reinforcement value based on association with primary reinforcers

Shaping

�      Method of successive approximations

�      Reinforce responses that are closer and closer to correct response

�      Reinforcer

�   any event that strengthens the behavior it follows

�      Shaping

�   conditioning procedure in which reinforcers guide behavior toward closer approximations of a desired goal

Schedules of Reinforcement

�      Timing the delivery of reinforcement

�      Continuous reinforcement

�    reinforcing the desired response each time it occurs

�    learning occurs rapidly

�    extinction occurs rapidly

Partial reinforcement

�    reinforcing a response only part of the time

�    results in slower acquisition

�    greater resistance to extinction

�    Ratio schedules: fixed or variable

�    Interval schedules: fixed or variable

Schedules of Reinforcement

�      Fixed Ratio (FR)

�   reinforces a response only after a specified number of responses

�   faster you respond the more rewards you get

�   different ratios

�   very high rate of responding

�   like piecework pay

Schedules of Reinforcement

�   Variable Ratio (VR)

�reinforces a response after an unpredictable number of responses

�average ratios

�like gambling, fishing

�very hard to extinguish because of unpredictability

Schedules of Reinforcement

�      Fixed Interval (FI)

�  reinforces a response only after a specified time has elapsed

�  response occurs more frequently as the anticipated time for reward draws near

Schedules of Reinforcement

�      Variable Interval (VI)

�  reinforces a response at unpredictable time intervals

�  produces slow steady responding

�  like pop quiz

Schedules of Reinforcement

Escape and Avoidance Learning

�      Escape learning: escape an aversive stimulus by performing an operant response

�      Avoidance learning: avoid an aversive stimulus by performing an operant response

Punishment

�      Consequence that weakens or suppresses a response

�   Removal of a reinforcing stimulus

�   Introduction of an aversive stimulus

Punishment

�      Often confused with negative reinforcement

�      Is NOT the same as negative reinforcement

�      How are they different?

�   Punishment

�   Introduces an aversive stimulus

�   Weakens a behavior

�   Negative reinforcement

�   Removes an aversive stimulus

�   Strengthens a behavior

Drawbacks of Punishment

�      May suppress but not eliminate undesirable behavior

�      Does not teach new behaviors

�      Can have undesirable consequences

�      May become abusive

�      May provide inappropriate modeling

Applications of Operant Conditioning

�      Biofeedback training

�      Behavior modification

�   Token economy program

�      Programmed instruction

�   Computer-assisted instruction

Module 5.3

Cognitive Learning

�      Mental processes

�   Thinking

�   Information processing

�   Problem solving

�   Mental imaging

Insight Learning

�      Wolfgang Kohler (1887-1967)

�   Experiment with Sultan the chimp

�      Insight learning - A reorganization of the stimulus elements that yield the solution to a problem

�    Typically, it occurs when we mentally work through a problem until there is sudden and often novel realization of the solution. Although it might seem as if no progress is being made,� your mind may be subconsciously working to arrive at a solution.

�   �Aha!� phenomenon

Latent Learning

Observational Learning

�      Vicarious learning or modeling

�      Learn new behaviors through imitation

�      Example: learned fears

Module 5.4

Application: Putting Reinforcement into Practice

Applying Reinforcement

�      Be specific

�      Use specific language

�      Select a reinforcer

�      Explain the contingency

�      Apply the reinforcer

�      Track the desired behavior

�      Wean from the reinforcer

Giving Praise

�      Make eye contact and smile

�      Use hugs

�      Be specific

�      Reward effort, not outcome

�      Avoid repeating yourself

�      Don�t end on a sour note

What component of a classically conditioned behavior automatically elicits a reaction?

What elicits a response in classical conditioning?

What are the components of classically conditioned?

What are the 4 components of classical conditioning?