PSYC1000 W25 Week 5 Part 1_Posted

PSYC*1000 - Introduction to Psychology

Course Information

• Course Title: Introduction to Psychology (PSYC*1000)

• Term: Winter 2025

• Week: 5

• Topic: Learning, Part 1 (Chapters 6.1, 6.2, 6.3)

• Instructor: Dr. Gabrielle Pitt, RECE, RSW, PhD

A Thought

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”Attribution: Benjamin Franklin

Readings for Chapter 6.1

• Focus: Classical Conditioning

• Important: Understand bold terms and italicized definitions.

• Authors’ Contributions: Helpful discussions and content on key terms, definitions, and their implications are provided to deepen understanding.

Learning

Initial Reflections

Before diving into the specifics of learning theories, reflect on the following questions:

• What were your earliest learning experiences and how have they shaped your current perspectives?

• Identify factors that have facilitated or hindered your learning process throughout your education and how these may vary across different environments or time periods.

• What notable changes have occurred in your learning strategies over the years, and what reasons influenced these modifications?

Definition of Learning

Learning is defined as any relatively permanent change in behavior resulting from individual practice or experience, intentionally excluding changes resulting from growth or maturation processes. This encompasses various domains, including cognitive, emotional, and social learning, highlighting its multifaceted nature in influencing human behavior.

Types of Learning:

1. Classical Conditioning

2. Operant Conditioning

3. Cognitive Learning

Classical Conditioning

Overview

Description: Classical conditioning is a fundamental learning process where associations are made between an unconditioned stimulus (US) and a previously neutral stimulus (NS). It illustrates how a stimulus can evoke a response through learned associations.Pioneer: Ivan Pavlov, a Russian physiologist, conducted landmark experiments that established this foundational area of psychology, revealing critical methodologies that are still employed today in both research and practical applications.

Key Concepts

• Definition: A method of learning in which a neutral stimulus becomes associated with a meaningful stimulus to elicit a conditioned response where none previously existed. This process fundamentally alters the organism's behavior.

Ivan Pavlov

• Background: Lifespan: 1849-1936

• Significance: Pavlov first described the principles of classical conditioning in 1899 while conducting research on dog digestion. His groundbreaking work earned him the Nobel Prize in 1904 for its contribution to understanding physiological processes, which greatly influenced psychological research.

Research Methodology

Pavlov employed a systematic approach involving specialized apparatuses to measure saliva production and reflex responses in dogs, meticulously highlighting how external stimuli trigger learned behaviors.

Observations from Pavlov's Experiments

• Behavioral Observation: Dogs demonstrated salivation not only at the presentation of food but also in response to stimuli associated with food preparation, such as the presence of lab technicians.

• Key Discoveries: Pavlov identified the intricacies of learned behaviors through stimulus associations, laying the groundwork for subsequent behavioral studies.

Stimuli Defined

• US (Unconditioned Stimulus): Food

• UR (Unconditioned Response): Salivation

• NS (Neutral Stimulus): Bell

• CS (Conditioned Stimulus): Bell (after conditioning)

• CR (Conditioned Response): Salivation in response to the bellNote: Salivation is an involuntary process regulated by the autonomic nervous system, particularly the parasympathetic branch, underscoring the biological underpinnings of learned responses.

Classical Conditioning Process

1. Before Conditioning: The unconditioned stimulus (US)—food—naturally elicits the unconditioned response (UR)—salivation.

2. During Conditioning: The neutral stimulus (tone) initially produces no response.

3. After Conditioning: Through repeated pairings of the US (food) and NS (tone), the NS becomes a conditioned stimulus (CS), now eliciting a conditioned response (CR)—salivation—even in the absence of the US.

Concepts of Stimuli

• Stimulus: Any event or object that induces a response.

• Response: The reaction exhibited by an organism to a stimulus.

• Types of Stimuli:

  • Neutral Stimulus: Initially fails to elicit any response.

