Module 26: How we Learn and Classical Conditioning (AP Psych Unit 6)

Generalization

The tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses

Why does Pavlov's work remain so important, what have been some applications of his work to human health and well-being?

Pavlov taught us that significant psychological phenomena can be studied objectively, and that classical conditioning is a basic form of learning that applies to all species. Classical conditioning techniques are used to improve human health and well-being in many areas, including therapy for those recovering from drug addiction and for those overcoming fears. The body's immune system may respond to classical conditioning.

Habituation

An organism's decreasing response to a stimulus with repeated exposure to it

Extinction

The diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response in no longer reinforced

Spontaneous recovery

The reappearance, after a pause, of an extinguished conditioned response

Learning

The process of acquiring new and relatively enduring information or behaviors

Higher-order conditioning

A procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaker) conditioned stimulus. For example, an animal that has learned that a tone predicts food might then learn that a light predicts the tone and begin to respond to the light alone. ( Also called second-order conditioning)

Classical conditioning

A type of learning in which one learns to link two or more stimuli and anticipate events

What is learning, and what are some basic forms of learning?

Learning is the process of acquiring new and relatively enduring information or behaviors. In associative learning, we learn that certain events occur together. In classical conditioning, we learn to associate two or more stimuli (a stimulus is any event or situation that evokes a response). In operant conditioning, we learn to associate a response and its consequences. Through cognitive learning, we acquire mental information that guides our behavior. For example, in observational learning, we learn new behaviors by observing events and watching others.

Cognitive learning

The acquisition of mental information, whether by observing events, watching others, or through language

Behaviorism

The view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not (2)

Stimulus

Any event or situation that evokes a response

Conditioned responses (CR)

In classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus (CS)

Neutral stimulus (NS)

In classical conditioning, a stimulus that elicits no response below conditioning

Unconditioned stimulus (US)

In classical conditioning, a stimulus that unconditionally- naturally and automatically- triggers a response (UR)

In classical conditioning, what are the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination?

In classical conditioning, acquisition is associating an NS with the US so that the NS begins triggering the CR. Acquisition occurs most readily when the NS is presented just before (ideally, about a half-second before) a US, preparing the organism for the upcoming event. This finding supports the view that classical conditioning is biologically adaptive. Through higher-order conditioning, a new NS can become a new CS. Extinction is diminished responding when the CS no longer signals an impending US. Spontaneous recovery is the appearance of a formerly extinguished response, following a rest period. Generalization is the tendency to respond to stimuli that are similar to a CS. Discrimination is the learned ability to distinguish between a CS and other irrelevant stimuli.

Associative learning

Learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant learning)

What are the basic components of classical conditioning, and what was behaviorism's view of learning?

Classical conditioning is a type of learning in which an organism comes to associate stimuli. In classical conditioning, an NS is a stimulus that elicits no response before conditioning. A UR is an event that occurs naturally (like salivation) in response to some stimulus. A US is something that naturally and automatically (without learning) triggers the unlearned response (as food in the mouth triggers salivation). A CS is a previously neutral stimulus (like a tone) that, after association with a US (like food), comes to trigger a CR. A CR is the learned response (salivating) to the originally neutral (but now conditioned) stimulus. Ivan Pavlov's work on classical conditioning laid the foundation for behaviorism, the view that psychology should be an objective science that studies behavior without reference to mental processes. The behaviorists believed that the basic laws of learning are the same for all species, including humans. The behaviorlists believed that the basic laws of learning are the same for all species, including humans.

Conditioned stimulus (CS)

In classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response (CR)

Unconditioned response (UR)

In classical conditioning, an unlearned, naturally occurring response (such as salivation) to an unconditioned stimulus (US) (such as food in the mouth)

Acquisition

In classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response

Discrimination

In classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus