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0:00
[light pop music]
0:05
>> All right, you ready? Who's ready? [audience cheers] Guess what? Alison raised her hand, that was awesome. Guess what today is? [audience cross talking] No it's not my birthday, I'm sorry, it's not that. That was the wrong introduction. All right.
0:24
Today,
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it's so anti climatic, we're going to talk about classical conditioning, that's what today is.
0:34
Today we're going to talk about classical conditioning but, ready? By the end
0:43
of this topic,
0:47
which will be today, classical conditioning and next week, Monday we'll start to operant omnipotence so that's learning and then we'll do memory and then we'll do emotions. Three way cool topics, I think. By the end of even just today, ready? Most of you should be able
1:09
to know the basic principles of how to get a cat [laughter] how to get a cat to run in abject terror and fear
1:25
by this sound, ready? [shushing sound]
1:31
There's a cat that I lived with for a few years
1:37
who's owner was a guy named Gary Bird, who was studying to be a veterinarian. That's a funny thing, Gary Bird, becoming a vet.
1:48
And he back a vet, and he decided, ready? When I was a graduate student we had about six of us and we all lived in the same house and he decided if he's going to become a vet he ought to get a pet, you know? To kind of understand that dynamic so he gets a cat named Sidney. While I'm studying psychology as a graduate student he is in vet, there's a few other and I decide to go ahead and use some principles that I'm going to teach you today, and so we trained Sidney the cat
2:16
to run as wild and crazy as possible, if you walked in the room and go like this [shushing sound]? He would freak out and go vroom! Like that. That's all we did. [shushing sound] How did we do it?
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There's a bird that lives on this corner right there,
2:37
on Mansa and Biola Avenue, it's a crow. Crows live a long time. Crows tend to have territories, that is, you'll see them in flocks and they'll live and sleep but then they go and they pretty much live and hang out in one particular area, they claim it as their own, so this crow- I used to live on that corner right there, years ago. There's this crow who lived there the whole time I lived there, ten years, it's still there. The way I know this crow is still there, because it has a deformed foot.
3:17
If you drive over here at some point and you're walking, look at the crows that are on the corner of Biola right over here and see if you see a crow with a club foot, it'd be about 15 years old. I call him "Clubby". [laughter] Clubby is well known to my family because I used the principles in this class
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that I'm about to train and talk to you about to have Clubby, wherever he was, he always hangs around right over here and I believe Clubby's a female, I think, because I've seen another adult and then I've seen babies all the time and then the babies grow up and in the next year or two there's another little baby and then they grow up and Clubby's still always around. But Clubby will do this, if you whistle [whistles] Clubby, wherever Clubby is, will stop, look up and fly over to the driveway
4:09
where I used to live, waiting for food.
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I trained Clubby to come flying over at this sound: [whistles]. You'll see this bird go, "Oh!" And fly over,
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land up on the little railing, the wires. I'll do it again and he'll fly down eventually, down into the driveway of the house I used to live in to get food. How did I train the bird to do that? How did we train the cat to run like that?
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My wife learned to immediately avoid any movie in which that sound: [shushing sound], right?
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It's the same principle. By the end of today and next week, you could also possibly know how to apply, first of all the principles that would even get you in to Sea World to be able to train any of their, let's say whales or dolphins because you'll know the principles by which you get a dolphin to fly up into the air, and it's so simple. How many have a dog or a cat? Oh, you raised your hand, that's awesome. How many have a dog or a cat that is trained
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in some way to respond to a sound, a noise or an object and what is it? What's the object and what are they trained to do?
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>> Student: Yes, my cat, we trained it to, we say a cat phrase or something for like food. We fill up the bowl and we're like, "Nummy, nummy." >> So at the moment the bowl is filled with food? >> Student: Right, yeah, we say, "Nummy, nummy" and the cat will come- >> Nummy, nummy. [laughs] Nummy, nummy. Can you just say the word "nummy nummy" and the cat will come running? >> Student: Oh, yeah. >> That's awkward, huh? It's like, "Watch this. Nummy, nummy!" And then they come running.
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That's not awkward, that's funny. That's awesome.
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>> Student: My dog, if you put out your hand like a gun and go, "Pew, pew, pew" it lays on it's back and plays dead. >> She says her dog, if you go, "Pew, pew, pew" the dog lays on it's back and plays dead. [laughter] >> Student: We taught our dog to sing. >> To sing? >> Student: Howl. >> To howl? At what? >> Student: We say, "Sing" and she howls. >> Oh you say the word "sing" and your dog howls? >> Student: Yeah. >> Ah.
