relatively durable change in behavior or knowledge that us due to experience

shapes personal habits, personality traits, prefrences, and emotional responses

learning associations between evets that occur in an organisms enviorment

classical vs. opperant

Pavlovian

stimulus acquires the capacity to evoke a responce that was origionally evoked by another stimulus

something that occurs naturally

relationship doesnt have to be learned

something that does not regulalry occur

relationship must be learned

previously neutral stim.

after conditioning evokes a conditioned response

Before Conditioning:

food(unconditioned stim.)= saliva (unconditiones resp.)

bell(neutral stim.)+food(unconditioned stim.)=saliva (unconditioned resp.)

After Conditioning:

bell (conditioned stim.) = saliva (conditioned resp.)

initial stage of learning

stimulus contiguity

best for stimuli that are new, unusual, and intense

weakening of conditioned resp.

happens when there is a presentation of CS w/out US

if response extinguoeshed in dif. context,

it will be renewed in origional learned context

not unlearning

learned responce to a stim.

but responds the same way to similar stimuli

increases as stimuli become closer to origional

learned response does not generalize

B.F. Skinner

organisms tend to repeat resp. followed by favorable consequence

they tend to not repeat resp. followed by neutral or negative consequences

all for voluntary responses

operant chamber

animal can make a specific responce

consequences are controlled

reported via cumulative recorder

reinforcement of closer aproximantions of desired responce

used when resp. is not natural

weakening of a resp. w/ reinforcement

resistance to extinction

biological needs:

food, water, sex

learned needs:

ex. money

conitinuous- everytime

intermitted- fixed ratio, variable ratio, fixed interval, and variable interval

increased likelihood of responces in the future

positive- increase reward stim.

negative- decrease aversive stim., escape and avoidance learning

decrease likelihood of resp. in the future

posistive- increase aversive stim. ex. spanking

negative- decrease rewarding stim. ex. taking away toys

gastrointestinal upset to a food or drink results in not wanting to consume it again

only need 1 exposure

only occurs to taste and smell

species-specific predispositions to be continued in certain ways and not others

certain phobias are more common becuase they were genuine threats to early humans and fear of it increased survival

learning is not apparent from behavior when it first occurs

learning can take place in absence of reinforcement

conditioned stimulus with more predictive value (100% vs. 50%) elicited stronger fear responce

classical conditioning may involve info processing

people logically deduce which behavior likely caused outcome

only behavior likely to have caused outcome is strengthened

organisms responding is influenced be observing others

basic processes:

attention

retention

reproduction

motivation

Hyp- males will be more aggresive, the kids will imitate the models, boys will model after boy model and girls will model after girl model

subject- toddlers

ind. Variable- model was or was not aggresive

dep. Variable- level of aggresion (full or partial), imitative, physical or verbal

between subject design

Conclusion: kids imitated both the aggresive and nonaggresive models, males were more aggresive, both sexes modeled after male