Thinking About Psychology
The Science of Mind and Behavior 3e
Charles T. Blair-Broeker & Randal M. Ernst
PowerPoint Presentation Slides
by Kent Korek
Classical Conditioning
Module Overview
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Experiencing Classical Conditioning
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Components of Classical Conditioning
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Classical Conditioning Processes
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Ivan Pavlov’s Discovery
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Generalization and Discrimination
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John Watson and the Classical Conditioning
of Emotions
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Cognition and Biological Predispositions
Experiencing Classical
Conditioning
Learning
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A relatively permanent change in
Associative Learning
• Certain event occur together.
–Two stimuli as in classical
conditioning
–A response and its consequence
is in operant conditioning.
Classical Conditioning
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A type of learning in which a stimulus
gains the power to cause a response.
• The stimulus predicts another stimulus
that already produces that response
Stimulus-Response
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Stimulus - anything in the
environment that one can respond to.
Components of Classical
Conditioning
Unconditioned Stimulus (US)
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A stimulus that triggers a response
reflexively and automatically.
Unconditioned Response (UR)
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An automatic response to the
unconditioned stimulus.
Conditioned Stimulus (CS)
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A previously neutral stimulus that,
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through learning, gains the power to
cause a response.
Conditioned Response (CR)
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The response to the conditioned
stimulus.
Classical Conditioning
Processes
Classical Conditioning
Processes: Acquisition
Acquisition
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The process of developing a learned
response.
Classical Conditioning
Processes: Extinction
Extinction
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In classical conditioning, the
diminishing of a learned response after
repeated presentation of the
conditioned stimulus alone.
Ivan Pavlov’s Discovery
Ivan Pavlov (1849-1936)
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Russian physiologist and learning
theorist famous for discovery of
classical conditioning, in which
Generalization and
Discrimination
Generalization
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Producing the same
response to two similar
stimuli.
• The more similar the
substitute stimulus is to
the original used in
Discrimination
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The ability to distinguish between two
signals or stimuli and produce
different responses.
• The subject learns that one stimuli
John Watson and the
Classical Conditioning of
Emotions
Behaviorism
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The theory that psychology should only
study observable behaviors, not mental
processes.
John Watson
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Founder of behaviorism,
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the theory that psychology should restrict
its efforts to studying observable
behaviors,
Little Albert
• 11-month-old infant
• Watson and Rosalie Rayner, conditioned
Albert to be frightened of white rats
Cognition and Biological
Predispositions
Cognition
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All mental processes associated with
thinking, knowing, and remembering.
Robert Rescorla (1940- )
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Developed, along with Allan Wagner,
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a theory that emphasized the importance of
cognitive processes in classical
conditioning.
Taste Aversion
• Subjects become
classically conditioned to
avoid specific tastes,
Cognition and Biological
Predispositions: Cognition
and Classical
Conditioning
Cognition and Biological
Predispositions:
Taste Aversion and the
Role of Biology
Teacher Information
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Types of Files
– This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.
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Animation
– Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.
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Adding slides to this presentation
Teacher Information
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Domain Coding
– Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA
National Standards.
• Scientific Inquiry Domain • Biopsychology Domain
• Development and Learning Domain • Social Context Domain
• Cognition Domain
• Individual Variation Domain
• Applications of Psychological Science Domain
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Key Terms and Definitions in Red
– To emphasize their importance, all key terms from the text and their
Teacher Information
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Hyperlink Slides
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Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the userdirectly to the beginning of that subsection. This allows teachers quick access to each subsection.
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Continuity slides -
Throughout this presentations there are slides,usually of graphics or tables, that build on one another. These are included for three purposes.
• By presenting information in small chunks, students will find it easier to process and remember the concepts.
• By continually changing slides, students will stay interested in the presentation.
• To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.
• Please feel free to contact me at [email protected] with any questions, concerns, suggestions, etc. regarding these presentations.
Kent Korek
Name of Concept
Name of Concept
