Morris_05_final_DVD-ready

Morris_05_final_DVD-ready - CHAPTER 5 Learning Links to...

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CHAPTER 5 Learning
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Links to Learning Objectives ENDURING ISSUES IN LEARNING CLASSICAL CONDITIONING Definition of learning Classical conditioning in humans & selectivity OPERANT CONDITIONING How operant and classical conditioning differ Learned helplessness Biofeedback & neurofeedback FACTORS SHARED BY CLASSICAL AND OPERANT CONDITIONING Contingencies Schedules of reinforcement Higher-order conditioning & primary & secondary reinforcers COGNITIVE LEARNING Definition, latent learning, & cognitive maps Observational learning Cognitive learning in nonhumans
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Enduring Issues How is learning influenced by an organism’s inborn characteristics ? Diversity- Universality Stability-Change Mind-Body Nature-Nurture Person-Situation
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Enduring Issues To what extent do organisms change over the course of their lives? Diversity- Universality Stability-Change Mind-Body Nature-Nurture Person-Situation
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Enduring Issues In what ways do the events that shape learning vary among different individuals? Diversity- Universality Stability-Change Mind-Body Nature-Nurture Person-Situation
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Enduring Issues How does learning influence how our body responds to disease ? Diversity- Universality Stability-Change Mind-Body Nature-Nurture Person-Situation
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Any relatively permanent change in behavior brought about by experience or practice e a r n i n g LEARNING OBJECTIVE: Define learning.
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Three Types of Learning Operant Conditioning Classical Conditioning Cognitive Learning
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Classical Conditioning
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Classical Conditioning Type of learning in which a response naturally elicited by one stimulus comes to be elicited by a different, formerly neutral, stimulus Discovered by Pavlov while studying digestion in dogs LEARNING OBJECTIVE: Describe the elements of classical conditioning, distinguishing between unconditioned stimulus, unconditioned response, conditioned stimulus and conditioned response. Describe the process of establishing a classically conditioned response, including the effect of intermittent pairing.
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Pavlov and Classical Conditioning “A ringing bell does not usually make a dog’s mouth water, but after hearing the bell many times right before getting fed, Pavlov’s dogs began to salivate as soon as the bell rang. It was as if they had learned that the bell signaled the appearance of food, and their mouths watered on cue even if no food followed. The dogs had been conditioned …(Pavlov, 1927).” – Page 156 (Morris and Maisto)
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Elements of Classical Conditioning: New Reflexes from Old CONDITIONED (learned) UNCONDITIONED (unlearned) STIMULUS RESPONSE STIMULUS RESPONSE
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Putting It Together Neutral Stimulus No Response Unconditioned Stimulus Unconditioned Response Conditioned Response Conditioned Stimulus
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a US and a cue before the UR becomes a conditioned response. Establishing a Classically
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Morris_05_final_DVD-ready - CHAPTER 5 Learning Links to...

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