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>> Student: I taught my dog to understand sign language, so this is sit. >> Oh you taught your dog sign language? That means sit? >> Student: If they're begging for food and we don't have any more, we'll go, "No more." >> So that means no more? And he runs away? Wow.
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>> Student: I have a dog ... but my friend has a dog, and he says "Spongebob", it's like saying, "No" to him and so he'll say "Spongebob" in any tone and he'll just get really sad. >> So he gets sad at the word "Spongebob". [laugher] That's funny, huh? Cause it's like one of the best shows ever. >> Student: You can say it really nice, like, "Spongebob!" >> And he gets real sad? >> Student: Yes. >> Wow, that's interesting. >> Student: We trained our dog to whenever we say,
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"Here kitty kitty" for him to come running. >> When you say, "Here kitty kitty" your dog comes running? [laughter] Yeah, see we could be really interesting and cool about these things. By the way, this works with human beings and by the end of today or Monday, I will train you how to have your roommate run in fear at the sound [shushing sound] if you'd like.
7:36
If they're in this room, we'll do it to somebody else. It is so easy and so quick. Listen, but there's a serious side to this, because here's the serious side: we use these same very principles that we're talking about with these dogs, with these cats, with some of these animals and even with human beings, it is the same principles. The primary ways that we work with the clientele that I have a lot of experience working with, and that is emotionally and behaviorally disturbed children.
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It can be used with "non emotionally and behaviorally disturbed children" but in almost any home that you go in to that caters or has, as it's residential philosophy, working with that clientele, the kids that are emotionally or behaviorally disturbed, for example, they will use these same principles and it is extremely effective way of working with a population that needs structure.
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Behaviors that you want to be reinforced are reinforced and behaviors you don't want, are extinguished or not reinforced. This process, by the way, what we're aiming for by the end of next time is something called "behavior modification".
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It will be rare for you to find any home that doesn't use behavior modification. Even in homes in which they're not trained in this because it's the way most of us raise our children.
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Your parents used behavior modification. In fact, I'll give you an example of behavior modification in, we'll talk about punishment. How many in this room have ever been spanked by one of your parents? [laughter] Okay, I see every hand. Let me see your hand if you were not, and have not ever been spanked by your parent.
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Three or four people, huh?
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The rebels.
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The rest of them aren't in school anymore. [laughter]
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Is there something about spanking that feels as if, if 95% of the people in this room have been spanked, you know what is means,
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it's a form of behavior modification. Your parents were attempting to modify your behavior. So in order to understand, I'm going to go over the bases, that sound cool? By the end of the day, those are our promises, that you're going to get through classical and operant conditioning, you have to learn some of these basics and I want to be able to share some of those so that at the end we can come to that point where you can, not only train an animal, but you can work, I think, more effectively
10:21
with a variety of people, including children that you might one day be working with or currently working with, knowing how we respond to reinforcement. That cat and that bird come flying because they associated those sounds or these phrases or these words, with something and it's usually something they find reinforcing. The way we discovered this, it's been known for a long time, it's not like anybody ... It wasn't unaware that people like good things, but in order to do this in a systematic,
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fundamental or scientific way, it wasn't until about 100, maybe 110, years ago that someone finally laid out the principles of, "How do you get that animal, right there, to do that thing, right when you want it to do?"
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See those two animals right now, are jumping because the man over there by the 'G'
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is raising his hands as a sign to say, "Come here kitty" or whatever he said.
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That was kind of a joke, get it? And that animal heard that and went, "Now it's my time, he just told me to jump." How many have ever been to Sea World before? How many find Sea World ... Okay, here's my reaction: I was absolutely amazed when they took this little wire or ball and they put it on a ceiling as high as this ceiling, I don't know how high that ceiling is, it's easily 25 feet,
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and I remember them raising that up saying, "Now this dolphin is going to come out and touch that" and I thought, "There is absolutely no way. What will propel it out of the water that high? And why would it do it on command?"
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I remember just being amazed at that moment when that dolphin touched that and that's what we're going to learn, that principle. It's straightforward. But it kind of revolutionized the way we think about learning.
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At the most basic level, learning is nothing but a change in an organisms behavior.
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All that says is, when we find change in some organisms behavior, we're going to call that learning and that is probably one of the most comprehensive definitions you will ever find. "What's learning?" "Well it's a change in an organisms behavior." What does that say? Everything is learning.
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Give me an example of something that you're doing right now that's learning? Because you've learned it. Give me an example, right now, something you're doing. >> Student: Typing. >> You're typing.
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You had to learn where those keys were. It's usually a qwerty text keyboard.
