6.1 Introduction to Learning and Conditioning

Learning and Its Importance

  • Definition: Learning allows individuals to perform tasks they were not born able to do. It enables beneficial changes in behavior and adaptation beyond basic reflexes and instincts.

  • Example: A leopard learns to avoid porcupines after a negative experience.

Types of Learning

  • Common Misconception: Students often equate learning solely with cognitive processes like reading, attending lectures, and testing.

  • Focus of this Chapter: Primarily on associative learning.

    • Associative Learning: The process of pairing stimuli to form associations between events.

Classical and Operant Conditioning

  • Main Types of Associative Learning:

    1. Classical Conditioning

    2. Operant Conditioning

Classical Conditioning Overview

  • Historical Context:

    • Developed by Ivan Pavlov, a Russian physiologist.

    • Pavlov’s initial research focused on the digestive processes of dogs, particularly studying gastric fluids and salivary responses.

    • Accidental Discovery: While measuring responses, Pavlov noticed dogs salivating when lab assistants entered the room, leading to his investigation into learning processes.

    • Recognition: This work eventually won Pavlov a Nobel Prize.

Pavlov's Experiment Details

  • Initial Setup:

    • Initially, Pavlov measured salivation in response to food, an automatic and reflexive response.

    • Neutral Stimulus: A metronome that did not elicit any salivation before learning.

  • Learning Process Explanation:

    • Pavlov paired the sound of the metronome (neutral stimulus) with the presentation of food (unconditioned stimulus).

    • Salivation Response:

    • Food as an Unconditioned Stimulus (US): Causes salivation without prior learning.

    • Salivation as an Unconditioned Response (UR): Reflexive reaction to food, requiring no learning.

    • After repeated pairings, the metronome alone started to elicit salivation.

Key Terminology in Classical Conditioning

  • Conditioned Stimulus (CS):

    • A previously neutral stimulus (the metronome) that, after being paired with an unconditioned stimulus, elicits a conditioned response.

  • Conditioned Response (CR):

    • The learned response (salivation) to a conditioned stimulus that did not initially elicit a response.

  • Understanding Responses:

    • Unconditioned Response: Salivation not requiring learning (direct response to food).

    • Conditioned Response: Learned salivation to the metronome after conditioning.

Brain Mechanisms Involved

  • Hebb's Rule: Neural connections strengthen when activated simultaneously, encapsulated by the phrase "cells that fire together wire together."

  • Simplified Example: Eye blink reflex

    • Puff of air leads to a reflexive blink (UR).

    • Sound paired with the puff leads to a conditioned blink response over time (CR).

    • Neurological response involves connections between somatosensory (touch) and auditory neurons.

Application of Classical Conditioning

  • Example of Eye Blink Conditioning:

    • Puff of air elicits a blink response (unconditioned).

    • Sound paired with puff (conditioned) leads to learned blinking upon hearing the sound alone.

  • Real-World Examples:

    • Everyday learning occurs without conscious awareness.

    • Driving Example: Automatic responses to traffic signals formed through conditioning (e.g., stop at a red light, go at a green light).

    • These cues create ingrained motor routines and behaviors.

Summary of Implications

  • Learning, particularly through classical conditioning, plays a crucial role in everyday behavior and decision-making. Formed associations facilitate automatic responses relevant to survival and functioning in society.