Learning Journal Important Information_ (1)

Learning Journal Important Information: ● The module numbers in the course do NOT align with the module numbers in the e-text. Follow the assigned reading schedule provided in the course to stay on track. ● To maintain Academic Integrity and maximize your learning, each response should be written in complete sentences and in your own words. Please do not copy and paste from the textbook or another source. ● Questions in bold are frequently tested concepts on the AP Exam. Lesson 05.01: Introduction to Learning and Classical Conditioning ● Read Unit VI, Module 26 in the e-text to complete this lesson. Module 26: How We Learn and Classical Conditioning (26–1.1) What is meant by learning through association? Learning through association refers to the process of acquiring knowledge and forming connections between stimuli, where one stimulus becomes linked to another, leading to changes in behavior or mental associations. (26–1.2) What is habituation?* Habituation is a form of learning characterized by a decrease in responsiveness to a repeated or non-threatening stimulus, as an organism becomes accustomed to it and no longer reacts as strongly. (26–2.1) What did John Watson feel the focus of psychology should be?* John Watson believed that the focus of psychology should be on observable behavior and the study of how environmental factors shape and control human behavior, advocating for the behaviorist approach. (26–3.1) Explain each element of classical conditioning and how it relates to Pavlov’s experiment.* Elem ent Definition Pavlov’s Experiment UR The Unconditioned Response (UR) is an automatic and unlearned reaction to a stimulus, such as salivating when presented with food. In Pavlov's experiment, the Unconditioned Response (UR) was the dog's natural salivation US The Unconditioned Stimulus (US) is a stimulus that naturally triggers the Unconditioned Response, like the food in the example, leading to the salivation. in response to the Unconditioned Stimulus (US), which was the presentation of food. NS The Neutral Stimulus (NS) is initially a stimulus that does not evoke a specific response but will become the Conditioned Stimulus after being paired with the Unconditioned Stimulus. Before conditioning, the bell (Neutral Stimulus, NS) had no inherent salivary response associated with it CR The Conditioned Response (CR) is a learned response to a previously neutral stimulus, like salivating when hearing a bell ring because it has been associated with food. through repeated pairings with the food (US), it became the Conditioned Stimulus (CS) CS The Conditioned Stimulus (CS) is the previously neutral stimulus that, after repeated pairings with the Unconditioned Stimulus, now elicits the Conditioned Response, such as the bell in the example, causing salivation. that triggered the Conditioned Response (CR), which was the dog salivating upon hearing the bell ring.

(26–3.2) Using the “equation” provided, identify the elements of classical conditioning for the scenario given. Every time you take a shower, someone in the house flushes the toilet causing the water to turn cold and you to become cold. Now every time you hear a toilet flush, you get cold. ____cold water______ = _____getting cold_____ UCS UCR ____toilet sound______ + _____cold water caused by the toilet flush_____ = _____feeling cold_____ NS UCS UCR ____toilet flushing______ = _____feel cold_____ CS CR (26–6.1) Identify the elements of classical conditioning using the Little Albert experiment.* ____loud noise______ = ____fear from the noise______ UCS UCR ____the rat before respose______ + _____loud noise_____ = ____fear from noise______ NS UCS UCR White rat with loud nois___fear from the rat ___ _________________ = ______learned response to seeing white rat____ CS CR (26–6.2) Based on your understanding of the ethical guidelines for psychological research, explain which guidelines were violated in John Watson's experiment. In John Watson's Little Albert experiment, ethical guidelines were violated, specifically those related to informed consent, protection from harm, and the debriefing of participants, as Little Albert was exposed to distressing stimuli (the loud noise and the conditioned fear of the white rat) without his or his mother's informed consent, and he was not appropriately debriefed afterward. Take a quick break from the e-text and return to the lesson. Read through the information, watch the videos, and add any notes that you think will help your understanding in the box below. Additional notes from Lesson 05.01 Vocabulary Practice Define and give an example of each from the Little Albert study. Term Definition Application to Little Albert study Conditioned Emotional Response: In the Little Albert study, the conditioned emotional response (CER) was Little Albert's learned fear of the white rat, demonstrating how a neutral stimulus (rat) can elicit an emotional response (fear) through conditioning. Stimulus Generalization: Stimulus generalization occurred when Little Albert showed fear in response to other similar stimuli, such as a rabbit or a dog, even if they were not specifically presented during the conditioning process, illustrating that his fear generalized to objects resembling the conditioned stimulus (white rat). Stimulus Discrimination: In the Little Albert study, stimulus discrimination was observed when Little Albert demonstrated the ability to distinguish between the conditioned stimulus (white rat) and other similar stimuli, like a white rabbit or a white cotton ball, and only displayed fear in response to the white rat. Extinction: Extinction took place when Little Albert's fear response to the white rat gradually decreased after repeated presentations of the rat without the loud noise, highlighting the weakening of the conditioned response (fear) when the conditioned stimulus (rat) was no longer paired with the unconditioned stimulus (loud noise).

