ASSOCIATIVELEARNING learningtoassociateonestimuluswanotherclassicalconditioningUNIT 3 learningtoassociatearesponsewaconsequenceoperantconditioninglearningclassicalconditioningIdeasofclassicalconditioningoriginatefromoldphilosophicaltheoriesHoweverItwastheRussianpsychologistIvanPavlovwhoelucidatedclassicalconditioningHisworkprovidedabasisforlaterbehavioristslikeJohnWatsonGstudiedthedigestionofdogsdogswouldsalivatebeforetheyweregivenfoodtriggeredbysoundslightsetcdogsmusthavelearnedhowtosalivatePavlov'sExperimentsduringconditioningtheneutralstimulustoneandtheUSfoodarepairedresultinginsalivationURAfterconditioningtheneutralstimulusnowconditionedStimulusUS elicitssalivationnowconditionedResponseCkTheconditionedstimulusCSneedstocomehalfasecondishe unconammeasamauscussaracanismm tooccur foreverthemomentCSTheinitiallearningstageinclassicalconditioninginwhichanassociationbetweenaneutralstimulus anunconditional US extinctionstimulustakesplaceThisispassivelearningautomatic learnerdoesnothavetothink odelayedconditioning presentCSFirstthingyouneedisaunconditionalrelationship whileCsisstilltherepresentUcsUnconditionalStimulus somethingthatelicitsanaturalreflexiveresponse Dtraceconditioning presentCSunconditionalResponse responsetotheUS shortbreakthenpresentUcsafterawhilethebodybeginstolinktogethertheneutralstimuluswtheUS osimultaneousconditioning CSatheneutralstimulus conditionedstimulusCs Ucsarepresentedatthesametimetheunconditionalresponse conditionedresponse 0Backwardconditioning UcsisSpontaneousRecovery presentedthenCSispresentedSometimesafterextinctiontheCRstillrandomlyappearsafterCSispresentedAfterarestperiodanextinguishedCRsalivationspontaneouslyrecoversbutiftheCstonepersistsalonetheCRbecomesextinctagain stimulus generalization stimulusdiscriminationtendencytorespondtostimulisimilartothecs discriminationisthelearnedabilitytodistinguishbetweenPavlovconditionedthedog'ssalivationerbyusing aconditionedstimulusaotherstimulithatdonotsignalanminiaturevibratorsesonthethighWhennesub unconditionedstimulusSequentlystimulatedotherpartsofthedog'sbody somethingissodifferenttothecssoyoudonotgetacRsalvationdroppedSomethingissosimilartothecsthatyougeterEarlybehavioristsbelievedthatearnedbehaviorsofanimalscould PavlovandWatsonconsideredconsciousbereducedtomindlessmechanisms nessormindunfitforthescientificstudyofiii mmLaterbehavioristssuggestedthatanimalslearnthepredictabilityofa psychologyHowevertheyunderestimatedtheimportanceofcognitiveprocessesandbiostimulus meaningtheylearnexpectancyorawarenessofastmumslogicalrestraintsPavlovandwatsonbellevedthatlawsoflearningweresimilarforallanimalsTherefore apigeonandapersondonotdifferintheirlearning Howeverbehavioristslatersuggestedthatlearningisconstrainedbyananimal'sbiology parlor'sgreatestcontributiontopsychologyisgarotaandkoellingexperiment isolatingelementarybehaviorsstudiedratsandnowtheymakeassociations frommorecomplexonessomeassociationsseemtobeadaptive throughobjectivescientificCs Ucs Learnedresponse proceduresloudnoise shock fearloudnoise radiationnausea nothingSweetwater shock nothingSweetwater radiationnausea avoidwaterGarciasnowedusthatthedurationbetweenthecsandtheusmaybelonghoursbutyetresultinconditioningAbiologicallyadaptiveCsctasteledtoconditioningbutotherstimulicsightorsoundldidnotGevenhumanscandevelopclassicallytoconditioned nauseaApplicationsofClassicalconditioning1 Formercrackcocaineusersshouldavoidcuespeopleplacesassociatedwpreviousdruguse2 ThroughclassicalconditioningadrugplusitstastethataffectstheimmuneresponsemaycausethetasteofthedrugtoinvoketheImmuneresponseClassicalconditioningandHumansJohnWatsonbroughtclassicalconditioningtopsychologywhisBabyAlbertexperimentThistypeofclassicalconditioningisalsoknownasaversiveconditioningWatsonusedclassicalconditioningprocedurestodevelopadvertisingcampaignsforanumberoforganizationsincludingMaxwellHousemakingthecoffeebreakanAmericancustomOPERANTCONDITIONING thelearningisbasedon consequencethelawofeffectEdwardThorndike In gbehaviorchangesbleofitsconsequencerewardsstrengthenbehaviorIfconsequencesareunpleasanttheStimulusRewardconnectionwillweakencalledtheentireprocessinstrumentallearningB F SkinnerThemacDaddyofOpperantconditioningBelievedinnurtureinthenaturevsnurturedebateUsedaskinnerBoxtoprovehisconceptsachamberusedtostudyanimalbehaviorcarefullydesignedtoemita ofconsequencesfromthebehaviorsoftheanimalscontainedReinforcersAreinforcerisanythingthatincreasesabehaviorpositivereinforcement theadditionofsomethingpleasentnegativereinforcement theremovalofsomethingunpleasant2typesofNRoescapelearningoavoidancelearninggettingkickedoutofclassuscuttingclassPunishmentmeanstodecreaseabehaviorpositivepunishment additionofsomethingunpleasant reinforcementnegativepunishmentomissiontraining removalofsomethingpleasant refspunishmentworksbestwhenitisimmediatelydoneafterbehaviorandifitisharsh bothavoidingabadgradeanaversiveeventthatdecreasesthebehavioritfollows andorgettingagoodgradenegativereinforcement cesqnnfoegqmn.gg EffreementavoidancelearningAlthoughtheremaybesomejustificationforoccasionalpunishmentLarzelaere Baumrind2002 itusuallyleadstonegativeeffects1 resultsinunwantedfears2 conveysnoinfototheorganism3 justifiespaintoothers4 causesunwantedbehaviorstoreappearinitsabsence5causesaggressiontowardtheagent6causesoneunwantedbehaviortoappearinplaceofanotherchainingbehaviors subjectsaretaughtanumberofresponsessuccessivelyinordertogetarewardPrimaryusSecondaryReinforcersprimaryreinforcersthingsthatarerewardingwinthemselvessecondaryreinforcers thingswehavelearnedtovalueLEXmoneyisaspecialsecondaryreinforcercalledageneralizedreinforcerbleitcanbetradedforjustaboutanything TokenEconomy PremackPrincipleeverytimeadesiredbehaviorisperformediatokenisgiven youhavetotakeintoconsiderationthetheycantradetokensinforavarietyofprizes reinforcers reinforcersusedUsedinhomesprisonsmentalinstitutionsandschools Isthereinforcerwanted oratleastisitmorepreferablethanthetargetedbehaviorReinforcementschedulesHowoftendoyougivethereinforcerEverytimeorjustsometimesyouseethebehaviorpatioschedulesContinuousvsPartialReinforcementreinforcethebehaviorOreinforcethebehavior FixedRatio VariableRatioEVERYTIMEthebehavior onlySOMEofthetimes oprovidesareinforcementafteraSET ofresponsesProvidesareinforcementisexhibited Hisexhibited afteraRANDOM ofresponsesthesubjectsfirst OButismoreresistanttoextinction overyhardtogetlearningtomakethe 04typesofpartialreinforcement acquisitionbutalsoassociation veryresistanttoacquisitionandschedulesextinctionextinctioncomereallyIntervalschedules FixedusvariableFixed requiresasetamountoftimetoelapsebeforegivingreinforcementVariablerequiresarandomamountoftimetoelapsecognition operantconditioningEvidenceofcognitiveprocessesduringoperantlearningcomesfromratsduringamazeexplorationinwhichtheynavigatethemazewithanobviousrewardRatsseemtodevelopcognitivemaps ormentalrepresentationsofthelayoutofthemazeenvironmentqwhenanincentiveisgivenTolman Honzik1930EdwardTolemand3ratexperimentlatent hidden