Learning slides for ol class

LEARNING
“Conditioning”
 Associations (pattern recognition) between environmental stimuli (s) and / or
responses (r)

FAIR WARNING
LOTS OF SHORTHAND in this section.
Examples:
• S
• R
• →
• UCS
• UCR
• NS
• CS
• CR
• OC
• CC
• Start a list now so you can decode each of these as you go through the
slides!

BASIC DEFINITIONS OF LEARNING
Stimulus (s) produces (→) a response (r)
e. g. hard punch (s) → bruise (r)
e.g. Food (s) → salivation (r)
e.g. shock(s) → muscle tension (r)
OC

LEARNING THEORIES
Associative Learning
Classical Conditioning
Associations between 2 stimuli
Operant Conditioning
Associations between a stimulus and response
Social Learning
Modeling (observational learning)
Learning by watching

CLASSICAL CONDITIONING
Ivan Pavlov’s discovery
Investigating digestive tracts of dogs
Tongue touches food, salivation produced.
Before food eaten, salivation produced
Ultimately, dog Associated the 2 stimuli (tone & food coming)

CLASSICAL CONDITIONING TERMS
Unconditioned stimulus (UCS)
Unconditioned response (UCR)
Conditioned stimulus (CS)
Conditioned response (CR)
Neutral stimulus (NS)

INVOLUNTARY AND UNCONDITIONED
Involuntary = Automatic/ unlearned/ innate
 Some stimuli involuntarily bring about a response
 Example: a loud noise will make a baby’s head turn
 Example: water in a baby’s face will make them blink
 Example: chugging a gallon of soiled milk will make you vomit
 These involuntary sets get titled “UnConditioned”
 UCS = unconditioned stimulus = a stimulus that you have a
reflexive response to (think: would a baby have a response to this)
 UCR = unconditioned response = a response that is brought about
involuntarily (think: a baby would give this response to this
stimulus)
 So in the example A loud noise makes a baby turn their head,
 Loud noise = UCS (because it involuntarily makes a baby)
 Turn their head = UCR (because a baby didn’t have to learn to
turn their head to the noise, it happens innately)

VOLUNTARY AND CONDITIONED
Voluntary = learned
 Some stimuli you have to learn how/what you should do in response
 Example: you hear a loud noise and you curse
 Example: you get water in your face so you splash back
 Example: you drink a gallon of spoiled milk so you punch the person
that handed it to you
 These voluntary items get the title of “Conditioned”
 CS = conditioned stimulus = a stimulus you had to learn how to
respond to (think: a baby wouldn’t innately respond to)
 CR = conditioned response = a response you had to learn you
should/could do in response to the stimulus
 So in the examples:
 Loud noise = CS (because you had to learn you could/should curse
when scared)
 Curse = CR (because you had to learn you could/should respond
when you learn the loud noise)

NEUTRAL STIMULUS
• Then there are stimuli that are not called Unconditioned or Conditioned.
They are called Neutral.
• This is because they are not bringing a relevant response to the table
• Example: if I am using drinking spoiled milk (UCS) brings about vomit (UCR),
then my neutral stimulus can be ANYTHING that doesn’t currently bring
vomit
• This could be me doing a jumping jack, twirling my hair, ringing a bell
• These could be considered NS (Neutral stimuli) as they do not currently
bring about the vomit.

PROCESS OF CC
I: (Identify the Involunary) UCS  UCR
A: (Acquisition – to get association) Pair 2 S
 NS + UCS  UCR; NS + UCS  UCR; NS + UCS  UCR …(repeat)
LC: (Learning Check) Did you learn that 2 S go
together????
NS  ???
 If NS  Nothing = DID NOT LEARN
 If NS  UCR = DID LEARN to anticipate UCS on the way
NS  UCR
TC: (Title Check) ***BUT IT CAN’T BE CALLED
NEUTRAL OR UNCONDITONED NOW!
CS  CR
next

PAVLOV’S EXAMPLE
I: (Identify): Food on Tongue FOT (ucs)  salivation (ucr)
A: (Acquisition): Bell (NS)+ FOT (ucs)  salivation (ucr);
Repeat
LC: (Learning Check): Did you learn…
Bell (NS)  ???
IF NO relevant response:
No learning yet, Pair 2 stimuli for longer and try again
IF Yes – a relevant response:
YEA LEARNING! Bell (NS)  salivation (UCR)
TC: (Title Check): Because the stimulus now produces a
relevant response, it can NO longer by NS. Because you had
to learn you could/should response like that, it can NO longer
by UCR
Bell (CS)  salivation (CR)
(meaning: a stimulus you had to learn how to respond to)

EXAMPLE: WHAT ARE THE TITLES?
Crash impact makes body tense. See a deer right before the crash:
I: Crash (UCS)  body tense (UCR)
A: Deer (NS) + Crash (UCS)  Body tense (UCR)
LC:
 Deer (NS)  ???
Deer (NS)  body tense (UCR)
TC: Can’t be called NS or UCR; change titles to:
Deer (CS)  Body tense (CR)
ALWAYS:
NOTICE THAT BEFORE THE CS IS A CS, IT IS FRIST A NS
NOTICE THAT BEFORE THE CR IS THE CR, IT IS FIRST THE UCR

MORE EXAMPLES: WHAT ARE THE TITLES?
Once dark, a monster attacks you; leading you to be scared.
Monster attacks you  scared
NS: Dark
Identify: Monster attacks you (UCS)  scared (UCR)
Acquisition:
 Dark (NS) + Monster attacks (UCS)  scared (UCR)
Learning Check: NS  ???
Dark (NS)  Scared (UCR)
Title Check:
 Dark (CS)  Scared (CR)

Every time you touch the door handle, you receive a mild shock which causes your
muscles to tense. Now when you reach for the door handle you tense your muscles
preparing for the coming shock.
I:
A:
LC:
TC:

Every time you touch the door handle, you receive a mild shock which causes your
muscles to tense. Now when you reach for the door handle you tense your muscles
preparing for the coming shock.
Identify: Mild shock (UCS)  muscles tense (UCR)
Acquisition:
 Handle (NS) + mild shock (UCS)  muscle tense(UCR)
Learning Check: NS  ???
Door handle (NS)  muscles tense (UCR)
Title Check
 Door handle (CS)  muscles tense (CR)

YOU TRY
People receiving chemotherapy often vomit during or
shortly after the procedure. After several chemotherapy
sessions, they begin to get sick as soon as they enter the
treatment room.

People receiving chemotherapy often vomit during or shortly after the
procedure. After several chemotherapy sessions, they begin to get sick
as soon as they enter the treatment room.
I: Chemo treatment (UCS)  sick (UCR)
A: Chemo treatment (UCS) + treatment room (NS)  sick (UCR)
LC: treatment room (NS) ??
if treatment room (NS)  sick (UCR)
THEN
TC: the NS cannot be called NS and UCR cannot be called UCR
Treatment room (CS)  sick (CR)

PRINCIPLES OF CLASSICAL CONDITIONING
Stimulus Discrimination
Only SPECIFIC stimuli will produce the response
Example: If trained that everytime you touch the bathroom
door handle you get the shock, then ONLY that bathroom
door handle will make your muscles tense in anticipation.
Your bedroom door will be neutral still
Stimulus Generalization
Any SIMILAR stimuli will produce the same response
Example: instead of it only being your bathroom door
handle, you now think any/all door handles will also give
you the shock.

3 WAYS OF GETTING RID OF THE CR
Let’s say you no longer WANT to have the CR happen when the CS occurs.
(example: you want to stop feeling afraid when the lights go out)
1. Avoid the stimulus
 In this case: get a nightlight. This works as a short-term solution.
2. Re-condition (use the existing CS as a NS in a different example)
 In this case: turn out the lights and give the kid $100 (repeat until they think
the dark will bring them something good instead of a monster attacking)
3. Extinction (loose association between two stimuli)
 In this case: turn out the lights then having NOTHING happen (repeat).
Eventually will thing dark brings no UCS
 More on extinction on next slide

PRINCIPLES OF CLASSICAL CONDITIONING
Extinction
The elimination of the association between the 2
stimuli
 Result: The failure to respond to the CS with the CR.
 Can happen after repeated exposure to CS without the UCS
Example:
• The door handle used to shock you so your muscles tensed everytime
you went to touch it. However, it hasn’t shocked you in several weeks,
so you stop thinking it will – and therefore you stop having muscle
tense when you reach for it.