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And you're writing, you had to learn how to put together letters. What else are doing that's learned? >> Student: We're not running around. >> You're sitting here and you're raising your hand when I ask questions, most of you. Listening. Give me an example, okay, yeah? >> Student: Reading. >> Reading. Give me something that's not learned. Give me examples of things. Why is this so comprehensive of a definition, "anything that's changed"? Give me something that's not learned.
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For you or for anybody, for animals maybe. >> Student: Breathing. >> Breathing, so this animal has changed it's experience,
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has changed it behavior due to experience, so it jumps up there at the command. So if you've ever been to Sea World, they say to this animal whatever they say to it, the phrase, the word, the whistle usually or a hand signal. That animal goes, "Okay, I know what I'm supposed to do. I've learned something. When that happens, I go up there." Because what is that animal going to get next? It's going to get a reinforcement. By the way, it's primarily going to be food,
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these animals eat a lot of food. You keep it somewhat hungry in some respects so that it is motivated because if it's completely satiated, some animals don't act as ... They don't follow but there's other things that's reinforcing for that animal. Her hand in on there, that's reinforcing, by the way for that animal to be rubbed like that, they like that.
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But give me an example of behavior that's not learned? Examples of behaviors not learned, so someone said breathing, most of you, none of us had to, that first breath, for some might have been a [sharp intake of breath], gotta get that in but you didn't have to learn it, you just kind of, it just took over. There are some behaviors that are not learned. Can you think of other things that people do that are just not learned, they just do them? We would say breathing was one of those,
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let's just add any reflex. Blinking, babies come out for the most part, swallowing and blinking pretty normally. You don't have to teach them.
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Now taking a bottle or food in requires a lot of patience and time because they're learning how to coordinate all this swallowing and stuff. Anything else you can think of? [student mummers] There are some behaviors that a child will do almost like a reflexive action, like grasping is one of those. They tend to grab or grasp without us teaching Can you think of other things human might do? >> Student: Crying. >> Crying or yelling or some behaviors that are ...
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That can be reinforced, some babies learn to cry or not cry at certain times and then that just depends. Maturation or natural growth, I know you wouldn't necessarily think about that but no one had to teach you all how to grow and learn or to develop
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but did you see the 20 year old who died a week ago? Have you been paying attention to her?
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About 20 years ago a child was born
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lived a life, died on October 24th. She was 20. What made her unique is she didn't mature. There was no growth.
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We just take it for granted that we just naturally grow. This is her by the way, that's her. That's her with her, ready? Well lets start at the beginning. That's her, this is her, her name is Brooke Greenberg. This is her younger sister, Carly, in yellow.
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Carly's in yellow, Brooke is in white. That's Brooke who stays right there and look at her younger sister. That's her younger sister and that's her younger sister and that's her younger sister. And that is Brooke, right there, who continues to look just like that after 20 years.
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She just died last week and we don't know why she never grew, she always was a toddler. She had some problems with her hips so she couldn't walk very well but that's her, she continued. So the question is, what in the world? We just assume development and growth come in. I don't have anything more to say about this, it's just an interesting phenomenon
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and there are always these questions that people think, "Would this provide us an opportunity to explore?" I heard genes are developing or not developing in a way but she looked like a toddler. She had the mental capacity of about a one year old
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and she always looked like that, isn't that interesting? I say this only because maturation and natural growth are, she just died here, but they're just part of things we don't have to normally learn and you couldn't have taught Brooke anything. That was just the way her body, for some reason, responded.
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Another one that's not learned is something called "instincts". Instincts are things that we primarily associate with animals. They'll do instinctual behavior, they'll migrate for example, miles and miles, thousands of miles, for example. Or they'll hibernate or they'll do things by instinct. Humans, we're not really instinctual beings. There's some probably in there but it's probably not that critical. There is one that animals also do a little bit of, it's all imprinting.
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If you don't know what imprinting is, it's primarily with, let's say,
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primarily when I think of imprinting I think of ducks. When a duck is born it imprints itself upon whatever moves in it's environment. Wasn't there a movie made about ducks that imprinted upon someone and he tried to get them to fly south for the winter and they imprint to an airplane and he flew that airplane, remember that? >> Student: "Fly Away Home". >> "Fly Away Home". I don't know what it was, either. Ducks ready? They come out of the egg and what they do
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is they imprint on, that means they become strongly attached to whatever moves in their environment. If it's a mother duck, usually, guess what they imprint to? The mother duck, which is 99% of the time what it is. Sometimes ducks imprint upon whatever else is in it's environment. My older brother, for example, had a duck imprint upon him. [laughter] My dad's a police officer, somebody called up and said, "Yeah hey,"- They call the cops all the time like this, I don't know why.
