Learning relatively permanent change in behavior brought about by experience or practice *when people learn, some part of their

r brain is physically changed to record what theyve learned Maturation change due to biology. *not due to experience Classical Conditioning

Extinction - disappearance or weakening of learned response following the absence of UCS Spontaneous Recovery - reappearance of learned response after extinction; short-lived Conditioned Emotional Response - emotional response that has become classically conditioned to occur learned stimuli, such as fear. Vicarious Conditioning - classical conditioning of a reflex response or emotion by watching the reaction of another person.

Conditioned Taste Aversion - development of nausea or *Learning to elicit an involuntary reflex response aversive response to a particular taste because that taste to stimulus rather than the original, natural stimulus that was followed by a nausea reaction, occurring after only normally produces the reflex; learning depends on what one association. happens before the response Biological Preparedness - referring to the tendency of - Ivan Pavlov (physiologist) animals to learn certain associations, such as taste and nausea, with only one or few pairings due to survival *Measured amount of saliva produced by dogs value of learning. when fed a measured amount of food. Stimulus substitution - original theory in which Pavlov *salivation - a reflex: unlearned involuntary response that is not personal control or choice; response: stated that classical conditioning occurred because the conditioned stimulus became a substitute for the reaction of an organism. unconditioned stimulus by being paired closely together. *food - stimulus: object, event, experience that Operant Conditioning causes a response Elements of Classical Conditioning 1. Unconditioned Stimulus (UCS) - unlearned; reflex response 2. Unconditioned response (UCR) - reflex response to unconditioned stimulus. 3. Conditioned Stimulus (CS) - almost any stimulus, when paired with UCS enough, becomes associated with UCS. The UCS must be given before the Neutral Stimulus (NS) is presented; gives information on UCS. *Voluntary behavior; dependent on the effect of consequences on behavior; learning depends on what happens after the response - Edward Thorndike *puzzle box for cats Thorndike's Law of Effect - if an action is followed by a pleasurable consequence, it will tend to be repeated, and if followed by an unpleasant consequence, it will tend not to be repeated.

4. Conditioned Response (CS) - response to CS; same as "operant conditioning" - name given by B.F. Skinner UCR *was determined to study only measurable, Acquisition - process of acquiring learning. Conditions for Classical Conditioning 1. CS before UCS 2. CS and UCS must be close in time - no more than 5 seconds apart 3. NS must be paired with UCS several time before conditioning take place 4. CS is distinctive stimulus Stimulus Generalization - tendency to respond to stimulus similar to original CS. observable behavior *Skinner box or operant conditioning chamber *believes that reinforcement is the reason why one learns anything at all Reinforcement - Event or stimulus that when following a response, increases the probability that the response will occur again; pleasurable to organism. *should be immediate *Positive - addition of pleasant stimulus *Negative - removal of unpleasant stimulus

Stimulus Discrimination - tell difference between similar Reinforcers - events or object that, when following a response, increase the likelihood of that response stimulus to CS and the actual CS.

occurring again. *Primary - satisfies biological need *Secondary - reinforcers that becomes reinforcing after being paired with a primary reinforcer, such as praise; gets its reinforcing powers from classical conditioning.

it will not be associated with that behavior (also with reinforcement). 2. Punishment should be consistent. *If certain punishment is for certain behavior, one must follow through. * Punishment for particular behavior should stay at the same intensity or increase slightly but never decrease.

Partial Reinforcement Effect - tendency of a response that is reinforced after some, but not all, correct responses 3. Punishment of the wrong behavior should be paired, whenever possible, with the reinforcement of the right to be very resistant to extinction. behavior. Continuous Reinforcement - the reinforcement of each and every correct response. Schedule of Reinforcement *Interval - time must pass before reinforcement comes - Fixed: reinforcer received after a certain, fixed interval of time has passed. - Variable: unpredictable time after which the individual must respond *Ratio - number of responses required must be fulfilled - Fixed: always the same number of responses - Variable: always unpredictable number of responses Punishment - An event or any object that, when following s response, makes that response less likely to happen again. - severe application may immediately stop the dangerous action (but not necessarily permanently), especially if this is not normal behavior of parents - has drawbacks; sometimes, may only serve as a temporary suppress, as when the memory has faded; severe punishment has many drawbacks (hatred for punisher, learning of wrong response, lying, fear and anxiety, aggression) *by removal - removal of pleasurable stimulus Discriminative Stimulus - stimulus that provides a cue for making a response to obtain reinforcement Shaping - reinforcement of simple steps in behavior that lead to desired, more complex behavior Successive Approximation - small steps one after the other that get closer and closer to the goal Extinction - removal of reinforcement Spontaneous Recovery - animals, when being taught new tricks, may try to perform old tricks to get reinforcers before finally doing the new trick. Instinctive drift - to revert to genetically controlled patterns *Operant conditioning also experiences stimulus generalization, stimulus discrimination Behavior modification - use of operant conditioning to bring about desired changes in behavior Time-out - should only last 1 min for each year of age to a max. of 10 min. Applied Behavior Analysis (ABA) - uses a variety of behavioral techniques to mold desired behavior or response Biofeedback - using feedback about biological conditions to bring involuntary responses, such as blood pressure and relaxation, under voluntary control.

*by application - addition of unpleasant stimulus Token Economy - use of tokens to modify behavior

*neurofeedback - using brain-scanning devices - less objectionable; however, it teaches the child to study brain activity to modify behavior what not to do, but not the right thing. Cognitive Learning Theory - may also be temporary, as when time has passed. - Edward Tolman (Gestalt) More Effective Punishment *rat maze, three groups - the second group has 1. Punishment should immediately follow the behavior learned the path, but has not demonstrated it because there it is meant to punish. is no reason to *if the punishment comes long after the behavior, *latent learning - learning that remains hidden

until its application becomes useful - Wolfgang Kohler (Gestalt) *banana and chimpanzee in a cage *insight - rapid perception of relationships - Martin Seligman *positive psychology (mental health and therapy) * dogs and electric shock * learned helplessness - failure to act to escape because of history of repeated failures - not taking control of situation *depression - form of helplessness Observational Learning *learning new behavior by watching a model perform that behavior - Albert bandura *Bobo doll experiment *learning performance distinction - learning without actual performance Four Elements of Observational Learning 1. Attention - pay attention to model 2. Memory - retain the memory of what is done 3. Imitation - must be capable reproduction or imitation of model 4. Motivation - must have the desire to perform action