Primary Primary reinforcement refers to inherently rewarding stimuli that satisfy basic physiological or psychological needs, such as food, water, or physical comfort. These stimuli do not need to be learned and are naturally reinforcing. Giving a hungry dog a meal is an example of primary reinforcement, as food is a naturally rewarding stimulus that satisfies the dog's physiological need for nourishment. Conditioned Conditioned reinforcement, also known as secondary reinforcement, is a stimulus that gains its reinforcing value through association with primary reinforcers or other conditioned reinforcers. An example would be money, which has value due to its association with obtaining goods and services, making it a conditioned reinforcer. If a person works hard at their job to earn a paycheck, the money they receive serves as conditioned reinforcement. Money has become a conditioned reinforcer associated with obtaining various goods and services, and it motivates the person to continue working. (27–4.1) What is the difference between continuous and intermittent reinforcement? What is the benefit of using partial (intermittent) reinforcement? The difference between continuous and intermittent reinforcement is that continuous reinforcement involves consistently rewarding a behavior every time it occurs, while intermittent reinforcement only rewards the behavior periodically or irregularly. The benefit of using partial (intermittent) reinforcement is that it tends to result in more persistent behavior, as individuals continue to engage in the target behavior even when the reinforcement is not provided consistently. This makes it useful for maintaining behaviors over extended periods. (27–4.2) Summarize and give an example for each schedule of intermittent reinforcement.* Schedule Summary Example Fixed-ratio chedule: In a fixed-ratio schedule, reinforcement is provided after a specific number of responses. For example, a rat receives food after pressing a lever five times. A salesperson receives a bonus for every 10 products sold, where the reinforcement occurs after a fixed number of responses (sales). Variable-ratio In a variable-ratio schedule, reinforcement is provided after an unpredictable number of responses. For instance, a slot machine pays out after an uncertain number of pulls, making it unpredictable but rewarding. A gambler playing a slot machine receives payouts after an unpredictable number of lever pulls, representing a variable-ratio schedule of reinforcement. Fixed-interval In a fixed-interval schedule, reinforcement is provided at consistent time intervals. An example is receiving a paycheck every two weeks. An employee receives a monthly salary, which is an example of a fixed-interval schedule where reinforcement is provided at consistent time intervals (monthly in this case). Variable-interval In a variable-interval schedule, reinforcement is provided at unpredictable time intervals. A pop quiz given by a teacher at various times during the semester is an example of a variable-interval schedule. A supervisor conducts surprise inspections at random intervals to check employees' performance, illustrating a variable-interval schedule where reinforcement occurs at unpredictable time intervals. (27–5.1) What is the purpose of punishment? - The purpose of punishment in operant conditioning is to decrease the likelihood of an undesirable behavior occurring by applying an aversive consequence to that behavior. (27–5.2) Explain the types of punishment and give examples. Type Explanation Example Positive punishment Positive punishment involves applying an aversive stimulus (something unpleasant) to reduce the likelihood of an undesired behavior, like giving a student detention for misbehaving. If a dog jumps on the furniture, the owner might use positive punishment by giving the dog a mild electric shock (aversive stimulus) to discourage this behavior.