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"Yeah, hey, there's a little duck all by itself, it just hatched and it's sitting here. We don't know what to do with it." So they called the police, so my dad went and he has this soft little heart so he took the duck and he brought it home and it imprinted on my older brother Mark which meant everywhere Mark went, the duck followed
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and that was kind of cool for like a week. And he followed him everywhere and so Mark would walk and there would be the little duck, just imprinted on Mark and it wanted to sleep by Mark, all night long and it wanted to get in bed with Mark and get warm with Mark and after a week, Mark didn't get any sleep. So one night, seven nights into this, I get woken up. I'm a very deep sleeper and I don't really remember the conversation but it went something like this:
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"Chris, the duck," we named it Squeaky, (laughter
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"Could you take Squeaky?" And I said, "What?" And he goes, "The duck, man. I can't sleep. Could you put it in your room with you?" And I went, "Okay, sure."
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And he goes, "It kind of likes to get in bed with you and get warm" and I went, "Okay, fine."
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So the box moves in there and the duck gets in bed with me. I don't remember this whole conversation and then in the morning, when I woke up,
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the duck likes to get warm and he like to crawl down there by my feet, and apparently Mark would pull the duck back up and give it air, I didn't know. I woke up, Squeaky was at the bottom of the bed with no air, and he was dead. [audience gasps]
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I felt horrible.
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I didn't even go to school that morning because I felt so horrible about Squeaky and all I remember thinking was, "My brother is going to kill me."
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I went, I saw him there and realized I had to tell him, I said, "Mark I got bad news. Something messed up.
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This whole air thing."
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And I told him, I said, "Squeaky's dead" and he went, "Oh, really?" [laughter] That was his reaction: "Oh, really?" "Yeah." And he goes, "Oh, okay." It was like could you hear he's like, "Thank god because"- Yeah, it tasted like chicken by way, it was really interesting. [audience gasps] No! That was joke!
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We buried it in the front yard, it's fine. Okay, imprinting, ready? Here's imprinting gone awry, not that one, but that was kind of, but this is a mother duck and that's imprinting. See those little things? This is called imprinting and bad parenting. This is bad parenting, watch. That's the mother, those are the ducklings and she's walking over that, and look what happens. [laughter]
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It's like this little slot machine.
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So the guy that was taking the pictures and went, "Oh!" and kept taking it, they went and rescued them, by the way, and they pulled the grate off and got them, all the ducks were safe, they were fine.
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But that's called imprinting gone bad, okay.
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For the most part humans are,
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the definition then holds for almost everything we do, there's some form of learning that's involved, this change that we have, to write, to speak, to say, to dress. I mean you've learned to dress a certain way or wear your hair a certain way and that learning comes in very quickly. You've learned what you like to wear or not wear, most of you, because of other people's reactions to you, usually a parent but sometimes friends.
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So almost all the things that we do, so when this was first discovered, classical conditioning, it was only about 100 something years ago when a person began to explore, that's just a picture about spanking, this concept of learning that takes place.
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Let me ask you this question, this little child is about to get spanked, what were some of the objects that you remember being spanked with?
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>> Student: A wooden spoon. >> A wooden spoon, let's see how many people had the wooden spoon spanking? Look at all y'all.
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We create a whole generation of people who will never be cooks, "A wooden spoon is bad!" Another one? >> Student: Belt. >> A belt. How many had the belt when you were little? Okay, the other half of the room. How many had the wooden spoon and the belt, just whichever one was most handy?
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Wooden spoon, belt, do we have another one?
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>> Student: A switch. >> A switch? Kind of like a whip, sort of? >> Student: Yeah. >> Did they just keep it for that purpose? >> Student: No, we had to pick it off the trees. >> You had to what? >> Student: We had to pick it off the trees. [laughter] >> So wait, you got in trouble and your dad or mom or which one? >> Student: No I had to pick it, and if it wasn't good enough they would get the worst one. >> So you had to go pick the switch off the tree. Anybody else? No that's good. Uh huh?
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>> Student: Pizza paddle. >> A pizza what? >> Student: Pizza paddle. >> A pizza paddle. [crowd talking]
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You got one way back there? Hold on, let me. Anybody else have the pizza paddle or is she alone in fearing Dominoes right now? [laughter] "Don't call Dominoes!"
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>> Student: A metal spatula. >> One more? >> Student: A metal spatula. >> A metal spatula.
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Wow. Okay, who else has one? Go ahead, go. >> Student: Me? >> Uh-huh? >> Student: Just the hand. >> Just the hand, how many had just the hand?
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It's like, "Yeah, just the hand. Fear the hand."
