Class notes
Psych 111 Classical Conditioning Notes
- Course
- Psych 111
- Institution
- State University Of New York - Binghamton
This is a comprehensive and detailed note on classical Conditioning for Psych 111. *Essential Study Material!!
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1. Classical conditioning1.1. Also known as Palovian conditioning
1.1.1. You aren’t teaching a new behavior or a “Trick” to a dog, you’re teaching
an association
1.2. Allows organisms to prepare for environmental events by learning about the
relationship between stimuli
1.2.1. This is thought to be adaptive
1.3. * print out the outlines for some slides cause holy shit*
1.4. IMPORTANT TERMINOLOGY
1.4.1. US- Unconditional stimulus- any stimulus that innately elicits a reflexive
UR
1.4.1.1. A stimulus and response we don’t have to learn
1.4.2. UR- Unconditioned response- a reflexive response
1.4.3. CS- Conditioned Stimulus- a stimulus that elicits a CR after pairings with
a US
1.4.4. CR- Conditioned response- a response we are taught to have
2. Pavlov learned this through feeding dogs!
2.1. He notices that dogs salivated when they fed
2.1.1. He noticed the dogs would start to salivate before they got there
2.2. Before conditioning
2.2.1. US- food
2.2.2. UR- salivation
2.3. After conditioning
2.3.1. CS- footsteps/ sound of bell
2.3.2. CR- drooling when they hear footsteps
3. Classical conditioning on a human infant named albert occured
3.1. Tried to figure out an innate response based on fear
3.1.1. They fear being dropped and loud noises
3.1.1.1. Decided to make a loud noise then show a rate and see his
response, eventually the rat without the loud noise made him cry
due to the assocuation
3.1.1.2.
3.2. Before conditioning
3.2.1. US- loud noise
3.2.2. UR- fear (crying)
3.3. After conditioning
3.3.1. CS- rat
3.3.2. CR- fear (crying)
3.3.2.1. His experiment shows that fears are learned
4. Important classical conditioning phenomena
4.1. Second- Order conditioning
4.1.1. Chain stimuli occurring together (i.e. red light air puff)
4.1.2. Acquisition- how it is happening, acquiring the association
, 4.1.3. Extinction- the diminishing of an association that gets less and less over
time
4.1.4. Spontaneous recovery- if something has been extinct you can usually pair
it with the stimuli again and it’ll come right back
4.1.5. Generalization- extending the association to a similar stimuli
4.1.6. Discrimination- focusing on one specific stimuli (i.e. just white rats)
4.2. Applications
4.2.1. Drug cravings
4.2.1.1. Check textbook
4.2.2. Sexual fetishism
4.2.2.1. “Perv”- written by dude in cornell
4.2.2.1.1. May occur from chance associations that occur in sexual
activity that occur because of conditioning
4.2.3. Phobias
4.2.3.1. Intense irrational fears
5. Instrumental (Operant ) Conditioning
● Thorndike and the Law of Effect
○ The Strength of a response is determined by the consequences
○ Puzzle box: cat in box and when cat steps on red paddle, the cat
got out. After 60 trials, the cat would have a spiked learning curve
instead of a downward sloping one like ours.
■ When trying this with a horse, they were able to figure out
how to open the door by opening other things
6. Instrumental (Operant ) Conditioning and B. F. Skinner
7. Developed:
7.1. The idea of operants
7.1.1. Idea that we engaged in activity or operate in an environment, but
we have consequences
7.1.2. Consequences can weaken or strengthen
7.2. The Skinner box
7.2.1. Looks like a cage to the typical eye- temperature controlled,
lighting, food control
7.2.2. Rumor that his daughter was in one but it was really just a very nice
crib
7.3. Skinner & His Pigeon
8.
9. What is Reinforcement and Punishment?
10. Reinforcement-anything that increases the frequency of a behavior
10.1. We have to look and see what happens- you cannot assume
11. Positive Reinforcement- we add something in and the behavior increases
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