Introduction to psychology
Chapter 6: Learning
6.1 How Do We Learn?
LEARNING OBJECTIVES:
Define learning.
Identify three types of learning processes.
Describe the nonassociative learning processes: habituation and sensitization.
Explain the significance of each.
Learning: a relatively enduring change in behavior, resulting from experience.
▪ Behavior better adapted to the environment.
Watson founded behaviorism (chapter 1) and was influenced by Locke and his ‘tabula rasa’
▪ Learning by doing; observable aspects of learning.
There Are Three Types of Learning
Nonassociative Learning: responding after repeated exposure to a single
stimulus/event.
Associative Learning: linking two stimuli, or events, that occur together.
▪ Develop through conditioning: a process in which environmental stimuli and
behavioral responses become connected.
Observational Learning: acquiring or changing a behavior after exposure to another
individual performing that behavior.
Habituation and Sensitization Are Simple Models of Learning
Habituation: a decrease in behavioral response after repeated exposure to a
stimulus. E.g. blocking out sounds that are not important.
Dishabituation: increase in response because of a change in something
familiar.
Reduction of neurotransmitter release.
Sensitization: an increase in behavioral response after exposure to a stimulus.
E.g. a sudden burnt smell while studying.
Increase in neurotransmitter release.
, Kandel’s work on the aplysia has shown that habituation and sensitization occur through
alteration in neurotransmitter release.
6.2 How Do We Learn Predictive Associations?
LEARNING OBJECTIVES:
Define classical conditioning.
Differentiate between the US, UR, CS, and CR.
Describe acquisition, extinction, spontaneous recovery, generalization,
discrimination, second-order conditioning, and blocking.
Describe the Rescorla-Wagner model of classical conditioning, including the role of
prediction error and dopamine in the strength of associations.
Describe the role of conditioning in the development and treatment of phobias and
addictions.
Classical Conditioning (Pavlovian Conditioning): a type of associative learning in
which a neutral stimulus comes to elicit a response when it is associated with a
stimulus that already produces that response.
▪ Pavlov’s dogs
▪ Twitmyer’s knee jerk experiment
Pavlov’s Experiments
1. Conditioning trial: pairing of a neutral stimulus to a stimulus that reliably presents
the reflex; repeated a number of times.
2. Test Trial: only the neutral stimulus is presented without the other stimulus.
Terminology (classical conditioning):
Unconditioned Response (UR): a response that does not have to be learned reflex
(salivation).
Conditioned Response (CS): a response to a conditioned stimulus; a response that
has been learned. (salivation after CS is presented).
Unconditioned Stimulus (US): a stimulus that elicits a response, such as a reflex,
without any prior learning (food).
Conditioned Stimulus (CS): a stimulus that elicits a response only after learning has
taken place (metronome ticking).
Chapter 6: Learning
6.1 How Do We Learn?
LEARNING OBJECTIVES:
Define learning.
Identify three types of learning processes.
Describe the nonassociative learning processes: habituation and sensitization.
Explain the significance of each.
Learning: a relatively enduring change in behavior, resulting from experience.
▪ Behavior better adapted to the environment.
Watson founded behaviorism (chapter 1) and was influenced by Locke and his ‘tabula rasa’
▪ Learning by doing; observable aspects of learning.
There Are Three Types of Learning
Nonassociative Learning: responding after repeated exposure to a single
stimulus/event.
Associative Learning: linking two stimuli, or events, that occur together.
▪ Develop through conditioning: a process in which environmental stimuli and
behavioral responses become connected.
Observational Learning: acquiring or changing a behavior after exposure to another
individual performing that behavior.
Habituation and Sensitization Are Simple Models of Learning
Habituation: a decrease in behavioral response after repeated exposure to a
stimulus. E.g. blocking out sounds that are not important.
Dishabituation: increase in response because of a change in something
familiar.
Reduction of neurotransmitter release.
Sensitization: an increase in behavioral response after exposure to a stimulus.
E.g. a sudden burnt smell while studying.
Increase in neurotransmitter release.
, Kandel’s work on the aplysia has shown that habituation and sensitization occur through
alteration in neurotransmitter release.
6.2 How Do We Learn Predictive Associations?
LEARNING OBJECTIVES:
Define classical conditioning.
Differentiate between the US, UR, CS, and CR.
Describe acquisition, extinction, spontaneous recovery, generalization,
discrimination, second-order conditioning, and blocking.
Describe the Rescorla-Wagner model of classical conditioning, including the role of
prediction error and dopamine in the strength of associations.
Describe the role of conditioning in the development and treatment of phobias and
addictions.
Classical Conditioning (Pavlovian Conditioning): a type of associative learning in
which a neutral stimulus comes to elicit a response when it is associated with a
stimulus that already produces that response.
▪ Pavlov’s dogs
▪ Twitmyer’s knee jerk experiment
Pavlov’s Experiments
1. Conditioning trial: pairing of a neutral stimulus to a stimulus that reliably presents
the reflex; repeated a number of times.
2. Test Trial: only the neutral stimulus is presented without the other stimulus.
Terminology (classical conditioning):
Unconditioned Response (UR): a response that does not have to be learned reflex
(salivation).
Conditioned Response (CS): a response to a conditioned stimulus; a response that
has been learned. (salivation after CS is presented).
Unconditioned Stimulus (US): a stimulus that elicits a response, such as a reflex,
without any prior learning (food).
Conditioned Stimulus (CS): a stimulus that elicits a response only after learning has
taken place (metronome ticking).
