1 Classical conditioning a stimulus any event that we can perceive i i if two stimuli regularly occur together in time and space we can learn association b Pavlov s early studies two unrelated stimuli can become associated with eachother through classical conditioning ii he tested a dog 1 dog bell getting food 2 hear bells salivates c Little Albert i Loud noise and mouse ii iii mouse crying loud noise mouse crying 1 Neural Stimulus white rat no experience no feeling 2 Unconditioned Stimulus loud noise normal response 3 Unconditioned response crying normal response automatic triggered by UCS 4 conditioned stimulus NS UCS NS CS d NC always occurs before UCS forward short delay conditioning i ii alternatives 1 simulataneous 2 forward long delay 3 backwards UCS the NS e Honey bees detect explosives f Stimulus Generalization and discrimination i Garcia effect food aversions because of a bad experience even if it wasn t the food that made you sick ii Stimulus generalizations applying what you know about one stimulus to another stimulus and reacting in the same way iii stimulus discrimination ability to distinguish between two different stimuli learned aversion g Erasing associations i counter conditioning CS because a signal for positive CR rather than negative CR ii systematic desensitization slowly erasing a response by exposing a subject to the stimulus in increasing levels of intensity flooding erase association through exhaustion iii iv could be even more traumatic and lead to greater fear h treating human phobias with classical conditioning i phobias irrational fears so intense that they trigger panic attacks ii systematic desensitization virtual reality 2 Operant conditioning learning to behave in a certain way based on positive and negative consequence a Thorndike s law of effect i Cats inside of a puzzle box ii Law of effect the random trial and error behaviors that have satisfactory effects escape from box that will be linked to the situation and with each positive experience are more likely to occur b skinner i radical behaviorism the theoretical position that environment determines all behavior No importance of mind all about punishment and reward ii skinner box operant chamber that controls rewards and punishment thought he create make a better humanity c reinforcement and punishment i Positive reinforcement R presenting a desired stimulus after a desired behavior has occurred ii Negative reinforcement R removing an aversive stimulus after a desired behavior occurred if we want a behavior to occur less frequently or shorter iii 1 Positive punishment P presenting an aversive stimulus after an undesired behavior has occurred 2 Negative punishment P removing a desired stimulus after an undesired behavior has occured d primary and secondary reinforcement i primary reinforcer a stimulus that is naturally desirable UCS ii secondary reinforcer a neutral stimulus that through conditions becomes a desirable CS e schedule s of reinforcement i Note that we tend to start out with continuous or fixed schedules when we are teaching a new behavior and then transition to variable schedules to maximize the strength of the behavior 1 continuous reinforcement when a target behavior is reinforced each and every time it is exhibited will not produce long term changes in behavior if only continuous reinforcement is used the once it stops so will the desired behavior fixed ratio delivered after a number of given occurrences It is useful in establishing a contingency between behavior and reinforcement and it is systematic 2 3 variable ratio schedule involves delivering reinforcement after an approximate number of times the target behavior is exhibited could rang from every 4 3rd to 8th time Useful for maintenance of a reasonable well establish behavior fixed interval designates a specific interval of time after which reinforcement is delivered contingent on appropriate behavior if stopped research shows that the gains made in behavior will decrease 5 variable interval reinforcement is delvered after an average length of time effective for already establish behaviors and can be used when fading out a fixed interval schedule f shaping behavior the process of teaching a desired behavior by reinforcing successive approximations to that behavior Small steps g punishment does not work well because i fails to stop and can increase the occurrence of the undesired response ii punishment arouses strong emotional responses that may generalize iii punishment models aggression iv internal control of behavior is not learned inhibit the punished response during surveillance v can easily become abuse vi pain is strongly associated with aggression vii works best when it occurs every time h Superstitious behaviors associates the wrong behavior with consequence i acts as though the behavior has a meaningful consequence i Extinction and spontaneous recovery i Behavior disappears extinguished ii Typically reappears after a time in spontaneous recovery 3 learned helplessness a studies demonstrated that previous learning can result in a drastic change in behavior those who learned they had no control fail to escape 4 careers a train dolphins
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