Transcript Classical Conditioning

Learning
WHO LET THE DOGS OUT????
Module 9
Definition
 Learning” is one of those everyday terms about
which we say, “I know what it means…” until we
attempt a formal definition. How would you define
learning?
 Seriously… give it a try. Then click here.
3 types of Learning
 Classical Conditioning
 Operant Conditioning: the Law of Effect
 Cognitive Learning
Classical Conditioning
 Ivan Pavlov (early 1900s) is the most commonly
associated name with classical conditioning
 Classical conditioning is a type of learning in which a
neutral stimulus acquires the ability to produce a
response that was originally produced by a different
stimulus.
 Confused yet?
Terms
 Neutral stimulus – something causes a sensory
response, ie is heard, seen or smelled, but does NOT
produce the reflex being tested
 Unconditioned stimulus (UCS) –stimulus that
triggers or elicits a physiological reflex, such as
drooling or eye blinking
 Unconditioned response (UCR) – unlearned,
innate, involuntary physiological reflex that is
elicited by the UCS
More terms
 Conditioned Stimulus(CS) – A formerly neutral
stimulus that gains the ability to elcit a response that
was previoulsy elicited by the unconditioned
stimulus
 Conditioned Response (CR) – is elicited by the
conditioned stimulus, and is similar but not identical
to the unconditioned response
Using the terms with Pavlov
 Neutral stimulus – bell – can be heard but does not
produce a response
 UCS – food – can make the dog drool
 UCR – drooling in response to the UCS
How the UCS becomes a CS
 Just before giving the dog food, ring the bell.
 When the dog gets the food, he starts to drool.
 After 10 – 100 trials, test the dog. If the bell alone
will make the dog drool, then the bell has become a
CS, and the drooling a CR.
 Basically, animals use classical conditioning to help
predict what is going to happen, and therefore is vital
to survival
 Train that Dog!
Theories of how classical conditioning helps learning
 Stimulus Substitution – a neural association is
formed between the neutral stimulus and the UCS.
After many trials, the neutral stimulus becomes a
CS and acts as a substitute for the UCS. Thereafter
it produces a similar response
 Contiguity theory – two events which are
contiguous become paired
 Cognitive perspective – organisms learn
predictable relationships between stimuli,
regardless of elapsed time. Classical conditioning
occurs because of expectation
Other important terms
 Generalization – similar stimuli cause similar
responses
 Discrimination – can distinguish between stimuli
 Extinction – if conditioned stimulus occurs
repeatedly without the UCS, the CR will eventually
stop
 Spontaneous recovery – when extinction is reversed
Adaptive values
 Taste aversion learning - Monarch butterflies and
birds, alcohol or food poisoning, bait shyness. One
trail can be enough.
 Emotional response – fear or love can be elicited by
situations, smells, tastes or experiences
 Motor reflex responses are conditioned in the
cerebellum, emotional responses are conditioned in
the amygdala
Systematic Desensitization
 Basically, a system to “uncondition” fearful stimuli
by pairing anxiety-provoking thoughts or images
with feelings of relaxation
 Step 1 – learn relaxation techniques
 Step 2 - Make an “anxiety hierarchy”, from most
stressful to least stressful
 Step 3 – relax, and then imagine self in the least
stressful situation. Stop and return to relazed state if
too stressful. Continue until habitualized to that
step, and then move to the next. Can also be done in
live situations.
Learning definition
 Learning is a relatively enduring or permanent
change in behaviour that results from previous
experience with certain stimuli and responses. The
term behaviour includes unobservable mental events
(thoughts, images) and observable responses
(fainting, drooling, vomiting).