BEHAVIORISM

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LECTURER: CHARLENE
PILE
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 Learning Objectives

Define Learning and its Types

- Define Classical Conditioning

- Understand the historical origin of Classical Conditioning

- Examine the ways in which classical conditioning can be modified

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- Examine examples of classical conditioning in daily life
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Example

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Definition of Learning

• Learning is defined as the

acquisition of information or a
behavioral tendency that is
retained for a relatively long
period of time. Behavior changes
occur as a result of learning.

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Example of Learning

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 Example of
• For example, young children often work very hard, over months or even years,
sometimes with great effort, to learn to read. Eventually, they can sound out new
Learning
words and understand their meanings. And, once the learning has occurred, it is
long term: Once children learn to read, they remember this skill for the rest of
their lives. Such durability is true of all learned information and behavior, in
virtually every domain of life, from learning the layout of a city to learning how
to ride a bicycle.

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 Types of Learning

Non-
Associat
Associat
ive
ive
Learnin
Learnin
g
g
 Associative Learning
• Associative learning occurs when one object or event becomes associated with another object or
event. For instance, Jackie Chan learned to associate doing risky stunts in his films with the audiences’
approval of him.
• Associative learning can also be defined as a style of learning that happens when two unrelated elements
(for example, objects, sights, sounds, ideas, and/or behaviors) become connected in our brains through a
process known as conditioning. There are two types of associative learning: classical conditioning and
operant or instrumental conditioning.
• Examples of Associative Learning:
• If someone puts their hand on a hot stove and hurts themselves, they may learn to associate hot stoves with
pain, and have therefore been conditioned not to put their hands on them.
• If someone eats a particular food, then develops a headache soon afterwards, they may learn to associate
that food with headaches (even if the food didn’t cause the headache), and not want to eat it again.
 Nonassociative Learning
Nonassociative learning does not rely on the association between two or more objects or events but rather occurs
when repeated exposure to the same stimulus alters how an animal (including a human animal!) responds to that
stimulus. There are two types of nonassociative learning: habituation and sensitization.

One type of nonassociative learning is habituation, which occurs when repeated exposure to a stimulus decreases
responsiveness to that stimulus. For instance, if you are walking in a city and hear a car horn honk nearby, you may
well be startled; however, if the horn continues to honk, you will not be startled as much (if at all).

Another type of nonassociative learning occurs when repeated exposure to a stimulus increases responsiveness; this
process is called sensitization. Here’s an example: Suppose you are trying to go to sleep and your neighbor is
playing music relatively quietly (you may not have even noticed). Suddenly, his stereo blasts for a few seconds, then
quiets down to the same level it was before. You now will notice the music—at this quiet level— more than you did
originally. You are sensitized to it.
Classical Conditioning

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 Definition of Classical Conditioning

In the example with Chan,

Classical conditioning is a type of
A neutral stimulus is one that has classical conditioning occurred
learning in which a neutral
not previously been associated when the whistling sound of the
stimulus becomes associated
with the stimulus and that does not fast-moving cane became paired
(paired) with a stimulus that causes
elicit the reflexive behavior by with the pain of the beating, and
a reflexive behavior, and, in time,
itself; in Chan’s case, the neutral thereafter the whistling sound
this neutral stimulus alone is
stimulus was the whistling sound came to elicit fear (and the cringe
sufficient to elicit—draw out from
of the cane moving through the air. response that is one bodily
the animal—that behavior.
response to fear)
Classical Conditioning Video

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 Classical Conditioning

Pavlov’s work on conditioning began by accident.

As part of his research on digestive processes, which
The simplest example of the way classical
won him a Nobel Prize, Pavlov studied salivation in
conditioning works is found in the famous
dogs. To measure the amount of saliva that dogs
experiments that led to the discovery of this type of
produce when given meat powder (food), Pavlov
learning: the work of Pavlov and his dogs. In fact,
collected the saliva in tubes attached to the dogs’
classical conditioning is also sometimes called
salivary glands. Salivation usually occurs while
Pavlovian conditioning because Ivan Pavlov (1849–
eating (to help the digestive processes), but Pavlov
1936), a Russian physiologist, was the first person to
and his colleagues noticed that his dogs began to
investigate systematically the variables associated
salivate even before they were fed: They would
with classical conditioning.
salivate simply on seeing their food bowls or on
hearing the feeder’s footsteps.

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The Three Phases of Classical Conditioning

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Dissecting Conditioning: Brain
Mechanisms

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 Learning to be Afraid

•To understand the brain's contribution

to classical conditioning, let’s consider
the case of a driver who has been
honked at by a huge truck as it roars
and has barely missed being crushed.
Classical Conditioning Applied

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Classical Conditioning Applied

Drug Use and Therapy

Abuse Technique
s

Food and
Taste Advertising
Aversion
Operant Conditioning

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 Definition of Operant
Conditioning

The process by which a stimulus and response

become associated with the consequences of making
the response. In other words, Operant conditioning,
or instrumental conditioning, is a theory of learning
where behavior is influenced by its consequences.
Behavior that is reinforced (rewarded) will likely be
repeated, and behavior that is punished will occur
less frequently.

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 Thorndike’s Puzzle Box & the Beginning of Operant
Conditioning

The scientific investigation of Thorndike called this type of

operant conditioning began at about learning “trial-and-error learning.”
Although the cat took a while to get
the same time that Pavlov was He noted that such learning depends
around to pressing down the pedal
working with his dogs, with on getting a reward after performing
(first trying to reach the food
research conducted by the American a specific behavior. This finding led
directly with a paw), once it did and
psychologist Edward L. Thorndike to his famous formulation of the
the door opened, the cat was quicker
(1874–1949). Thorndike studied Law of Effect (Thorndike, 1927),
to press the pedal in its subsequent
behavior by creating a puzzle box, a which lies at the heart of operant
sessions in the box: It had learned
cage with a latched door that a cat conditioning: Actions that
that pressing the pedal opened the
could open by pressing down on a subsequently lead to a “satisfying
door and enabled it to get the food.
pedal inside the cage. Food was state of affairs” are more likely to be
placed outside the cage door. repeated (Thorndike, 1949, p. 14).