Myers’ Psychology for AP®, 2e

David G. Myers
PowerPoint Presentation Slides
by Kent Korek
Germantown High School
Worth Publishers, © 2014
AP® is a trademark registered and/or owned by the College Board ®, which was not involved in the production of, and does not endorse, this product.
 Unit 6:
Learning
 Unit 06 - Overview
• How We Learn and Classical Conditioning
• Operant Conditioning
• Operant Conditioning’s Applications, and C
omparison to Classical Conditioning
• Biology, Cognition, and Learning
• Learning By Observation

Click on the any of the above hyperlinks to go to that section in the presentation.
 Module 26:
How We Learn and Classical
Conditioning
How Do We Learn?
 How Do We Learn?
• Learning
• Habituation
• Stimulus
• Associative learning
– Classical conditioning
– Operant conditioning
– Cognitive learning
• Observational learning
 How Do We Learn?
Classical Conditioning
 How Do We Learn?
Classical Conditioning
 How Do We Learn?
Classical Conditioning
 How Do We Learn?
Classical Conditioning
 How Do We Learn?
Classical Conditioning
 How Do We Learn?
Classical Conditioning
 How Do We Learn?
Operant Conditioning
 How Do We Learn?
Operant Conditioning
 How Do We Learn?
Operant Conditioning
 How Do We Learn?
Operant Conditioning
Classical Conditioning
 Classical Conditioning

• Classical conditioning
– Ivan Pavlov
– John B. Watson
– Behaviorism
 Classical Conditioning
Pavlov’s Experiments
• Ivan Pavlov
– Background
– Experimental
procedure
 Classical Conditioning
Pavlov’s Experiments
• Parts of Classical Conditioning
– Neutral Stimulus (NS)
– Unconditioned stimulus (US)
– Unconditioned response (UR)
– Conditioned stimulus (CS)
– Conditioned response (CR)
 Classical Conditioning
Pavlov’s Experiments
 Classical Conditioning
Pavlov’s Experiments
 Classical Conditioning
Pavlov’s Experiments
 Classical Conditioning
Pavlov’s Experiments
 Classical Conditioning
Pavlov’s Experiments
Classical Conditioning
Classical Conditioning
Classical Conditioning
 Classical Conditioning
Acquisition
• Acquisition
• Higher-order conditio
ning
 Classical Conditioning
Extinction and Spontaneous
Recovery
• Extinction
 Classical Conditioning
Extinction and Spontaneous
Recovery
• Spontaneous recovery
 Classical Conditioning
Generalization
• Generalization
 Classical Conditioning
Discrimination

• Discrimination
 Classical Conditioning
Pavlov’s Legacy
• Classical conditioning applies to
other organisms
• Showed how to study a topic
scientifically
 Classical Conditioning
Pavlov’s Legacy:
Applications of Classical
Conditioning
• John Watson and Baby Albert
 Module 27:
Operant Conditioning
Operant Conditioning
 Operant Conditioning
• Classical Conditioning
– Respondent behavior
• Operant conditioning
– Actions associated with
consequences
– Operant behavior
Skinner’s Experiments
 Skinner’s Experiments
• Edward Thorndike’s Law of Effect
• B.F. Skinner
– Behavioral technology
– Behavior control
 Skinner’s Experiments
• Operant Chamber (Skinner Box)
• Reinforcement
 Skinner’s Experiments
Shaping Behavior
• Shaping
– Successive
approximations
– Discriminative stimul
us
 Skinner’s Experiments
Types of Reinforcers
• Reinforcer
– Positive reinforcement
– Negative reinforcement
 Skinner’s Experiments
Types of Reinforcers
• Reinforcer
– Positive reinforcement
– Negative reinforcement
 Skinner’s Experiments
Types of Reinforcers
• Reinforcer
– Positive reinforcement
– Negative reinforcement
 Skinner’s Experiments
Types of Reinforcers
• Reinforcer
– Positive reinforcement
– Negative reinforcement
 Skinner’s Experiments
Types of Reinforcers
• Reinforcer
– Positive reinforcement
– Negative reinforcement
 Skinner’s Experiments
Types of Reinforcers:
Primary and Secondary
Reinforcers
• Primary reinforcer
• Conditioned reinforcer
– Secondary reinforcer
• Immediate vs
delayed reinforcers
 Skinner’s Experiments
Reinforcement Schedules
• Continuous reinforcement
