Conditioning & Observational Learning Summary

Classical Conditioning: Involves creating an association between a stimulus that automatically produces a response and a neutral stimulus. Key components include: Unconditioned Stimulus ( $US$ ), Unconditioned Response ( $UR$ ), Conditioned Stimulus ( $CS$ ), and Conditioned Response ( $CR$ ). Example: Pavlov's dog salivating to a bell, Murphy spinning to harness.
Operant Conditioning: Focuses on increasing or decreasing behavior through consequences (reinforcement or punishment). Reinforcement is generally more effective. A variable ratio schedule of reinforcement strengthens behavior by keeping the subject guessing when a reward will occur.
Clicker Training (Combining Conditioning): Combines classical and operant conditioning. The clicker starts as a neutral stimulus. Through classical conditioning (pairing clicker with treats - $US$ ), the clicker becomes a conditioned stimulus ( $CS$ ) for reward. Then, through operant conditioning, the clicker (as a reward signal) reinforces desired behaviors. Second-order conditioning allows pairing the clicker ( $CS$ ) with a new neutral stimulus (e.g., voice command) to create a new $CS$ . Eventually, the original $CS$ (clicker) can be removed.
Shaping: A technique to teach complex behaviors by rewarding successive approximations to the desired final behavior, breaking the behavior into smaller, manageable steps.
Observational Learning (Albert Bandura & Bobo Doll Experiment): Children can learn behaviors, including aggression, by observing others. The Bobo doll experiment demonstrated that children who observed an adult being aggressive towards a doll were more likely to imitate that aggression.
Learning Performance Distinction: Learning a behavior and performing a behavior are two separate things. An individual can learn a behavior but not perform it, often due to lack of motivation or perceived negative consequences. Performance can be influenced by incentives.
Bandura's Social Cognitive Theory (AMIM): For observational learning to occur, four components are necessary: Attention, Memory, Imitation, and Motivation.