Practice writing the test essay “Compare and contrast operant and classical conditioning in five areas.” 1. Take out a sheet of paper 2. You need your book today: Use page 339 in the textbook 3. Write using your own words. Exchange papers • Peer edit their paper. • Check to see if they have the needed terms and concepts. • If they don’t add them. • If they do give them a plus sign (+) • Answers in red Essay note • You won’t be able to use your notes or book on Monday’s test. .∑¨π®µªΩ∫ "≥®∫∫∞™®≥"∂µ´∞ª∞∂µ∞µÆ Remembering the five categories • B • R • A • C • E B • Biological predispositions "≥®∫∫∞™®≥ ™∂µ´∞ª∞∂µ∞µÆ©∞∂≥∂Æ∞™®≥ /π¨´∞∫∑∂∫∞ª∞∂µ∫ ≥¨®πµ∞µÆ∞∫™∂µ∫ªπ®∞µ¨´©¿®µ®µ∞¥ ®≥∫©∞∂≥∂Æ¿ µ®ªºπ®≥∑π¨´∞∫∑∂∫∞ª∞∂µ∫™∂µ∫ªπ®∞µ∫∂π≥∞¥ ∞ª∫ æ Ø®ª∫ª∞¥ º≥∞®µ´π¨∫∑∂µ∫¨∫™®µ©¨®∫∫∂™∞®ª¨´ ©¿ªØ¨®µ∞¥ ®≥ John Garcia’s research, 322 • Biological predispositions • John Garcia: animals can learn to avoid a drink that will make them sick, but not when its announced by a noise or a light; !≥∂Æ∞™®≥/π¨´∞∫∑∂∫∞ª∞∂µ∫ C o u r t e s & ®π™∞®∫Ø∂æ ¨´ªØ®ªª ¨´ºπ®ª∞∂µ y o f J o ©¨ªæ ¨¨µª ¨"2®µ´ªØ¨4 2¥ ®¿©¨ h n G a r ≥∂µÆ&Ø∂ºπ∫'©ºª¿¨ªπ¨∫º≥ª∞µ c i a ™∂µ´∞ª∞∂µ∞µÆ ©∞∂≥∂Æ∞™®≥≥¿®´®∑ª∞Ω¨ )∂ص& ®π™∞® "2&ª®∫ª¨'≥¨´ª∂™∂µ´∞ª∞∂µ∞µÆ®µ´µ∂ª ª∂∂ªØ¨π∫&≥∞Æت∂π∫∂ºµ´' Human example • We more easily are classically conditioned to fear snakes or spiders, rather than flowers. • Why? Animals are more of a harm to our biological systems than flowers. .∑¨π®µª™∂µ´∞ª∞∂µ∞µÆ®µ´ !∞∂≥∂Æ∞™®≥/π¨´∞∫∑∂∫∞ª∞∂µ) !∞∂≥∂Æ∞™®≥™∂µ∫ªπ®∞µª∫ ∑π¨´∞∫∑∂∫¨∂πÆ®µ∞∫¥ ∫ª∂ ≥¨®πµ®∫∫∂™∞®ª∞∂µ∫ªØ®ª ®π¨µ®ªºπ®≥≥¿®´®∑ª∞Ω¨ 3ب!π¨≥®µ´∫ &+' ∫Ø∂æ ¨´ªØ®ª®µ∞¥ ®≥∫ / Ø ∂ ª ∂ ´π∞≠ªª∂æ ®π´∫ªØ¨∞π . ! ∂ © ©∞∂≥∂Æ∞™®≥≥¿∑π¨´∞∫∑∂∫¨´ ! ® ∞ ≥ ¨ ∞µ∫ª∞µ™ª∞Ω¨©¨Ø®Ω∞∂π∫ ¿ , ®π∞®µ!π¨≥®µ´!®∞≥¨¿ Operant biological predispositions • Animals learn behaviors that are similar to what they naturally do based on their instincts; • or • if it’s unnatural for them they will drift back to natural behaviors based on their instincts Operant conditioning and pigs • The Brelands trained a pig to pick up coins with their mouth. • They reverted to dropping the coin and pushing it with their snout. • Shows the biological limitations of operant conditioning. Another example • You couldn’t use operant conditioning with food to train a hamster to wash their face. • They don’t associate washing with food. http://upload.wikimedia.org/wikipedia/commons/thumb/b/be/Hamster.jpg/626px-Hamster.jpg R • Response Responses • For classical, the organism responded involuntarily to a stimulus; • or it’s automatic • For operant, the organism acts on their environment, so the response is voluntary. Then a consequence occurs. • Or operates on the environment A • Acquisition (learning) "≥®∫∫∞™®≥ ™∏º∞∫∞ª∞∂µ0 ™∏º∞∫∞ª∞∂µ∞∫ªØ¨∞µ∞ª∞®≥∫ª®Æ¨∞µ™≥®∫∫∞™®≥ ™∂µ´∞ª∞∂µ∞µÆ∞µæ Ø∞™Ø®µ®∫∫∂™∞®ª∞∂µ©¨ªæ ¨¨µ® µ¨ºªπ®≥∫ª∞¥ º≥º∫&- 