Lecture_5 - Lecture 5: Learning Learning as Contiguity -...

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Lecture 5: Learning Learning as Contiguity - Associations How we put things together in our mind. o (i.e.: Chevy + girl example) 1. Pretty girl arousal 2. Chevy no arousal 3. Pretty girl + Chevy = arousal 4. Chevy arousal John Locke; all learning is a consequence of this building associations. o Tabula rasa: children are born as blank slates, and experiences are written onto them. Through these associations, the child learns about the things in their world. o i.e.: Mommy + milk association Ivan Pavlov; a biologist, not a psychologist, but best known for his psychology research. Received a Nobel Prize for his works with the digestive system. o Conducted experiments looking into a dog’s digestive system through a window he surgically installed. o “Psychic secretions” occurred as Pavlov called them, when the dogs were starved and then shown food. o Classical (Pavlovian) Conditioning: “Pavlov’s Dog” 1. food salivation 2. bell no salivation 3. bell + food = salivation 4. bell salivation Existing Stimulus-Response Behaviour Unconditioned Stimulus (food) Neutral Stimulus (bell) Unconditioned Response (salivation) No salivation New Stimulus-Response Behaviour Neutral Stimulus (bell) + Unconditioned Stimulus (food) Unconditioned Response (salivation) Behavioural Change Conditioned Stimulus (bell) Conditioned Response (salivation) Classical conditioning does not require conscious effort. It occurs naturally. Learning is a relatively permanent acquisition of new behaviour as a result of experience. Anything that can be learned can be unlearned as well. o
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This note was uploaded on 04/05/2010 for the course MATH 119 taught by Professor Harmsworth during the Spring '08 term at Waterloo.

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Lecture_5 - Lecture 5: Learning Learning as Contiguity -...

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