chapter 6 section 1 section 1 classical conditioning learning or not
TRANSCRIPT
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Chapter 6
Section 1
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Section 1 Classical Conditioning
Learning
Or
Not
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Classical Conditioning
• A simple from of learning in which one stimulus comes to call forth the response usually called forth by another stimulus
• 2 stimuli have been associated with each other
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Does Pasta make Does Lemons?your mouth water?
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continued• Stimulus-something that produces a
reaction
• Response from a person or animals
example-- mouth watering
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Pavlov Dogs
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Ivan Pavlov
• Dog started to salivate from the sound of the mental food bowls
• Used bell instead of mental bowl sound
• Dog learned to salivate with the sound of the bell alone
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• Unconditioned StimulusA stimulus that causes a response that is
automatic not learned
• Unconditioned response– The automatic response not learned
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• Conditioned response– A learned response to a stimulus that was
previously neutral
• Conditioned stimulus– Learned or conditioned
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Classical ConditioningBefore conditioning
Bell
Neutral stimulus
• Food
Unconditioned stimulus
• No response
• Unconditioned response (salivation)
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During conditioning
• Bell neutral stimulus
+ =
Unconditional stimulus
• Unconditioned response
• (salivation)
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After conditioning
• Conditioned stimulus = Bell
• Conditioned response= salivation
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Adapting to the Environment
• Taste aversion– A learned avoidance of a particular food
• Extinction– CS (bell) is disconnected from the US (food),
the CS no longer causes the CR (salivating) to occur.
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• Flooding– Exposed to the fear until fear is extinguished.
• Systematic Desensitization– People are taught relaxation techniques while
being gradually exposed to their fear.
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• Counter conditioning– Fears are paired with pleasant experiences
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Operant conditioning ---learning to do something because of the consequence of the
actions
Rewards and reinforcements are similar
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Reinforcement—the process by which a stimulus increases the chances that the preceding behavior will
occur again.
Mouse and leverQuicker until no longer hungry.
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Types of reinforcements
• `Primary ---food, water, and adequate warmth –do not need to be taught value of these
• Secondary reinforcements---money, social approval, attention, grades in school.
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Positive reinforcements
• increase the frequency of the behavior they follow when applied
• food• fun • social approval• Good grade-college,
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Negative reinforcement
encourage a behavior by being removed
• fear, discomfort, social disapproval
• Ex: food in teeth- floss,
• hot in sun move to shade,
• itch --scratching
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punishment
• discourage a behavior by being applied
• Physical• Grounding
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Schedule of reinforcement
• Continuous-every time the behavior occurs (rat always got food)
• Partial reinforcement- behavior is not reinforced every time. Last longer
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Categories of partial reinforcement schedules
Interval schedules- a fixed amount of time has to pass before reinforcement
is given
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Shaping
• breaking it down- reinforcing the small steps
• Learning to read, math, riding a bike
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Program learning
• steps are reinforced after each step and the student knows if it is right, or wrong (try again)
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Ch 6 section 3
Cognitive Factors in Learning
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Latent learning
• Learning that remains hidden until it is needed
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Observational learning
• Acquire knowledge and skills by observing and imitation others– Aggression– Speak– Eat– Play nice with others
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PQ4R
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Preview
• Get a general picture /idea of what is covered
• Flip through some pages
• Look at some pictures
• Read some of the homework questions
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Question
• Make questions from the headings
• Some textbooks have guided reading questions all ready on the front page of each section
• You could use the homework questions from the textbook also
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Read• Read with a sense of purpose
• Use the two column T chart
• Write down the answers as you read
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Reflect
• Try to make mental images of the subject matter
• Relate it to information that you already know
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Recite
• Talking out loud to yourself
• Helps you understand and remember
• Quiz yourself
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Review
• Relearning leads to remembering
• Quiz a friend
• Break up the amount of time that you study– Every day before the test – Night of test
• 1 hour-----rest------30 minutes---------rest—repeat• Next morning-----1 hours to 30 minutes review
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THE
END