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Ivan Pavlov: name of the Russian Psychologist credited with first scientific studies of Classical Conditioning
Thorndike:  Psychologist who put forth the law of effect
B.F Skinner: Operant Conditioning
Albert Bandura: Studied Modeling to formulate his social-learning theory.
Edward Tolman: He conducted a famous experiment illustrating that sometimes learning occurs but is not immediately evident
learning: Process of acquiring new and relatively enduring information or behaviors
Habituation: An organism's decreasing response to a stimulus with repeated exposure to it
associative learning: learning that certain events occur together
stimulus: any event or situation that evokes.
Cognitive learning:
classical conditioning: A type of learning in which one learns to link two or more stimuli and anticipate events
behaviorism: Psychologists were studying things you really couldn't see so therefore they shifted to studying things that you can only observe and not on mental processes
neutral stimulus: no response at first but turns into conditioned stimulus
Unconditioned response:  (same as conditioned response) unlearned naturally occurring response to an unconditioned response
Unconditioned Stimulus: A stimulus that occurs naturally that causes a response (Cause and fact) (dog salivating to food naturally)
Conditioned Response:
(same as Unconditioned response) Learned response to a previously neutral  but now conditioned stimulus
Conditioned Stimulus:
(same as Neutral stimulus) an originally irrelevant stimulus that after association with an unconditioned stimulus comes to trigger a conditioned response
Acquisition: When you first learn a response (making a habit)
Higher Order: When we learn that something predicts the predicting stimulus (step above conditioned stimulus)
Extinction: Quitting an old habit
Spontaneous Recovery: After a period of extinction, the conditioned response re-appears (if the dog salivating to the noise suddenly stop for a while and after a long time begins to salivate to loud noise once it re-appears)
Generalization: when a similar causes a response to happen (If a baby cry's everytime it sees a bunny that even when you see something that remind of bunny (cotton balls) begins to cry)
Discrimination: When begin to tell things apart that are similar
Operant Conditioning: Positive reinforcement, negative reinforcement, Positive Punishment, Negative Punishment
Law of Effect: Thorndike's principle that is about behavior control
Operant Chamber: B.F skinner, skinner box
Reinforcement: Enhancing positive behavior through incentives
Shaping: an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior
Discriminative Stimulus: Stimulus that elicits a response association with reinforcement
Positive Reinforcement: Adding something liked to promote positive behavior
Negative Reinforcement: Subtracting something disliked to promote positive behavior
primary Reinforcer: Reinforcer that satisfies a biological need (money, good grades)
Conditioned Reinforcer: Stimulus that gains its reinforcing power through its association with its primary reinforcer
Reinforcement Schedule: pattern that defines how often a desired response will be performed
Continuous Reinforcement: Reinforcing the desired response every time it occurs
Partial Reinforcement: Reinforcing response only part of the time
Fixed-Ratio Schedule: reinforces a response only a specific number of responses (if you buy 10 coffees you get the 11th one free)
Variable-Ratio Schedule: reinforcers after a random number of behaviors (slot machine)
Fixed-Interval Schedule: reinforcers after a specific amount of time (every so often) (special soup every tuesday)
Variable-Interval-Schedule:
Reinforcers offered at random unpredictable times (never know when someone will randomly text you)
Punishment: Negative consequence that promotes positive behavior
Biofeedback: A system for electronically recording and feeding back information regarding a sudden physiological state
Respondent Behavior: Behavior that occurs as an automatic response to some stimulus
Operant Behavior: Behavior that operates on behavior to produce consequences
Cognitive map
Latent Learning: learning that occurs but is not a parent until there is an incentive to demonstrate it
Insight: a sudden realization of a problem or solution
Instrinsic Motivation: motivated by yourself to do something
Extrinsic Motivation: You are being motivated by outside influence
Coping: Alleviating stress using emotional, cognitive, or behavioral methods
Problem-focused coping: attempting to alleviate stress directly by changing the stressor or the way we interact with that stressor  (directly confronts someone)
Emotion-focused coping: Attempting to alleviate stress by avoiding a stressor (went to friends before confronting person)
learned helplessness: The hopelessness a human learns when unable to avoid repeated aversive events (feel so bad about something so you just give up)
External locus of control: The perception that chance or outside forces beyond our personal control determine our fate
Internal locus of control: perception that you control your own fate
self-control: The ability to control impulses and delay short term gratification for greater long term rewards
Observational learning: Learning by observing others
Modeling: the process of imitating a specific behavior
Mirror Neurons: Frontal lobe neurons that some scientists believe fire when performing certain actions or when observe someone else doing so
Pro-social behavior: A positive constructive positive behavior (Bobo Doll- when guy pushed around doll nicely to show playful pro-social behavior)

