Chapter Fi Learning
Introduction
behaviour notduetodrugs
Learning i relatively permenantchange in injurydisease development
Behaviour Any observableactionincludingwordsgesturesresponses ormore thatcanbe repeatedmeasured x are
affected
by a situation to produce or remove an outcome Canalsoreferto biologicalactivity includingactions
on a cellularlevel
If we are bornknowingwhat to dothen it is not learning
Innateskills i are not a result of learning we're born with them
can't be stopped reflexes ex pulling handaway from hot objects
Reflexes help indivivals survive w out requiringthem to learnhow to respond Automatic or
simple responses
Pavlovianconditioningi when we associate 2 events a signal r what's signaled
Operantconditioninghowwe learnwhathappenswhenwe do something Instrumental
Social learningi when we learn to dosomething by watching others
Latent learning when we learn something butdon'tshow it untilwe have a reason to use our
new knowledge
can besocial operant or Pavlovian
Biological constraintsidictatewhatwe will or won't associate in each type of learning
PavlovianConditioning
studiedhowdogs digest food dogssaluated in responseto him putting on his coat to feedthem
Conditioning is learning Makes our environment more predictable
Stimulus canbe in the environment that we candetect is measurable canevoke a response or behavior
, Food salivation
Unconditional stimulus thatproduces an unconditional response an innatereflex
Conditional stimulus signals or predicts an unconditional stimulus
labratorycoat salivation
Learninghasoccurred when the conditional stimulus forces a conditionalresponse a conditionedreflex
Reflexesinvolveunconditionalstimuli orresponses the stimulusforcesthe involuntaryresponse
Neutralstimulusi a typeofstimulus that has no meaning
Order conditional stimuls conditionalresponse unconditional stimulus unconditionalresponse
Pavlovianconditioning takesadvantage of reflexes s involves associating a previouslyneutralstimulus w an
already meaningful stimulus Theneutral stimulushasbecome a conditional stimuluswhen it elicits a
conditional response before the unconditional stimulus appears Thus theconditional response is a measure of learning
AssociatingStimuli Temporal conditioning stimulus
conditionalstimulus lightning
conditional response wince startle
Unconditional stimulus loudthunder
Unconditional response startle
Covering our ears is voluntarybehavior which is not a partof Pavlovian conditioning
Conditional stimulus is importantbecause it predicts whenthe unconditional stimulus will occur
Pavlovian Task Aversion Learning
Type of traceconditioning is tasteaversionlearning
we eat a food z thenseveralhours later we experianceillness The next timethatfood is encountered
peopletendto avoid it or oftenfeel ill
Conditionalstimulus tasteoffood conditional response nausea unconditionalstimulus illnesscausingbacteria
unconditional
response sickness
Introduction
behaviour notduetodrugs
Learning i relatively permenantchange in injurydisease development
Behaviour Any observableactionincludingwordsgesturesresponses ormore thatcanbe repeatedmeasured x are
affected
by a situation to produce or remove an outcome Canalsoreferto biologicalactivity includingactions
on a cellularlevel
If we are bornknowingwhat to dothen it is not learning
Innateskills i are not a result of learning we're born with them
can't be stopped reflexes ex pulling handaway from hot objects
Reflexes help indivivals survive w out requiringthem to learnhow to respond Automatic or
simple responses
Pavlovianconditioningi when we associate 2 events a signal r what's signaled
Operantconditioninghowwe learnwhathappenswhenwe do something Instrumental
Social learningi when we learn to dosomething by watching others
Latent learning when we learn something butdon'tshow it untilwe have a reason to use our
new knowledge
can besocial operant or Pavlovian
Biological constraintsidictatewhatwe will or won't associate in each type of learning
PavlovianConditioning
studiedhowdogs digest food dogssaluated in responseto him putting on his coat to feedthem
Conditioning is learning Makes our environment more predictable
Stimulus canbe in the environment that we candetect is measurable canevoke a response or behavior
, Food salivation
Unconditional stimulus thatproduces an unconditional response an innatereflex
Conditional stimulus signals or predicts an unconditional stimulus
labratorycoat salivation
Learninghasoccurred when the conditional stimulus forces a conditionalresponse a conditionedreflex
Reflexesinvolveunconditionalstimuli orresponses the stimulusforcesthe involuntaryresponse
Neutralstimulusi a typeofstimulus that has no meaning
Order conditional stimuls conditionalresponse unconditional stimulus unconditionalresponse
Pavlovianconditioning takesadvantage of reflexes s involves associating a previouslyneutralstimulus w an
already meaningful stimulus Theneutral stimulushasbecome a conditional stimuluswhen it elicits a
conditional response before the unconditional stimulus appears Thus theconditional response is a measure of learning
AssociatingStimuli Temporal conditioning stimulus
conditionalstimulus lightning
conditional response wince startle
Unconditional stimulus loudthunder
Unconditional response startle
Covering our ears is voluntarybehavior which is not a partof Pavlovian conditioning
Conditional stimulus is importantbecause it predicts whenthe unconditional stimulus will occur
Pavlovian Task Aversion Learning
Type of traceconditioning is tasteaversionlearning
we eat a food z thenseveralhours later we experianceillness The next timethatfood is encountered
peopletendto avoid it or oftenfeel ill
Conditionalstimulus tasteoffood conditional response nausea unconditionalstimulus illnesscausingbacteria
unconditional
response sickness