HIGHER ORDER CLASSICAL CONDITIONING
Sometimes
we build
learning layers.
Layering of the CC Process
A 2nd NS becomes a CS through association with an existing CS

Formula for
HOCC
• Notice that the section in
grey is the same formula
as regular CC.
• The higher order starts as
you introduce the A2
• **notice that the NS2 is
being paired not with the
UCS, but with the
EXISTING CS**
I: Ucs  ucr
A: Ns + ucs  ucr
LC: NS  ???
TC: NS  UCR = CS  CR
A2: NS2+CS  CR
LC2: NS2  ???
TC2: NS2  CR = CS2 
CR2
HIGHER ORDER CLASSICAL CONDITIONING

HIGHER ORDER CC
Using an example
from before:
Let’s add the HOCC
layer of a specific
corner of the road
when I see Deer
**NOT THE
CRASH**
I: Crash (UCS)  body tense (UCR)
A: Deer(NS) + crash(UCS)body tense(UCR)
LC: Deer (NS)  ???
Deer (NS)  body tense (UCR)
TC: Deer (CS)  body tense (CR)
A2: Corner(NS2)+deer(CS)body tense(CR)
LC2: Corner (NS2)  ???
Corner (NS2)  body tense (CR)
TC2: Corner (CS2)  body tense (CR2)

New Smells bring
excitement and is
paired with being on a
walk
Before going on a walk, I
get the leash out of the
closet and the dogs get
excited anticipating the
walk
Before getting the leash
out, I ask “do you want
to walk” and the dogs
get excited anticipating
the leash
I: New smells (UCS)  excite (UCR)
A: walk(NS) + new smells (UCS) excite(UCR)
LC: walk (NS)  ???
walk (NS)  excite (UCR)
TC: walk (CS)  excite (CR)
A2: leash (NS2)+walk (CS)excite(CR)
LC2: leash (NS2)  ???
leash (NS2)  excite (CR)
TC2: leash (CS2)  excite(CR2)
A3: “walk” (NS3)+leash(CS2)  excite (CR2)
LC3: “walk” (NS3)  ???
“walk” (NS3)  excite (CR2)
TC3: “walk” (CS3)  excite (CR3)
HIGH ORDER CONDITIONING CAN HAVE MULTIPLE LAYERS

OPERANT CONDITIONING
The organism’s behavior OPERATES or produces
effects on the environment
Pairing a Stimulus (behavior) and Response
(consequence) RATHER THAN two stimuli
OC Process:
A: behavior consequence
Thorndike’s Law of Effect:
If a behavior gets a reaction we like, we’ll repeat it; if a
behavior gets a reaction we DON’T like, we will NOT
repeat it.

SKINNER’S CONSEQUENCES
1. Reinforcement vs. Punishment
• Reinforcement = consequence you LIKE
• Punishment = consequence you DON’T like
2. Primary vs. Secondary
• Primary = innate understanding of good/bad
• Secondary = had to learn the value
3. Positive vs. Negative
• Positive = add, give
• Negative = take away

REINFORCERS VS PUNISHERS
Do I like this or not?
Reinforcer (consequence you LIKE) examples:
• If I gave you $100
• If I removed your lowest quiz score
• If I gave you your favorite food ever
• If I removed your obligation to take an exam
Punisher (consequences you DON’T like) examples:
 If I charged you an additional $100
 If I added homework
 If I let you see your favorite food, but wouldn’t let you eat it
 If I made you eat something gross (for me: gizzards)
**NOTEWORTHY**
The decision of these being liked/not is personal! What is reinforcing for me
(wilted spinach) might be punishing to you! (and vice versa – maybe you love
gizzards so that would be reinforcing for you)
When I ask in homework to identify if things are R vs P, go with what you think
most people would interpret the item as

PRIMARY VS SECONDARY
Back to the baby! Would a baby innately understand the item as reinforcing vs
punishing?
Primary (innately understand) examples:
• Food (to have is good, to not have is bad)
• Water (to have is good, to not have is bad)
• Air (to have is good, to not have is bad)
• Sleep (to have is good, to not have = a screaming child)
• Pain (to have is BAD, to not have is good)
• Belongingness = love and affection from others (to have is good, to not have is
bad)
Secondary (have to learn is good/bad) examples:
 Cell phone (baby could care less if they have one or not)
 $100 (hand a toddler a $100 bill then take away and give them two $1 bills. They
are generally happier – they now have two). If I do the same for you – trade
$100 for $2 – you are NOT happy
 Tell a Kindergardner they got an F for the day and they say, “F is for Fantastic!”
If I tell you that you got an F for the day, you say, “F is for Failure or F-You”. You
had to LEARN that getting an F was not a good thing.