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paragraph 1: Classical Conditioning how you will use the techniques
paragraph 2: Operant Conditioning how this is an effective technique
Paragraph 3: why you will use these techniques

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-Andrew Bandura
-modeling
stage 1-adult model that expressed violent behavior
stage 2- mild aggression arousal
stage 3- Test for imitation
girls imitated verbal aggression while boys imitated physical aggression
un-ethical
Kids were manipulated, kids were not told that the adults were pretending to perform the aggressive behavior
-males are inclined to be more aggressive than females
-adult models show child that is it okay to use violent behavior

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Understand the 5 schedules of reinforcement

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Understand the 5 schedules of reinforcement

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Ratio(# of responses)
Fixed Interval (time)
Fixed (set)
Variable (random)
VR
FR
FI
VI
Continuous Reinforcement: every instance of behavior is reinforced
ratio schedules: reinforcement is based on the number of behaviors required
Interval schedule:Reinforcement is based on the passage of time
Fixed schedules: The requirements for reinforcement are always the same
Variable Schedules: the requirements for reinforcement change randomly
Continuous--------every time

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Learning by observation
Observational learning: learning by observing others. Also called social learning.
Modeling: the process of observing and imitating a specific behavior
Albert Bandura
-researcher of observational learning
-Bandura suggests that by watching a model, we experience vicarious reinforcement or vicarious punishment and we learn to anticipate a behavior's consequences in situations like those we are observing.
(Bandura's Bobo Doll experiment is one of the most famous in psychology.)
Mirrors and imitation in the Brain
-Mirror neurons: Frontal lobe neurons that some scientists believe may provide a neural basis for everyday imitation and observational learning.
Applications of observational learning
prosocial behavior (positive, helpful)
Antisocial behavior
-observational learning may have antisocial effects

Children tend to imitate what a model does and says, whether the behavior being modeled is prosocial (positive, constructive, helpful) or antisocial.

If a model's actions and words are inconsistent, children may imitate the hypocrisy they observe.

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Seligman principle of learned helplessness
-see the effect of controllable and uncontrollable shock
-split 24 dogs in 3 control groups
-placed in harnesses
-escape group dog can escape shock
-no escape group cannot control shock
-dogs in group receiving uncontrollable shocks were given an easy escape
-escape and control group had a lower percentage of failure and a faster escape time
Un-Ethical
-painful study and no consent, no reason to harm the animals
-hopelessness can cause depression

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How do we learn

Learning is the process of acquiring new and relatively enduring information or behaviors.
-humans are able to adapt to our environments
-We learn to expect and prepare for significant events such as food or pain (classical conditioning)
-We typically learn to repeat acts that bring rewards and to avoid acts that bring unwanted results (Operant conditioning)
-We learn new behaviors by observing events and by watching others, and through language we learn things we have never experienced nor observed (cognitive learning)
Classical conditioning: We learn to associate two or more stimuli (a stimuli is any event or situation that evokes a response)
Operant conditioning: We learn to associate a response and its consequences.
Cognitive learning: we acquire mental information that guides our behavior. For example, in observational learning, we learn new behaviors by observing events and watching others.
associative learning: learn that certain events occur together.
Sensory adaptation occurs when one of your sensory senses stops registering the presence of an unchanging stimulus----when you go swimming in a cool pool, for example, the water no longer feels cool after you've been in for a few minutes.
Habituation: an organism's decreasing response to a stimulus with repeated exposure to it.
stimulus: any event or situation that evokes a response
behaviorism: the view that psychology should be an objective science that studies behavior without reference to mental processes most research psychologists today agree
neural stimulus (US): in classical conditioning, a stimulus that elicits no response before conditioning.
Unconditioned response: In Classical conditioning an unlearned naturally occurring response(such as salivation) to an unconditioned stimulus (US) such as food in the mouth.
Unconditioned stimulus (US): In classical conditioning, a stimulus that unconditionally -naturally +automatically -triggers a response (UR)
Conditioned response (UR): In classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus (CS)
Conditioned Stimulus: in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US) comes to trigger a conditioned response (CR)
Acquisition: the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response (CR) in operant conditioning, strengthening of a reinforced response
Higher-order-conditioning: a procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaver) conditioned stimulus.
for example: an animal has learned that a tone predicts food might then learn that a light predicts the tone and begin responding to the light alone. (Also called second-order conditioning)
Extinction: the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) doesn't follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced.
Spontaneous recovery: the reappearance, after a pause of an extinguished conditioned response.
Generalization: the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses.
Discrimination: the learned ability to distinguish between a conditioned stimulus and stimulus that do not signal an unconditioned stimulus.