Negative punishment Negative punishment entails removing a rewarding stimulus (something desirable) to decrease the likelihood of an undesired behavior, such as taking away a child's video game privileges for not completing chores. A teenager loses the privilege of going out with friends (removing a desirable stimulus) as a consequence for breaking curfew, demonstrating negative punishment. (27–5.3) How do negative punishment and negative reinforcement differ? Negative punishment involves the removal of a desired stimulus or privilege to decrease the likelihood of an undesired behavior, while negative reinforcement involves the removal of an aversive stimulus to increase the likelihood of a desired behavior. In essence, negative punishment takes something away after an undesired behavior, while negative reinforcement takes something away after a desired behavior. Take a quick break from the e-text and return to the lesson. Read through the information, watch the videos, and add any notes that you think will help your understanding in the box below. Additio nal notes from Lesson 05.02 What is successive approximation? How is it used in shaping? - Successive approximation involves gradually guiding an organism toward a desired behavior by reinforcing behaviors that are increasingly closer to the target behavior, and it is used in shaping by breaking down complex behaviors into smaller, achievable steps and reinforcing each step as it gets closer to the final goal. What is instinctive drift? How can it hinder reinforcement efforts? - Instinctive drift is when an organism's natural, instinctual behaviors interfere with operant conditioning, hindering reinforcement efforts by causing the organism to revert to its instinctual behaviors and resist the learned responses. Model Explain Give an example Token economy - Token Economy: In a classroom, a teacher implements a token economy system where students earn tokens for completing their assignments and demonstrating good behavior. They can later exchange these tokens for rewards or privileges, encouraging positive classroom behavior. Applied Behavioral Analysis (ABA) - Applied Behavioral Analysis (ABA): A therapist uses ABA techniques to help a child with autism improve their communication skills. The therapist breaks down the communication process into smaller, manageable steps, reinforces successful communication attempts, and gradually builds the child's language abilities. Biofeedback - Biofeedback: A person experiencing stress and tension undergoes biofeedback therapy. Sensors are attached to their body to monitor physiological responses, such as heart rate and muscle tension. Through visual or auditory feedback, the person learns to control these physiological responses to reduce stress. Neurofeedback - Neurofeedback: A person with attention deficit hyperactivity disorder (ADHD) participates in neurofeedback sessions. Using electroencephalography (EEG), the person's brainwave activity is monitored, and they receive real-time feedback on their brainwave patterns. Through neurofeedback training, the person learns to regulate their brain activity and improve focus and attention. You have completed all required reading for Lesson 05.02. Lesson 05.03: Social and Cognitive Factors in Learning ● Read Unit VII, Modules 29-30 in the e-text to complete this lesson. Module 29: Biology, Cognition, and Learning (29–1.1) Explain biological preparedness.* Biological preparedness is the idea that humans and animals are evolutionarily predisposed to quickly learn associations between certain stimuli and outcomes, as some associations are more easily learned due to their survival relevance. (29–1.2) Summarize the research of John Garcia.* John Garcia's research showed that animals are more likely to develop aversions to tastes rather than sights or sounds in situations where they become ill after consuming a particular food or drink, highlighting the role of biological preparedness.

Bandura's research has been applied in various fields, including education and therapy, to understand how individuals acquire behaviors and to develop interventions that encourage prosocial behavior and reduce harmful actions. (30–1.4) What discovery was made about the frontal lobe of the brain during observational learning? While observational learning involves various brain regions, no specific discovery regarding the frontal lobe's role during observational learning has been established. The frontal lobe is generally associated with higher cognitive functions, decision-making, and social behaviors, which can play a role in observational learning processes. Take a quick break from the e-text and return to the lesson. Read through the information, watch the videos, and add any notes that you think will help your understanding in the box below. Additional notes from Lesson 05.03 Tell their stories! Explain each of their experiments and how it applies to everyday life. Include and underline any key vocabulary. Researcher Their experiment How can it be applied? Edward Tolman - Edward Tolman's research, particularly the maze experiments with rats, demonstrated latent learning, where learning occurs without immediate reinforcement, which can be applied to understand how individuals acquire knowledge and motivation even in the absence of immediate rewards. Wolfgang Kohler - Wolfgang Kohler's experiments with chimpanzees, such as the banana and stick problem, revealed insight learning, offering insights into how problem-solving abilities and understanding can be developed through sudden comprehension, which can be applied in education and problem-solving tasks. Martin Seligman - Martin Seligman's research on learned helplessness highlighted the psychological impact of uncontrollable adversity, with applications in understanding and treating conditions like depression and enhancing resilience and motivation. Albert Bandura -Albert Bandura's Bobo doll experiments demonstrated observational learning, revealing how individuals acquire behaviors and attitudes by observing others, with applications in understanding behavior modeling and shaping prosocial actions through observation and reinforcement. Explain the four key processes of observational learning. Give a personal example of each. Observational learning involves attention, retention, reproduction, and motivation; for instance, a child attentively watches a parent baking, remembers the steps, bakes cookies independently (reproduction), and feels motivated by the praise they receive. Process Explanation Example Attention -: In the context of observational learning, attention refers to the process of actively focusing on and perceiving the model's behavior and the relevant features of the situation, as paying attention is crucial for learning by observation. Memory -: Memory involves the ability to retain and store the information or behavior observed for later recall and use, which is essential for successful observational learning. Imitation or Reproduction - Imitation or Reproduction: Imitation or reproduction is the process of duplicating or mimicking the observed behavior, action, or skill, demonstrating one's ability to replicate what was witnessed. Motivation -: Motivation is the internal or external drive that compels an individual to engage in the behavior or action observed, as a person's motivation to imitate or apply what they have learned from observation is a key factor in observational learning's success.

EXAMPLES Attention: A student paying close attention to their teacher's explanation during a science experiment demonstration in class. Memory: A chef recalling the exact ingredients and steps used by a renowned chef in a cooking show and reproducing the recipe later in their own kitchen. Imitation or Reproduction: A child imitating the dance moves of a professional dancer they saw on a TV show. Motivation: An athlete, inspired by the performance of a successful competitor, feeling highly motivated to train harder to achieve a similar level of success. You have completed all required reading for Lesson 05.03.