• Partial (intermittent) reinforcement
• Schedules
– Fixed-ratio schedule
– Variable-ratio schedule
– Fixed-interval schedule
– Variable-interval schedule
 Skinner’s Experiments
Reinforcement Schedules
 Skinner’s Experiments
Reinforcement Schedules
 Skinner’s Experiments
Reinforcement Schedules
 Skinner’s Experiments
Reinforcement Schedules
 Skinner’s Experiments
Reinforcement Schedules
 Skinner’s Experiments
Reinforcement Schedules
 Skinner’s Experiments
Reinforcement Schedules
 Skinner’s Experiments
Reinforcement Schedules
 Skinner’s Experiments
Reinforcement Schedules
 Skinner’s Experiments
Reinforcement Schedules
 Skinner’s Experiments
Punishment
• Punishment
– Positive punishment
– Negative punishment
 Skinner’s Experiments
Punishment
• Punishment
– Positive punishment
– Negative punishment
 Skinner’s Experiments
Punishment
• Punishment
– Positive punishment
– Negative punishment
 Skinner’s Experiments
Punishment
• Punishment
– Positive punishment
– Negative punishment
 Skinner’s Experiments
Punishment
• Punishment
– Positive punishment
– Negative punishment
 Skinner’s Experiments
Punishment
• Negatives of using punishment
– Punished behavior is
suppressed not forgotten
– Punishment teaches
discrimination
– Punishment can teach fear
– Physical punishment may
increase aggression
Skinner’s Legacy
 Skinner’s Legacy
• Controversies surrounding
Skinner’s Operant
Conditioning
 Module 28:
Operant Conditioning’s
Applications, and Comparison
to Classical Conditioning
Application of Operant
Conditioning
 Application of Operant
Conditioning
• At school
• In sports
• At home
• For self-
improvement
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
Contrasting Classical and
Operant Conditioning
 Module 29:
Biology, Cognition, and
Learning
Biological Constraints on
Conditioning
Biological Constraints on
Conditioning
Biological Constraints on
Conditioning
Biological Constraints on
Conditioning
Biological Constraints on
Conditioning
 Biological Constraints on Conditioning
Limits on Classical Conditioning
• John Garcia
– Conditioned Taste Aversion
– Biologically primed associations
• Natural Selection and
Learning
– Genetic predisposition
 Biological Constraints on Conditioning
Limits on Classical Conditioning
 Biological Constraints on Conditioning
Limits on Classical Conditioning
 Biological Constraints on Conditioning
Limits on Classical Conditioning
 Biological Constraints on Conditioning
Limits on Classical Conditioning
 Biological Constraints on Conditioning
Limits on Operant Conditioning
• Naturally
adapting
behaviors
• Instinctive drift
Cognition’s Influence on
Conditioning
 Cognition’s Influence on Conditioning
Cognitive Processes and
Classical Conditioning
• Predictability of an event
– Expectancy
• Stimulus
associations
 Cognition’s Influence on Conditioning
Cognitive Processes and
Operant Conditioning
• Latent learning
– Cognitive map
• Insight
• Intrinsic
motivation
• Extrinsic
motivation
Influences on Conditioning
Influences on Conditioning
Influences on Conditioning
Influences on Conditioning
Influences on Conditioning
Learning and Personal Control
Learning and Personal Control
• Cope
• Problem-focused coping
• Emotion-focused coping
 Learning and Personal Control
Learned Helplessness
• Learned helplessness (Martin Seligman)
 Learning and Personal Control
Learned Helplessness
• Learned helplessness (Martin Seligman)
 Learning and Personal Control
Learned Helplessness
• Learned helplessness (Martin Seligman)
 Learning and Personal Control
Learned Helplessness
• Learned helplessness (Martin Seligman)
 Learning and Personal Control
Learned Helplessness: Internal
Versus External Locus of Control
• External locus of control
• Internal locus of control
 Learning and Personal Control
Learned Helplessness:
Depleting and Strengthening
Self-Control
• Self-control
 Module 30:
Learning by Observation
Mirrors and Imitation in the
Brain
