Classical Conditioning Basic form of learning. Eysenck s patient Pavlov: His background and discovery

Similar documents
Learning. Relatively permanent behavior change that is acquired through experience

LEARNING. Chapter 6 (Bernstein), pages

Programmed Learning Review

Introduction to Learning. Chapter 1

GCSE PSYCHOLOGY UNIT 2 LEARNING REVISION

A BEHAVIORAL VIEW OF LEARNING

How do we Learn? How do you know you ve learned something? CLASS OBJECTIVES: What is learning? What is Classical Conditioning? Chapter 6 Learning

Classical (Pavlovian) Conditioning

Learning. Any relatively permanent change in behavior brought about by experience or practice. Permanent Experience Practice

Behavioural Therapy A GUIDE TO COUNSELLING THERAPIES (DVD) Published by: J & S Garrett Pty Ltd ACN

Okami Study Guide: Chapter 7

Chapter 5: Learning I. Introduction: What Is Learning? learning Conditioning II. Classical Conditioning: Associating Stimuli Ivan Pavlov

Outline. General Psychology PSYC 200. Definition. Habituation. Habituation. Classical Conditioning 3/17/2015. Learning

Psychology with Mr. Duez UNIT 3 "Learning" LEARNING TARGETS

Chapter 7 Conditioning and Learning

Today. Learning. Learning. What is Learning? The Biological Basis. Hebbian Learning in Neurons

IT'S NOT JUST ABOUT SALIVATING DOGS! Pavlov, I. P. (1927). Conditioned reflexes. London: Oxford University Press.

HONORS PSYCHOLOGY REVIEW QUESTIONS

Classical Conditioning Overview

Chapter 5. Learning. Outline

Classical Conditioning

UNIT 6: LEARNING. 6. When the US is presented prior to a neutral stimulus, conditioning DOES NOT (does/does not) occur.

Learning: Classical Conditioning

Classical Conditioning

GCSE Psychology Learning

Learning Theories 4- Behaviorism

Learning UNIT 6 UNIT PREVIEW UNIT GUIDE

Behavioral Principles. S-R Learning. Pavlov & Classical Conditioning 12/2/2009

Encyclopedia of School Psychology Conditioning: Classical And Operant

Learning. Chapter 5. How have you used reinforcement to modify your own behavior or the behavior of others? Video 00:00 / 02:28

Chapter 15. Historical Perspective. How the world creates who you are: behaviorism and social learning theory

Theories for Child Development: What are they and why should you care? Lifespan Developmental Theory

Image Source: Markstivers.com

3 Classical conditioning: involuntary associations

IMPORTANT BEHAVIOURISTIC THEORIES

Learning from Experience. Definition of Learning. Psychological definition. Pavlov: Classical Conditioning

Learning is defined as a relatively permanent change in behavior that occurs as a result of experience.

LEARNING AND CONDITIONING

Section 2 - Behavior Modification Section Reinforcement

Classical vs. Operant Conditioning

PSYCHOTHERAPY. MODULE -V Social and Applied Psychology OBJECTIVES 24.1 MEDICAL MODEL. Psychotherapy. Notes

Chapter 5. Chapter 5 Lectures Outline

Okami Study Guide: Chapter 7

TWO - FACTOR THEORY OF LEARNING: APPLICATION TO MALADAPTIVE BEHAVIOR

The Behaviorist Revolution: Pavlov and Watson

GCSE Psychology Topic D

6 :: LEARNING Classical. Conditioning. Operant. Conditioning. Cognitive and Observational Learning. Chapter In Focus

The Behaviorist Revolution: Pavlov and Watson

Classical Conditioning. Classical and Operant Conditioning. Basic effect. Classical Conditioning

RESCORLA-WAGNER MODEL

A. Learning Process through which experience causes permanent change in knowledge or behavior.

Psychology Ciccarelli and White

THE WORLD OF PSYCHOLOGY, 5/E 2005

9/14/2015. Innate behavior. Innate behavior. Stimuli that trigger innate behaviors are called releasers.