we learn by association- john locke

learned associations operate subtly, feed habitual behaviors

habitual after 66 days

process of learning associations=conditioning (2 occur together)

Pavlov
-discard inner thoughts, feelings, emotions
-study how organisms respond to stimuli in neuronments
-observable behavior
-dogs (dog doesn't learn to salivate in response to food in mouth food in mouth automatically, unconditionally triggers dogs salivary reflexes. food, drooling---UR/US)
-Salivation to tone is warned, conditioned
Acquisition

-classical conditioning is biologically adoptive because it helps humans and other animals prepare for a good (bad events)

CS signal reproduction edge

conditioning helps an animal survive and reproduce- by responding to cues that help it gain food, avoid dangers, locate mates, produce off spring.

US------UR

CS+US------UR

CS-------CR

Pavlov's legacy

-Classical conditioning "basic form of learning
-Many other responses to many other stimuli can be classically conditioned in many other organisms
-showed how a process me learning can be studied objectively

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GARCIA 11/3
-control: Rats made sick
-Experimental: Rats given saccharin before hand
-exposed to x-irradiation and become sick
-3 days later offered saccharin again and results recored
-group of rats given nothing
procedure: The rats will
Results: when the rats were given the solution to make them sick after drinking the saccharin they once enjoyed, the rats drank copious quantities of the drink, because they had not associated illness with the drink. (taste aversion)
Ethical guidelines: not ethical because the rats are exposed to radiation, but they did not talk about how the radiation affected them. it could be ethical because they were well fed and taken care of.
WATSON
-Studied little Albert (not albert van dura)
-Classical Conditioning Psychologist
Purpose: the behaviorist theory explains behavior is caused by environmental and situational stimuli.
Procedure: Recruited 9 month old orphan baby
-observed objects (neutral stimuli) to see if albert would develop fear
-white rat became conditioned stimulus elicited a conditioned response
-Albert began to generalize
-Albert became scared of the objects Watson conditioned him to be scared of
Ethical guidelines
unethical, since he was exposed to loud noises which lead to stress and fear and long term fear. The boy was never reconditioned
Impact
-gives modern psychologist how people learn behavior

Classical Conditioning Diagram
UCS-----UCR
CS+UCS-------UCR (fear from...)
CS---------CR
ACQUISION
Conditioning strength gets stronger CS and US paired
FIRST EXTINCTION
when he gets older extinction of feared No US
because his fear was never cured
SECOND EXTINCTION PERIOD

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11/2 Understand Thorndike and Skinner's research studies 

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11/2 Understand Thorndike and Skinner's research studies 

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-Edward Thorndike
-Robert Woodworth
Purpose: To see if there was a line between the associated learning in humans versus animals, and how problem solving is approached by either side.
Procedure: An animal would be placed in a very small and uncomfortable cage with one way
The animal would either push the lever or a similar task to open the cage
Each time the animal got out the latency would decrease because the animals respond more quickly
Latency: Delay from input to desired outcome: in this case, the cat's delay time from exiting the cage
Results:
-The animals were able to find out how to solve the problems set for them which would be considered intelligent if humans were able to.
-The time to escape (not expected) was decreasing over more time or trials
-There was high correlation between the stimulus and the response "practice makes habits" -law of exercise
-Law of Effect
Was it Ethical? Yes
This study is relevant today because they set a basic foundation for learned behavior and mental association with certain tasks.
OPERANT CONDITIONING
B.F Skinner
-SKinner did his own experimental research to study behavior
-Unlike pavlov which focused on the things that take place before a response
Procedure
-observes behavior of animal and provided positive reinforcement on the animal when pressed lever or pecked key
Results
Operant Conditioning
(behavior: If a response (the operant is followed by a reinforcing stimulus response is increased
Fixed ratio: reinforce behavior after a set number of responses
Fixed interval reinforcement:m becomes available after a fixed amount of time
Ethical? Yes
use this study to research disorders or change obnoxious or inappropriate behavior