Mirrors and Imitation in the
Brain
• Observational learning
– Social learning
– Modeling
– Bandura’s Bobo
Doll Experiment
Mirrors and Imitation in the
Brain
Mirrors and Imitation in the
Brain
Mirrors and Imitation in the
Brain
Mirrors and Imitation in the
Brain
• Mirror neurons
Mirrors and Imitation in the Brain
• Cognitive imitation
Applications of Observational
Learning
 Applications of Observational Learning
Prosocial versus Antisocial
Effects
• Prosocial effects
• Antisocial effects
The End
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 Teacher Information
• Unit Coding
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• Psychology’s History and Approaches
• Research Methods
• Biological Bases of Behavior
• Sensation and Perception
• States of Consciousness
• Learning
• Cognition
• Motivation, Emotion, and Stress
• Developmental Psychology
• Personality
• Testing and Individual Differences
• Abnormal Psychology
• Treatment of Abnormal Behavior
• Social Psychology
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Kent Korek
Germantown High School
Germantown, WI 53022
262-253-3400
[email protected]
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 Definition Slide

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Definition
Slides
 Learning
= the process of acquiring new and relatively
enduring information or behaviors.
 Habituation
= an organism’s decreasing response to a
stimulus with repeated exposure to it.
 Associative Learning
= learning that certain events occur
together. The events may be two stimuli
(as in classical conditioning) or a response
and its consequence (as in operant
conditioning).
 Stimulus
= any event or situation that evokes a
response.
 Cognitive Learning
= the acquisition of mental information,
whether by observing events, by watching
others, or through language
 Classical Conditioning
= a type of learning in which one learns to
link two or more stimuli and anticipate
events.
 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 with (2).
 Neutral Stimulus
= in classical conditioning, a stimulus that
elicits no response before conditioning.
 Unconditioned Response (UR)
= in classical conditioning, an unlearned,
naturally occurring response to the
unconditioned stimulus (US), such as
salivation when food is in the mouth.
 Unconditioned Stimulus (US)
= in classical conditioning, a stimulus that
unconditionally – naturally and
automatically – triggers a response (UR).
 Conditioned Response (CR)
= in classical conditioning, a learned
response to a previously neutral (but now
conditioned) stimulus (CS).
 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).
 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.
 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
responding to the light alone. (Also called
second-order conditioning.)
 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 is
no longer reinforced.
 Spontaneous Recovery
= the reappearance, after a pause, of an
extinguished conditioned response.
 Generalization
= the tendency, once a response has been
conditioned, for stimuli similar to the
conditioned stimulus to elicit similar
responses.
 Discrimination
= in classical conditioning, the learned ability
to distinguish between a conditioned
stimulus and stimuli that do not signal an
unconditioned stimulus.
 Operant Conditioning
= a type of learning in which behavior is
strengthened if followed by a reinforcer or
diminished if followed by a punisher.
 Law of Effect
= Thorndike’s principle that behaviors
followed by favorable consequences
become more likely, and that behaviors
followed by unfavorable consequences
become less likely.
 Operant Chamber
= in operant conditioning research, a
chamber (also known as a Skinner Box)
containing a bar or key that an animal can
manipulate to obtain a food or water
reinforcer; attached devices record the
animal’s rate of bar pressing or key
pecking.