POSITIVE VS NEGATIVE
Given or Taken away? ****NOTHING TO DO WITH GOOD OR BAD*****
Positive (being GIVEN) examples:
• If I GIVE You $100
• If I GIVE you a 20 page research paper due by next week
• If I GIVE you your favorite food ever
• If I GIVE you your least favorite food and require you to eat
Negative (something TAKEN) examples:
 If I REMOVE a library fine
 If I REMOVE a cell phone
 If I REMOVE dinner (did your parents ever send you to bed without dinner?)
 If I REMOVE the wheels off of your car (no joke – happened to my sister)
 If I kick OUT the person that annoys you the most

EXAMPLES: FIRST IDENTIFY THE BEHAVIOR VS THE
CONSEQUENCE. THEN IDENTIFY IF IT IS A REINFOCER
VS PUNISHER, PRIMARY VS SECONDARY, POSITIVE VS
NEGATIVE FOR EACH EXAMPLE
• Drinking spoiled milk causes you to get sick
• Miss Sarah praises John for a good answer
• If student talk out of turn, they must write “I will not
talk in class” 100 times.
• Susan takes Advil and gets rid of a headache.
• Jason gets caught speeding down the road and
receives a speeding ticket.
• This is Jason’s 3rd speeding ticket so he loses his
license.

EXAMPLES REVEALED
• Drinking spoiled milk causes you to get sick
• Behavior: drinking milk
• Consequence: getting sick
• Punisher (don’t like getting sick)
• Primary (pain)
• Positive (GETTING sick) (though if your phrasing is loosing food
from stomach, you could sell me on negative here)
• Miss Sarah verbally praises John for a good answer
• Behavior: John’s good answer
• Consequence: praise
• Reinforcer (most people like to be told they are right
• Primary (belongingness)
• Positive (GIVEN praise)
• If student use their phone in class, they get it taken away from
them
• Behavior: talking on phone
• Consequence: phone taken away
• Punisher (most people WANT to have their phone)
• Secondary (have to learn the value of having phone)
• Negative (phone TAKEN from you)

EXAMPLES REVEALED
• Susan takes Advil and gets rid of a headache.
• Behavior: takes advil
• Consequence: gets rid of headache
• Reinforcer (most people don’t want the pain)
• Primary (pain)
• Negative (REMOVING pain)
• Jason gets caught speeding down the road and receives a
speeding ticket.
• Behavior: speeding
• Consequence: ticket
• Punisher
• Secondary (have to learn tickets are bad)
• Positive (GIVEN ticket)
• This is Jason’s 3rd speeding ticket so he loses his license.
 Behavior: another ticket
 Consequence: looses license
 Punisher
 Secondary
 Negative (removal of license)

PRINCIPLES OF OPERANT CONDITIONING
Stimulus Generalization
 Any Similar behavior will be associated with the same consequence
 Example: thinking, Taking Tylenol should work just as well as Advil
 Example: thinking, texting on my phone will get me in just as much
trouble as talking on my phone
Stimulus Discrimination
• Only the Original behavior will be associated with the same
consequence
• Example: thinking, ONLY Advil will work, Tylenol just don’t work for
me
• Example: thinking, the rule was not to talk on the phone, so texting
is fine
Extinction
 No longer associating the behavior and consequence
 Example: you used to think speeding = ticket, but you have sped
for the last 4 months and no ticket, so you no longer think that
applies.

PRINCIPLES OF OPERANT CONDITIONING
Shaping
 Successive Approximations (AKA sub-gaols) to get to an end
goal behavior
 Example: potty training a kiddo. You COULD wait for 14 years
before they realize they have to go, head to the bathroom, pull
down drawers, use the big potty, then wipe, flush, wash on their
own. OR
 Reinforce them when they tell you they have a dirty diaper
 Once they have that down, move on to the next sub-goal:
 Reinforce them when they tell you they have to go (even if
they don’t quite make it)
 Once they have that down, move on to the next sub-goal:
 Reinforce them Only when they tell you they have to go and
they make it to the potty
 Once they have that down, move on to the next sub-goal………

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