what is classical conditioning?
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What is Classical Conditioning?. Chapter 3. Who was Ivan Pavlov, and how did he discover conditioning? Is training a dog to salivate to the sound of a bell a big deal? Can glands learn? What is the best procedure for producing conditioning? How could you make a conditioning effort fail? - PowerPoint PPT PresentationTRANSCRIPT
Chapter 3
*What is Classical Conditioning?
*Chapter 3 Guiding
Questions
* Who was Ivan Pavlov, and how did he discover conditioning?
* Is training a dog to salivate to the sound of a bell a big deal?
* Can glands learn?
* What is the best procedure for producing conditioning?
* How could you make a conditioning effort fail?
* What happens to conditioning when you stop training?
* Why does conditioning occur?
*Our Guiding Questions
* Who was Ivan Pavlov, and how did he discover conditioning?
* What is Pavlovian conditioning?
* What do you need to accomplish Pavlovian conditioning?
* What is higher-order conditioning?
* How is Pavlovian conditioning measured?
* What variables contribute to the success or failure of conditioning?
* What happens to conditioning when you stop training?
* Why does conditioning occur?
*Imagine…
*Close your eyes.
http://www.youtube.com/watch?v=e3mKAKPYh6k
*While watching Jaws, you learned to associate the sound of the theme song with the appearance of a scary shark.*You began to respond to the theme song
before the shark ever appeared.
*Pavlovian Conditioning
*AKA: Classical Conditioning*Ivan Pavlov was a key historical figure in the
study of Pavlovian conditioning
*Pavlovian Conditioning in
its Simplest Form
*Two stimuli are paired (US and CS)
*Organism eventually demonstrates a reflexive response to the CS because of its pairing with the US
*Very important! The organism does not have to do anything for the US-CS pairing to occur
*Basic Procedures
*Unconditional reflex—relationships between an event and a response that exists relatively unconditionally; “unlearned” reflexes*Unconditional stimulus—meat
*Unconditional response—salivation
*Conditional reflex—relationships between an event and a response that exist under certain circumstances (or conditionally)*Conditional stimulus—bell
*Conditional response—salivation
*Basic Procedures
*Unconditional reflex—relationships between an event and a response that exists relatively unconditionally; “unlearned” reflexes*Unconditional stimulus—shark
*Unconditional response—fear/anxiety
*Conditional reflex—relationships between an event and a response that exist under certain circumstances (or conditionally)*Conditional stimulus—Jaws theme song
*Conditional response—fear/anxiety
*Conditioning Sniffy
*In-Class Experiments
*Find a partner!
*Take out a sheet of paper (one sheet per pair).
*Write both of your full names on the paper, the date, and “Classical Conditioning Experiments” somewhere at the top of the paper.
*Basic Procedures
*Unconditional reflex—relationships between an event and a response that exists relatively unconditionally; “unlearned” reflexes*Unconditional stimulus—Puff of air*Unconditional response—Blink
*Conditional reflex—relationships between an event and a response that exist under certain circumstances (or conditionally)*Conditional stimulus—Snap *Conditional response—Blink
*Back to Sniffy
*US—Shock *UR—Fear/freeze *CS—Light *CR—Fear/freeze
* Examples of Pavlovian Conditioning
*Little Albert experiments http://www.youtube.com/watch?v=Xt0ucxOrPQE (but there is an issue with them)
*Taste Aversions
*Fear/Phobia
* Higher-Order Conditioning(A More Advanced Form of
Pavlovian Conditioning)
Pairing a neutral stimulus with a well-established CS so that the organism begins to respond to the neutral stimulus.
*Examples of Higher-Order Conditioning
*Experiment with college students in your text (p. 67).*Child who is bullied develops fear for
other things associated with the bully (Powell, 2006).*You are stung by a wasp then notice
wasps hanging around a shed. You become anxious around sheds (Powell, 2006).
*How is Pavlovian Learning
Measured?
*By recording the latency of the response
*By using test trials in which the CS is presented randomly
*By measuring the intensity of a response
* Very Important Variables that Affect Pavlovian Conditioning
*What makes conditioning more successful or less successful?*The way in which the CS & US are paired.
Some pairings are more successful than others (see flowchart in your text).
*The contingency with which the CS & US are paired. (If one occurs, then the other occurs.)
*The contiguity in the CS-US pairing or the interstimulus interval (ISI). Shorter intervals are often better, but not always.
*The features of the CS and the US. A stronger stimulus is typically more effective (but not always). Ex: Being stung by a wasp in the woods (Powell et al., 2009)
* Whether or not the subject has had previous experience with a stimulus.*Latent inhibition—when the CS is ineffective
because it has often been present without the US
*The number of times the CS and US are paired.
*The amount of time between each trial (or pairing of the CS and US).
*Other variables related to the subject or the environment.
*Extinction
*What happens when training stops?
*Extinction is a procedure in which the CS is repeatedly presented without the US.
*When the CR no longer occurs, it is extinguished. Some CRs are very difficult to extinguish.*After a period of rest, it may be recovered
spontaneously (usually less intense response).
*Theoretical Perspectives of Conditioning: Why
does classical conditioning occur?
*What would Stimulus-Substitution Theory say?*The CS elicits a response because a new
connection in the brain is formed between the CS and the US.*This is not currently a popular theory.
*What would the Wagner-Rescorla Model say?*The amount of conditioning that can occur
determines the success of conditioning. *Other features of the stimuli also play a key
factor.