 Reinforcement
= in operant conditioning, any event that
strengthens the behavior it follows.
 Shaping
= an operant conditioning procedure in
which reinforcers guide behavior toward
closer and closer approximations of the
desired behavior.
 Discriminative Stimulus
= in operant conditioning, a stimulus that
elicits a response after association with
reinforcement (in contrast to related stimuli
not associated with reinforcement).
 Positive Reinforcement
= increasing behaviors by presenting
positive reinforcers. A positive reinforcer
is any stimulus that, when presented after
a response, strengthens the response.
 Negative Reinforcement
= increases behaviors by stopping or
reducing negative stimuli, such as shock.
A negative reinforcer is any stimulus that,
when removed after a response,
strengthens the response
• Note: negative reinforcement is NOT
punishment.
 Primary Reinforcer
= an innately reinforcer stimulus, such as
one that satisfies a biological need.
 Conditioned Reinforcer
= a stimulus that gains its reinforcing power
through its association with a primary
reinforcer; also known as a secondary
reinforcer.
 Reinforcement Schedule
= a pattern that defines how often a desired
response will be reinforced.
 Continuous Reinforcement
= reinforcing the desired response every
time it occurs.
 Partial (intermittent)
Reinforcement
= reinforcing a response only part of the
time; results in slower acquisition of a
response but much greater resistance to
extinction than does continuous
reinforcement.
 Fixed-Ratio Schedule
= in operant conditioning, a reinforcement
schedule that reinforces a response only
after a specific number of responses.
 Variable-Ratio Schedule
= in operant conditioning, a reinforcement
schedule that reinforces a response after
an unpredictable number of responses.
 Fixed-Interval Schedule
= in operant conditioning, a reinforcement
schedule that reinforces a response only
after a specific time has elapsed.
 Variable-Interval Schedule
= in operant conditioning, a reinforcement
schedule that reinforces a response at
unpredictable time intervals.
 Punishment
= an event that tends to decrease the
behavior that it follows.
 Biofeedback
= a system for electronically recording,
amplifying, and feeding back information
regarding a subtle physiological state,
such as blood pressure or muscle tension.
 Respondent Behavior
= behavior that occurs as an automatic
response to some stimulus.
 Operant Behavior
= behavior that operates on the
environment, producing consequences.
 Cognitive Map
= a mental representation of the layout of
one’s environment. For example, after
exploring a maze, rats act as if they have
learned a cognitive map of it.
 Latent Learning
= learning that occurs but is not apparent
until there is an incentive to demonstrate
it.
 Insight
= a sudden realization problem’s solution.
 Intrinsic Motivation
= a desire to perform a behavior effectively
for its own sake.
 Extrinsic Motivation
= a desire to perform a behavior to receive
promised rewards or avoid threatened
punishment.
 Coping
= alleviating stress using emotional,
cognitive, or behavioral methods.
 Problem-Focused Coping
= attempting to alleviate stress directly – by
changing the stressor or the way we
interact with that stressor.
 Emotion-Focused Coping
= attempting to alleviate stress by avoiding
or ignoring a stressor and attending to
emotional needs related to one’s stress
reaction.
 Learned Helplessness
= the helplessness and passive resignation
an animal or human learns when unable to
avoid repeated aversive events.
 External Locus of Control
= the perception that chance or outside
forces beyond our personal control
determine our fate.
 Internal Locus of Control
= the perception that you control your own
fate.
 Self-Control
= the ability to control impulses and delay
short-term gratification for greater long-
term rewards.
 Observational Learning
= learning by observing others. Also called
social learning.
 Modeling
= the process of observing and imitating a
specific behavior.
 Mirror Neurons
= frontal lobe neurons that some scientists
believe fire when performing certain
actions or when observing another doing
so. The brain’s mirroring of another’s
action may enable imitation and empathy.
 Prosocial Behavior
= positive, constructive, helpful behavior.
The opposite of antisocial behavior.