Pavlovian conditioning: reflexes, expectancies and involuntary emotional associations

Unit VI. Learning. PD Unit Overview. Alignment to AP Course Description. Topic 6: Learning (7 9% of AP Examination) Module Topic Essential Questions

Chapter Fourteen. Emotion, Reward, Aggression, and Stress

31.1 The Neuron. BUILD Vocabulary. Lesson Objectives

Learning Theories Taught in EDFL 2240: Educational Psychology. Behavioral Learning Theories (Learning is defined as a change in behavior)

Behavior Analysis and Strategy Application after Brain Injury: Addressing the long-term behavioral outcomes of brain injury

From Head to Nails: Practical Uses for Desensitization and Counter-Conditioning Workshops By Teoti Anderson, CPDT-KA, KPA-CTP

LEARNING AND CLASSICAL CONDITIONING 1

Principles of animal learning

Content / Topic Teaching / Learning Activity Duration Assessment Resources

Chapter 15. The Autonomic Nervous. The Autonomic Nervous System. Autonomic Motor Pathways. ANS vs. SNS

Nikki White Children s Occupational Therapist Barnet Community Services

Making Sense of Animal Conditioning

CHAPTER 5 LESSON PLAN NOV 28-DEC 9, 2011 LEARNING Learning Objectives

WORKSHOP ON THEORY OF MIND BRUCE BONNETT. I. Why do we care about Theory of Mind?

Chapter 13. The Nature of Somatic Reflexes

Agent Simulation of Hull s Drive Theory

SENSORY DEFENSIVENESS

Explaining Anxiety in the Brain:

5 Learning. Links to Learning Objectives. Enduring Issues. How is learning influenced by an organism s inborn characteristics?

Human Neuroanatomy. Grades Driving Question: How did the evolution of the human brain impact the structure and function it has today?

CHAPTER. 7 Learning and Health and

Psychology lesson plans for the week of 11/16/09. Monday 11/16/09 Chapter 6 test Read chapter 5

Behaviorism & Education

A View on Behaviorist Learning Theory. view of behaviorism assumes that all behavior is determined via the environment or how one has

Managing Fear after an Accident. Patient Information Booklet. Talis Consulting Limited

Psychological Models of Abnormality

Operant Conditioning

Is the stimulus/response something that was learned or something that occurs naturally, by instinct?

11 Psychology MI-SG-FLD011-02

FACING YOUR FEARS: HOW TO SUCCESSFULLY PERFORM EXPOSURE THERAPY

Nervous System: PNS and CNS

7/17/2014. Applied Behavior Analysis (ABA) Therapy Overview. Applied Behavior Analysis Therapy. Ivan Petrovich Pavlov

Applied Behavior Analysis. Session 1: Course overview and basic concepts

PSYC2011 Exam Notes. Instrumental conditioning

SENSORY FRIENDLY CLASSROOMS- SUPPORTING SENSORIAL LEARNING AND INTEGRATION FOR SCHOOL READINESS

Taking Hold of Your Mind: What Skills:

SPECIMEN MATERIAL AS PSYCHOLOGY 7181/2. Paper 2. Mark scheme. Specimen Material. Final Version

Faulty Explanations for Behavior

BEHAVIORAL THERAPY. Behavior Therapy (Chapter 9) Exposure Therapies. Blurring the Line. Four Aspects of Behavior Therapy

What Teachers Need to Know About Learning

psychology the science of psychology CHAPTER third edition Psychology, Third Edition Saundra K. Ciccarelli J. Noland White

Learning. Can we learn in our sleep? (p. 5-33)

Abnormal Psychology PSYCH 40111

Chapter 1: Introduction

Healing the Invisible Wound. Recovery and Rehabilitation from a Post Traumatic. Stress Injury. By Dr. Amy Menna

Transcription:

Classical Conditioning Basic form of learning Not the most sophisticated, but important Eysenck s patient Pavlov: His background and discovery Background info

Background info In any animal species, there are built-in innate (inborn) responses to particular stimuli Unlearned reflexes or emotional responses Examples: Food in mammal s mouth elicits salivation [describe demo with puff of air] Gust of wind directed at eye eyeblink Sudden loud noise startle response In infants, almost always evokes strong fear response, as well

To distinguish these innate stimulus-response connections from learned ones, Pavlov gave them special names: e.g. FOOD IN MOUTH SALIVATION Unconditioned Stimulus (UCS) Unconditioned Response (UCR) UNEXPECTED LOUD NOISE FEAR Unconditioned Stimulus (UCS) Unconditioned Response (UCR)

Most stimuli do not trigger off reflexive, or any predictable response e.g., dog s response to musical tone These are called Neutral Stimuli (NS) Pavlov believed that under certain circumstances, NS could acquire ability to reliably elicit a specific response Came about through process of learning set out to study became known as Classical Conditioning

Basic Classical Conditioning model Repeat several times RESULT: Conditioning has occurred

Bell (CS)