2'®µ´®µºµ™∂µ´∞ª∞∂µ¨´ ∫ª∞¥ º≥º∫&4 2'ª®≤¨∫∑≥®™¨ ∫∫∂™∞®ª∞µÆªØ¨- 2&"2'®µ´ªØ¨4 2 &Ø∂∑¨≠º≥≥¿ ªØ¨∫¨æ ∂π´∫®π¨æ π∞ªª¨µ∂ºª' Classical conditioning acquisition Rover learns that two stimuli are associated. The tone and the presentation of food. ™/º∞∫∞ª∞∂µ0 3 2µ¨¨´∫ª∂™∂¥ ¨®≥≠®∫¨™∂µ´©¨≠∂𨪠% 2 ,/ Acquisition for operant conditioning Behavior + Consequences Behavior: Pushing vending machine = button Acquisition Associating a behavior or Consequence: Receiving a candy bar response with a consequence (reinforcer or punisher) C • Cognitive processes "≥®∫∫∞™®≥™∂µ´∞ª∞∂µ∞µÆ®µ´ "∂Ƶ∞ª∞Ω¨/π∂™¨∫∫¨∫ ®µ∞¥ ®≥∫≥¨®πµªØ¨∑π¨´∞™ª®©∞≥∞ª¿∂≠®∫ª∞¥ º≥º∫ ¥ ¨®µ∞µÆªØ¨¿≥¨®πµ¨ø∑¨™ª®µ™¿∂π®æ®π¨µ¨∫∫ ∂≠® ∫ª∞¥ º≥º∫ ∂π # ¨Ω¨≥∂∑ªØ¨¨ø∑¨™ª®µ™¿ªØ®ªªØ¨™∂µ´∞ª∞∂µ¨´ ∫ª∞¥ º≥º∫&"2'∫∞Ƶ®≥∫ªØ¨∑π¨∫¨µª®ª∞∂µ∂≠ªØ¨ ºµ™∂µ´∞ª∞∂µ¨´∫ª∞¥ º≥º∫&4 2' Cognitive processes affect conditioning, 321 • Rescorla and Wagner (1972) found that animals learn to “expect” an unconditioned stimulus; • this shows cognition at work: the animal learns the predictability of a second associated event after the first • When humans learn to expect one thing in association with the presentation of another this shows that cognitive processes are also at work. "∂Ƶ∞ª∞ ¨∑π∂™¨∫∫∞µÆ®µ´ Ω¨π∫∞Ω¨"∂µ´∞ª∞∂µ∞µÆ&™≥®∫∫∞™®≥' 3ب∑¨π∫∂µ©¨∞µÆ ™∂µ´∞ª∞∂µ¨´∞∫®æ ®π¨ ªØ®ªªØ¨∞πµ®º∫¨®∞∫ ™®º∫¨´©¿ªØ¨´πºÆ 3Ø∞∫©π¨®≤∫ªØ¨ ®∫∫∂™∞®ª∞∂µ©¨ªæ ¨¨µ ªØ¨∫ª∞¥ º≥∞ "∂µ´∞ª∞∂µ∞µÆ¥ ®¿µ∂ª æ ∂π≤∞µªØ∞∫™®∫¨ Operant and cognitive processes • They develop the expectation that behaviors lead to certain consequences (reinforced or punished in some way) • Or • Latent learning---learning that is not obvious-- -occurs, without any reinforcement being given "∂Ƶ∞ª∞ ¨∑π∂™¨∫∫¨∫5 .∑¨π®µª "∂µ´∞ª∞∂µ∞µÆ6 $Ω∞´¨µ™¨∂≠™∂Ƶ∞ª∞Ω¨∑π∂™¨∫∫¨∫´ºπ∞µÆ∂∑¨π®µª ≥¨®πµ∞µÆ™∂¥ ¨∫≠π∂¥ π®ª∫´ºπ∞µÆ®¥ ®¡¨ ¨ø∑≥∂π®ª∞∂µ∞µæ Ø∞™Øª 8 9 , , 8 & ' * 2 , Cognition and Operant Conditioning: Updating Skinner ~Overjustification Effect }the effect of promising a reward for doing what one already likes to do }the person may now see the reward, rather than intrinsic interest, as the motivation for performing the task E • Extinction Classicalconditioning Extinction, 319 diminishing of a CR; the organism no longer responds to the conditioned stimulus When the conditioned response is no longer emitted after repeated presentations of the conditioned stimulus in classical conditioning, when a UCS does not follow a CS Example: Pavlov‘s dog no longer salivated to the bell tone 74 : % $&,' , $ &' 9 & ' ™®º∫¨∫¨øª∞µ™ª∞∂µ Operant conditioning extinction • When a response is no longer reinforced • Responding drops off when the reinforcer is no longer given • So, if she keeps putting money in the machine and no more candy comes out she will stop the behavior http://www.pacificcoastvending.net/images/combo_snack_and_pop_vending_machine_53_k0j1.jpg.