CHAPTER 6
CONDITIONING AND LEARNING
TYPES OF LEARNING:
1. Learning:
• Relatively permanent change in behaviour due
to experience
• Does not include temporary changes due to
diseases, fatigue, injury, maturation or drugs.
• It’s not something you do only one time.
2. Associative learning:
• The formation of simple associations
among stimuli (anything that gets a
response) and/or responses.
• Two types= classical and Operant learning
3. Cognitive learning:
• Understanding, knowing, anticipating, or
otherwise making use of information-rich
higher mental processes.
• Pretty much what we do in school. In another
view it can be considered as education.
ASSOCIATIVE LEARNING
1. Reinforcements
Any event that increases the probability that a
response will recur.
, • Increase of behaviour.
2. Antecedents
• Events that precede a response.
• More important in classical conditioning.
• Things that happen before behaviour.
3. Consequences:
• Effects that follow a response.
• More important in operant conditioning.
• Occurs after behaviour.
1. CLASSICAL CONDITIONING
• The process by which an antecedent stimulus
that doesn’t produce a response is linked with
one that does.
• Involuntary.
• Discovered by Ivan Parlov.
• Pavlov rang the bell, then fed the dogs. After
doing this repeatedly, the pairing of food and
bell eventually established the dog's
Conditioned Response of salivating to the
sound of the bell. After repeatedly doing this
pairing, Pavlov removed the food and when
ringing this bell, the dog would salivate.
Pavlolian Terms
• Natural stimulus- stimulus that does not
evoke a response
CONDITIONING AND LEARNING
TYPES OF LEARNING:
1. Learning:
• Relatively permanent change in behaviour due
to experience
• Does not include temporary changes due to
diseases, fatigue, injury, maturation or drugs.
• It’s not something you do only one time.
2. Associative learning:
• The formation of simple associations
among stimuli (anything that gets a
response) and/or responses.
• Two types= classical and Operant learning
3. Cognitive learning:
• Understanding, knowing, anticipating, or
otherwise making use of information-rich
higher mental processes.
• Pretty much what we do in school. In another
view it can be considered as education.
ASSOCIATIVE LEARNING
1. Reinforcements
Any event that increases the probability that a
response will recur.
, • Increase of behaviour.
2. Antecedents
• Events that precede a response.
• More important in classical conditioning.
• Things that happen before behaviour.
3. Consequences:
• Effects that follow a response.
• More important in operant conditioning.
• Occurs after behaviour.
1. CLASSICAL CONDITIONING
• The process by which an antecedent stimulus
that doesn’t produce a response is linked with
one that does.
• Involuntary.
• Discovered by Ivan Parlov.
• Pavlov rang the bell, then fed the dogs. After
doing this repeatedly, the pairing of food and
bell eventually established the dog's
Conditioned Response of salivating to the
sound of the bell. After repeatedly doing this
pairing, Pavlov removed the food and when
ringing this bell, the dog would salivate.
Pavlolian Terms
• Natural stimulus- stimulus that does not
evoke a response
