Classical conditioning & learning
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| Learning | A relatively permanent change in behavior, attitude, knowledge, and capability; Acquired through experience not illness, maturation, or injury | ||||
| The Black Box | Stimulus goes in and a response comes out; doesn't matter whats inside; Same principal for all animals so we can generalize; Stimulus-box-Response | ||||
| Classical Conditioning | Discovered on accident during a saliva experiment; A type of learning in which one organism learns to associate one stimulus with another | ||||
| Dogs would salivate when: | 1. They heard footsteps of the lab assistants 2. Heard the food dishes rattle 3. Saw the attendants who fed them 4. Saw the food | ||||
| Stimulus | Any event or object in the environment to which an organism responds | ||||
| Reflex | An involuntary response to a stimulus; Ex. Eye blink to a puff of air | ||||
| Conditioned reflex | A response elicited by and unconditioned stimulus with prior learning; Salivate at the sight of food | ||||
| Unconditioned response | Response that is elicited by an unconditioned stimulus without prior learning; Salivation, startle, contraction of pupil to light, eye blink response | ||||
| Unconditioned stimulus | Stimulus that elicits a specific unconditioned response without learning; Food, loud noise, light in eye, puff of air in eye | ||||
| Conditioned stimulus | Neutral stimulus that, after repeated with unconditioned stimulus, becomes associated with it and elicits a conditioned response | ||||
| Conditioned response | Learned response that comes to be elicited by a conditioned stimulus as a result of repeated pairing with an unconditioned stimulus | ||||
| High-order conditioning | Occurs when the conditioned stimulus are linked together to form a series of signals; ex. steps leading to a blood drawl at a clinic | ||||
| Extinction | Weakening and eventual disappearance of the conditioned response as a result of repeated presentation of the conditioned stimulus without the unconditioned stimulus | ||||
| Spontaneous recovery | Reappearance of an extinguished response after exposure to the original conditioned stimulus following a rest period | ||||
| Generalization | Tendency to make a conditioned response to a stimulus that is similar to the conditioned stimulus | ||||
| Discrimination | Learned ability to distinguish between similar stimuli so that the conditioned response occurs only to the original conditioned stimulus but not to similar stimuli | ||||
| John B. Watson and emotional conditioning | 1919; Little Albert was conditioned by a loud noise to fear white rats and other white objects | ||||
| Robert Rescorla | Demonstrated that classical conditioning is not repeated pairing of the CS and the UCS; depends on whether the CS provides information that enables reliable prediction of the UCS; Pairings of tones and shocks | ||||
| Tones and shocks: | only the group where the tone reliably predicted the shock developed a conditioned fear response; when the tone provided no clue about the shock pairings did not lead to conditioning | ||||
| Biological Predispositions | Smell and taste are closely associated because the smell of a certain food is a signal of its taste and the sensation of eating it | ||||
| Classical conditioning in every day life | Fear responses, drug use, advertising, the immune system | ||||
| Fear responses | Dental visits; sound of the drill and suction, smell of the office, sight of the chair and light | ||||
| Drug use | The CS associated with drug use leads individuals to seek out those substances; counselors encourage recovering users to avoid those stimuli like people, places, and things | ||||
| Advertising | A neutral product is associated with people, objects, or situations customers like to elicit a positive response | ||||
| The Immune system | Chemotherapy treatments can result in conditioned taste aversion; providing a "scapegoat" target can help patients maintain a healthy diet | ||||
| Pavlov's second signal system | Related to the way we learn meanings to words; a signal of signals; Seeing an apple (first stimulus), naming the apple (second stimulus); More intense stimuli lead to more rapid conditioning | ||||
| 4 tenets of association theory | 1. Temporal Contiguity 2. Intensity 3. Frequency 4. Similarity |
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Created by:
Rootb
on 2011-11-03