Classical Conditioning (Pavlovian Conditioning)
I. examples & terms
1. example:
Neutral -------------> Unconditioned ------------>Unconditioned
Stimulus (bell)
Stimulus (meat powder)
Response (salivation)
Conditioned------------------->Conditioned
Stimulus (bell)
Response (salivation)
2. Extinction: disappearance of the CR when only the CS
is presented
a. reconditioning: CR returns quickly
with CS-->UCS pairing
b. spontaneous recovery: recovery of
CS-->CR after time
3. Timing of CS
a. forward conditioning (2 types)
-trace conditioning
-delayed conditioning
b. backward conditioning
c. simultaneous conditioning
4. Generalization & Discrimination
a. generalization: after CR is acquired
stimuli similar to the CS elicit it
b. discrimination: discriminating amongst
similar stimuli
5. Second order conditioning (higher order conditioning)
a. CS takes on properties of the original
UCS
6. The strength of classical conditioning depends on:
a. the UCS being strong
b. a salient CS
c. preparedness: biologically prepared
to develop certain CS
7. more examples of classical conditioning
a. milk let-down reflex
b. avoid CSs that elicit maladaptive
CRs (e.g., drinking)
c. insomniac should associate her bed
(CS) with sleeping (CR)
d. fetishism
e. advertising f. systematic desensitization
Instrumental or Operant Conditioning
I. Important names
1. Thorndike (put cats in puzzle boxes)
2. Skinner (organisms learn by operating on the environment)
II. Reinforcement (rf)
1. postive reinforcement: responding increases after a
reward
2. negative reinforcement: responding increases after
removing
an unpleasant stimulus
a. escape conditioning: responding ends
an aversive stimulus
b. avoidance conditioning: responding
avoids an aversive stimulus
III. Other important terms
1. discrimination: distinguish contexts when rf will occur
2. generalization: responding in the presence of stimuli
that are
similar to the one that previously
signaled the response
3. shaping: reinforcing successive approximations
4. secondary reinforcement: a neutral stimulus when paired
with
a UCS will take on reinforcing
properties
5. operant conditioning works best if the rf is immediate
& important
6. extinction: if reinforcement is removed responding
will stop
IV. Partial or intermittent schedules of reinforcement
1. types of partial reinforcement
a. fixed ratio: reinforcement after
a fixed number of responses
b. variable ratio: reinforcement after
a number of responses but
the number varies
from one reinforcement to the next
->extinction is most difficult with this
c. fixed interval: reinforcement after
a fixed amount of time has passed
d. variable interval: reinforcement
after an amount of time but the
amount of time
varies from one reinforcement to the next
2. partial schedules are more difficult to extinguish than constant
reinforcement & may produce superstitious
behavior
V. biological or instinctual factors may influence conditioning
1. instinctive drift: instinctual factors can interfere
with conditioning
VI. Why does reinforcement work?
1. it may satisfy basic biological drives
2. reinforcing activities exert special effects on the
brain
a. dopamine neurons in the limbic system
VII. Punishment: presentation of an aversive stimulus or removal
of a pleasant stimulus
1. it does not erase undesirable behavior it only suppresses
it
2. it may produce unwanted side effects
3. it should be immediate & consistent
4. kids may learn aggression (imitation)
5. an explanation & recommendation is also needed
6. it must be severe enough to eliminate the behavior
VIII. learned helplessness: when an organism believes they have
no control over their environment
1. a model for depression