  • Unconditioned Stimulus (UCS): Elicits a natural reflex response without prior conditioning.

  • Unconditioned Response (UCR): Natural, unlearned reaction to the UCS.

  • Conditioned Stimulus (CS): Elicits a learned response after being associated with UCS.

  • Conditioned Response (CR): The learned response that results from the pairing of CS with UCS.

Factors Influencing Classical Conditioning

• The number of pairings between CS and US.

• The intensity and relevance of the US.

• The predictable reliability of the CS to signal the US.

• The temporal relationship that exists between CS and US during the conditioning process.

Stimulus Generalization

Observations: In Pavlov’s experiments, dogs displayed salivation not solely in response to the bell but also to stimuli resembling it, such as doorbells. This showcases that greater similarity increases the likelihood of generalization, revealing insights into learning and behavioral adaptations.

Extinction of Conditioned Responses

• Definition: Extinction refers to the gradual reduction or elimination of the CR when the US is no longer presented alongside the CS, indicating a decline in learned behavior.

• Example: Pavlov observed that his dogs stopped salivating upon hearing the bell when it was rung repeatedly without the subsequent presentation of food, emphasizing the necessity of the US for sustaining the CR. Individual extinction rates vary widely among different subjects, reflecting individual differences in learning and memory.

John Watson - Behaviorism

Little Albert Experiment: Conducted in 1920 by John Watson and Rosalie Rayner, this experiment conditioned an emotional response in infant "Little Albert" by pairing a white rat (NS) with a loud noise (UCS), leading to an irrational fear response (CR). This fear subsequently generalized to similar stimuli, illustrating the mechanics of fear conditioning and raising questions about ethical practices in psychological research.

Parental Advice by Watson: In his influential work on child psychology, Watson advocated against excessive physical affection to foster emotional independence in children. This view has drawn significant ethical scrutiny given its implications on child development and welfare.

Legacy and Ethical Concerns

Despite his empirical contributions to behaviorism, Watson's legacy is complicated by ethical issues regarding his experiments, particularly concerning informed consent and the emotional well-being of subjects involved in his research.

Adaptive Value of Classical Conditioning

Definition: This concept emphasizes the usefulness of traits in promoting an organism's survival. It highlights how experiences can shape behavioral responses that enhance adaptations to environmental challenges, illustrating the evolutionary significance of learning.

• Biological Predispositions: Certain genetic factors predispose individuals to acquire classically conditioned responses, influencing behavioral outcomes.

• Example: A common example includes humans developing inherent fears towards stimuli perceived as threats to survival, such as snakes or heights, reflecting adaptive learning.

Taste Aversions and Learning

Concept: The phenomenon of associating specific sensory cues with illness can lead to strong avoidance behaviors that persist long after the initial conditioning event. This has practical implications in medical fields, such as chemotherapy, where patients often develop aversions to foods consumed prior to feeling ill, complicating dietary habits and treatment adherence.

Classical Conditioning in Everyday Life

Fear Responses: Many fears and phobias can be traced back to conditioning experiences; for example, a dental phobia might stem from a painful experience associated with dental treatments.Drug Use Dynamics: Environmental cues can evoke cravings, significantly affecting substance use behaviors and elevating risks of overdose in contexts where familiar cues are absent, illustrating the powerful influence of learned associations.Advertising Impact: Classical conditioning plays a key role in advertising strategies that aim to associate emotional responses with products, evidenced by campaigns utilizing celebrities to elicit positive feelings about a brand and increase consumer engagement.

Systematic Desensitization

Definition: A therapeutic method that employs principles of classical conditioning to mitigate feelings of anxiety and fear through counterconditioning. This approach fosters gradual exposure to anxiety-provoking stimuli while promoting relaxation techniques.Historical Context: Developed in the 1950s by Joseph Wolpe, systematic desensitization has become a cornerstone in psychological treatment for anxiety disorders, demonstrating high effectiveness across various populations and settings.

Stay Tuned

Next Topic: Operant Conditioning (Part 2)