Classical Conditioning: Type of learning where a neutral stimulus becomes associated with a meaningful stimulus, eventually triggering a similar response.

• Example: When you are in class and hear the lunch bell, the sound makes your stomach rumble and gets you hungry because you now know it’s lunch time.

Operate Conditioning: A type of learning in which the frequency of a behavior depends on the consequences that follows that behavior.

• Example: If I say a funny joke in class and everyone laughs, I am more likely to say it in the future because it made me feel good most likely due to the release of the feel good hormone, dopamine.

Social Observational Learning: Learning from the behavior of others.

• Example: When entering a place you are unsure of what to do in, you can use naturalistic observation in order to look at people in their natural environments and start doing what they do so you can fit in.

Observational Learning:

• Example #1: Does showing a video of an adult acting out aggressively towards a doll to some children and gently towards a doll to other children influence the children's behavior when left in a room with the same doll? Based on this question, a hypothesis I can make is that the children who are shown the aggressive video, will most likely act more aggressively towards the doll than the children shown the gentle video. If this experiment is carried through, the children who are shown the aggressive doll are most likely to act out more aggressively due to a part of their inner brain called the amygdala. After viewing the video, the children lay eyes on the doll and start to use divergent thinking, imagining the doll as a threat and feeling a sense of emotions such as rage, anger, and aggression. While the children shown the more gentile approach are able to observe the adult use a sort of case study approach by studying the adult in depth and realizing how then need to treat the doll.

Observational Learning:

• Example #2: Does a child who is exposed to their parents driving over the speed limit every day and have a record of speeding tickets more likely to speed and have speeding tickets once they get their license? Based on this question, a hypothesis I can make is that the child will speed and get multiple, if not more, speeding tickets than their parents. This is due to the observation of case study and how a child is influenced by their parent’s actions. As a child gets their license and speeds, they are less likely to experience the controlled process on the road because they could not be looking for the speed limit, rather, they could be experiencing daydreaming while they drive, focusing on other things instead of the speed limit.

Example #1: As Emma sat in her math class, her math teacher decided to pass back the test they took which he had already finished grading the night before. As Emma was handed her test and saw a big ‘F’ written at the top of it, she got so angry because she had studied for the test a whole week in advance. So, next month when they had their second test and the teacher was passing their grades back, Emma was already getting angry and starting to get very hot on the inside from the thought and rage of seeing another bad grade.

• Unconditioned Stimulus: seeing her math test grade

• Unconditioned Response: getting angry

• Conditioned Stimulus: seeing her math teacher passing out test grades

• Conditioned Response: gets angry and hot on the inside

Example #2: As Sofia entered high school, she knew her schedule would be drastically different. Over the summer, Sofia ate her lunch at different times through out the day. When she started school, she knew that would change because she would have lunch everyday at 12pm. As she sat through her classes, she focused on taking notes rather than lunch, but as the bell rang, she knew to pack up her books and get ready for lunch. As the school year went on, Sofia started to notice something. As it got closer to 12 pm., her stomach would start to rumble and after the bell rang, her brain recall would tell her that she was hungry and needed to eat.

• Unconditioned Stimulus: bell ringing

• Unconditioned Response: packing up books to get ready for lunch.

• Conditioned Stimulus: approaching 12pm and the lunch bell ringing.

• Conditioned Response: stomach starts to rumble and brain tells her she’s hungry and needs to eat.

Example #3: When Madeline was younger, her mom loved taking her to concerts. One time, during summer break, an artist was having his concert outside at the Huntington Bank Pavilion. Madelines mom bought them both tickets on the floor, meaning there would be no seats, just people standing shoulder to shoulder. As the day arrived, it become 110°F outside and made little Madeline start to sweat a lot. As the artist started to play his songs, Madeline and her mom somehow made it to the front of the stage, when Madeline passed out. A couple years later when Madeline grew older, she went to a concert with her friend where they got floor tickets. As the concert started, Madeline and her friend got closer and closer to the front of the stage ultimately making Madeline start to feel dizzy from her younger experience as her long term memory kicked in and she was remembering an episodic moment in her life.

• Unconditioned Stimulus: getting to the front of the stage at a concert.

• Unconditioned Response: passing out

• Conditioned Stimulus: getting closer to the front of the stage at a concert.

• Conditioned Response: gets dizzy

How to act at the dinner table (to have manners).

How to act in church (to be quiet).

How to put on perfume.

How to treat friends, family, and elders.

How to walk.

How to ask for a check at a restaurant.

Knowing how to use utensils while eating.

How to treat/ praise a dog (petting it).

Knowing to take pictures of beautiful landmarks to look at later.

Leaning that you blow out candles on your birthday.

Leaning how to use chopsticks.

Learning how to dance to certain songs (ex. Chicken dance).

Knowing to place a napkin on your lap at the dinner table.

Learning how to tie your shoes.

Leaning how to apply makeup by seeing an influencer doing it.

Knowing to be quiet in a library.

Example #1 Positive Reinforcement: Ever since Ava started high school, her father decided to try something new. Every time Ava got an A in the grade book, he would give her $50 for her hard work.

Example #2 Negative Reinforcement: Avery experiences a lot of severe headaches when she doesn’t get enough sleep, so she takes aspirin in order to get her through the day with less pain.

Example #3 Positive Punishment: After Gracie fails to listen to her dad when he tells her to sit properly at the dinner table and not throw a tantrum, her dad takes her out of the room and puts her in a place where he is able to sternly talk to her and makes sure she listens to him and his possible consequences.