Real-life example [incident at International House cafeteria] UCS toxin in shrimp UCR regurgitation NS sight smell OF SHRIMP taste As result: Smell, sight (taste) of shrimp became CS CR Nausea

Important points 1) Conditioning occurred with just single pairing between UCS and NS Example of single-trial learning Often occurs when UCS is aversive = Painful, harmful, sickening Specialized brain mechanisms now known to be involved (incl. amygdala and hippocampus) in ensuring rapid learning occurs in threatening situations 2) CR lasted for years [discuss my behavior] : Conditioned Aversive Responses (another ex. = fear) are enduring

3) Conditioned response transferred to other similar stimuli e.g., oysters, lobster phenomenon = Generaliztion E.g. Pavlov s finding re conditioned salivation response

Generalization: Following conditioning, stimuli similar to CS will also elicit CR (although will be weaker) Adaptive value?: Ex. Of child burning himself on specific stove Final note (about the shrimp example): Is example of taste aversion conditioning Can occur even if long delay between UCS and UCR

Extinction What if CS repeatedly encountered without UCS ever recurring? E.g. Tone sounds Bonzo salivates (but no food follows) Tone sounds Bonzo salivates (no food) Tone sounds Bonzo salivates (no food)...4 th time, 5 th time, 6 th time, 7 th time??? In fact, CR will weaken and eventually cease = Extinction

The (in)famous case of little Albert Discuss John Watson Hypothesis re phobias The convenient subject- Little Albert Albert looking at white rat NS Sudden loud noise startle, fear UCS UCR Since rat (NS) present when noise (UCS) occurred Rat became CS ( fear = CR)

Furthermore, the fear generalized e.g., rabbit, other furry animals, Santa Claus beard http://www.encyclopedia.com/video/xt0ucxorpqe-john-watson-little-albert.aspx What happened to Albert s fear? Remained quite strong over next few weeks, although somewhat diminished Did NOT fully extinguish (as textbook suggests) Watson then lost contact with Albert Watson s prediction (1920): Would Watson have been successful in deconditioning the fear? Probably not Difficult problem Successful method not discovered until 1960s

Why are conditioned fears (and other conditioned aversive responses) resistant to extinction? -- Why do they last so long? Two main reasons: 1) Properties of nervous system: extinction is active process, involves inhibiting (suppressing) the learned response (we learn not to fear) In case of conditioned aversive responses, stronger signal required (than in case of other conditioned responses) - in effect, brain demands more evidence before it will override the response 2) We tend to avoid situations where we might encounter the feared stimulus by doing this, we don t meet conditions required for extinction to occur >>

Conditions under which extinction will occur The CS must be repeatedly encountered without the UCS recurring In effect, one is actively learning that the UCS-CS link no longer holds true But if you avoid CS, you do not have opportunity to learn this

Treatment of phobias Recall: For extinction of conditioned fear response to occur The CS must be repeatedly encountered without the UCS recurring Exposure therapies (based on classical conditioning) provide conditions under which extinction is likely to occur (gradual) exposure to feared object/situation Process = deconditioning

1. Flooding [characterize; enact balloon phobia case] Flooding = massive exposure to the feared CS

2. Systematic Desensitization Therapy More gradual, gentler goal is to minimize anxiety experienced by the client (patient) during the treatment 3 Steps 1. Develop hierarchy (rank-ordered list) of feared objects/situations (related to the central phobia

What is most terrifying thing? Cat on head Cat on lap...... Cat behind closed window Garfield cartoon Picture of cat.. Fur glove

2. Teach progressive relaxation therapy [describe] Purpose to give client means of inhibiting fear response during treatment Based on fundamental property of Autonomic Nervous System (ANS) Fear involves arousal of one of the main branches of the ANS = sympathetic nervous system ( fight-flight response) [snake phobia video clip]

The Autonomic Nervous System (ANS) 2 major branches: the Sympathetic and the Parasympathetic Parasympathetic involved largely in maintenance functions; e.g. digestion Sympathetic ~ fight or flight system Activated when we feel threatened Designed to mobilize the body and brain for rapid, energetic response to crisis (real or imagined) When afraid, sympathetic nervous system is aroused

Autonomic nervous system 2 branches Systems push in opposite directions (= antagonistic )

Activation of one tends to deactivate the other Arousal of the fight-flight system will deactivate the parasympathetic But the opposite can occur as well I.e., turn on parasympathetic and you inhibit sympathetic Recall: Sympathetic activity underlies fear response Activation of parasympathetic system can calm anxiety- this is exactly what deep muscular relaxation does

3. Proceed with the deconditioning. work through the list