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OPERANT AND CLASSICAL CONDITIONING
Classical conditioning: Forms associations between stimuli
- also involves respondent behavior actions that are automatic responses to a stimuli (such as salivating in response to meat powder and later in response to a tone)
Operant Conditioning: Organisms associate their own actions with consequences. Actions followed by reinforcers increase; those followed by punishers often decrease. Behavior that operates on the environment to produce rewarding or punishing stimuli is called operant conditioning
-Classical conditioning was understood before operant conditioning, but operant conditioning has a larger impact on our lives today.
SKINNER'S EXPERIMENT
B.F Skinner worked with Edward L.Thorndike called the law of effect.
-Skinner developed a behavioral technology that revealed principles of behavior of control.
Skinner designed an Operant Chamber known as a skinner box, which creates a stage on which rats and other animals act out reinforcement.
-Skinner's experiments have explored precise conditions that foster efficient learning
Vocab: law of effect: behaviors followed by good consequences become more likely, then behaviors followed by bad consequences which become less likely
Operant Chamber: Known as Skinner box containing a bar or key that an animal can manipulate to obtain a food or water reinforcer, record the animals rate of bar pressing or key pecking.
Reinforcement: Strengthens a behavior
SHAPING BEHAVIOR
-guide behavior toward closer desired behavior using successive approximations
-can also help understand what nonverbal organisms perceive

Vocab: Discriminative Stimulus: elicits a response after association with reinforcement (in contrast to related stimuli  not associated with reinforcement)
TYPES OF REINFORCEMENT
-Positive and negative reinforcement
Positive reinforcement strengthens a response by presenting a typically pleasurable stimulus after a response.
Negative reinforcement: Strengthens a response by reducing or removing something negative.
Isaac's whining was positive reinforcement, because he got something desirable (his dad's attention)
His dad's response to the whining (taking Isaac to the mall) was negatively reinforced because it ended Isaac's whining
-Negative reinforcement is not a punishment it removes a punishing event (provides relief)
Reinforcement is any consequence that strengthens behavior.
Increase good behavior
PR-adds reward
NR-subtracts something unpleasant
PRIMARY AND CONDITIONED REINFORCERS
Primary reinforcers are unlearned (Getting food when hungry or having a painful headache go away is satisfying)
Conditioned reinforcers (secondary reinforcers)
IMMEDIATE AND DELAYED REINFORCERS
Before performing "wanted" behavior, first "unwanted behavior must take place
REINFORCEMENT SCHEDULES
-When reinforcement stops the behavior soon stops.
Vocab: Reinforcement schedule: A pattern that defines how often a desired response will be reinforced.
Continuous reinforcement: Reinforcing the desired response every time it occurs
Partial (intermittent) reinforcement:
Responses are sometimes reinforced, sometimes not.  Learning is slower to appear, but resistance to extinction is greater than with continuous reinforcement.
Fixed-ratio schedules: reinforce behavior after a set number of responses
Variable-ratio schedules: Provide reinforcers after a seemingly unpredictable number of responses
Fixed-interval schedules: reinforce the first response after a fixed time period.
Variable-interval schedules: Reinforces a response at unpredicted time intervals
[the word "interval" means that an interval of time must pass before reinforcement. There is nothing a learner can do to shorten the interval. The word "ratio" refers to the ratio of responses to reinforcements. If the learner responds with greater frequency there will be more reinforcement]
PUNISHMENT
-an event that tends to decrease the behavior it follows

punished behavior is suppressed, not forgotten.

Punishment teaches discrimination among situations

Punishment can teach fear

(generalization occurs when an organism's response to similar stimuli is also reinforced. )

Any kind of reinforcement (positive, negative, Primary, conditioned, immediate, delayed, continuous, or partial) encourages the behavior. Any kind of punishment discourages the behavior. Positive and Negative do not refer to values----It's not that positive reinforcement (or punishment) is the good kind and negative is the bad. Think of positive and negative mathematically; a stimulus is added with positive reinforcement (or punishment) and a stimulus is subtracted with  negative reinforcement (or punishment).
decrease pour behaviors
PP- Adding something you like
NP-Subtracting something you like (grounded)
SKINNER'S LEGACY
-critics of Skinner 's principles believed the approach dehumanized people by neglecting their personal freedom and seeking to control their actions. Skinner replied that people's actions are already controlled by external consequences, and that reinforcement is more humane than punishment as a means for controlling behavior.

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My sister is bossy and is very selfish. If things don't go her way or if I "embarrass" her in some way she freaks out on me
4 methods of Learning
1.Trial and Error
-"if first you don't succeed"
2.Operant Conditioning
-Behaviors have consequences
3.Classical Conditioning
-Associative learning
4.Observational
Learning(Modeling)
-"Monkey see, Monkey do"
Positive (PP, PR) add (adding an incentive to promote good behavior)
Negative (NP, NR) subtract (taking away phone or computer)
The principle of Effect: Any behavior that is rewarded (reinforced) more than it is punished will be maintained.
The principle of Extinction: Actions with unpleasant results tend to dissapear