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>> Student: The little plastic track for Hot Wheels cars. >> Oh! Wow! Okay, we won't even repeat that one. He said the little plastic for the Hot Wheels cars, those little- [laughter]. Okay.
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Ready? Here's the point.
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Many of you have associations with some of these things, in fact I can tell your recalling them right now like, "Oh I remember the wooden spoon." Or just the moment my dad started to unfasten his belt or the use of your middle name, you know?
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Okay, an association then is being formed and that's learning so classical conditioning says there's a type of learning in which a spoon, a Hot Wheels track,
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a wooden, whatever, spatula, a switch, whatever it was, that neutral stimulus is now being paired
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with fear or pain, called an unconditioned stimulus,
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and now that object itself- How many had a hairbrush? Did anybody have a hairbrush? Some of you, some of you with messy hair today. [laughter] The hairbrush, it now begins to trigger a response similar to that normally triggered by the unconditioned stimulus. That's a big definition but that's all it is, I'm just explaining why [shushing sound] or why [whistling] or why a wooden spoon, which is neutral for most people,
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as babies they start as neutral things, there are not a lot of cats ... If you go to buy a cat and you go [shushing sound], that cat's not going to do anything until you train it because that's a neutral sound. But it gets paired with an unconditioned stimulus and then that sounds begins to trigger a response similar to that normally triggered by this unconditioned stimulus. That's what were going to explore today and we're just going to dive at this.
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Does this topic ring a bell for any of you all, as to who started studying this area? Does it ring a bell for any of you?
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If it does ... >> Student: Pavlov? >> Ivan Pavlov, it rings a bell for her, that's awesome. That's it. Ready?
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This definition we're going to explore, there's a key word in this. It begins this process of being paired and it starts with something called association. See we, and our minds, are trying to associate things.
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We associate people and places and objects with certain things. Give me an association that's pretty strong for you of a place, what do you associate with it? The idea is, "Where is the happiest place on earth?" >> Audience: Disneyland! >> Okay so they want you to associate Disneyland with, "I am happy!" Are there other associations that you have of places or people or locations? By the way for me, going in to a mall reminds me, I don't know why, of Cinnabun, I just associate that,
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that's just me, so that's an association. We are primed for associations. What happens is this process, for example I've used some examples of which spanking becomes an association and that's the key ingredient in all of learning. The key ingredient is that our minds are prepped and prepared and ready to associate two events, primarily those events that happen pretty close in time.
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You see if you want to train an animal, a dog or a cat or a bird, to come flying, you have to put two things together. That which it normally likes,
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and some other signal that is associated with that.
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That is the key ingredient, we associate and our minds are prepared to do it. In fact, we find associations all the time, sometimes and they're not even there, we just find associations. Sometimes fear is like this. Some of you have a fear of a spider or a snake or heights or a phobia because you associate what with that animal or that insect or that reptile. There's fear man, and you're going, "Oh! That spider makes me afraid that I will be eaten by it" or whatever. [laughter]
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I don't know what you're afraid of. You will die from this spider and your association is bad things happen. There's an association with spider webs, right? Because if you walk through a spider web, how many of you all go, "It's not the web that you really care about, it's what's in that web." You're like, "Where's the thing in the web?" So we have an association with webs like, "Oh, there might be some spider there!" It's association. Or- Oh yeah, you go ahead, sorry.
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>> Student: There's this funny Vine video where they always do what it is and what it feels like and it's these two guys walking through this tiny little spider web and they're like, "Oh, ah!" And then it's like- >> What it is and what it feels like, yeah, yeah. Those are great because those are associations that we have. >> Student: Yeah. >> So many of you have an association ready. Similar to that, if you're driving in a car, watch your behavior and you'll see it yourself.
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If you see a police officer driving by, what's your first reaction? You put the brakes on, every one of you, like, "Oh!" One, because you're probably speeding. But even if you're not speeding it's like, "Oh! I have associated"- What with that police officer? >> Student: Trouble. >> Trouble. [laughs] Jail. [laughter] Prison time.
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You associate things with that police officer, things like maybe getting a ticket, right? You don't want that, that's bad, "I'll lose money", whatever so we make associations, that's the key ingredient. The person who you should associate with this
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is a guy named Ivan Pavlov.
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Not because he created the learning, it's just because he spent time studying dogs
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and something happened as this Russian physiologist began to explore how dogs salivate
32:29
and create stomach juices when given food. Ivan Pavlov was this Russian physiologist, this was his lab and some of his workers in that lab, so it's an old picture.
32:44
In this what we begin to do is sense and recognize he found a weird thing happened. He cut a little hole, this isn't the weird thing, he cut a little hole in the dog's cheek. Wasn't painful, it's like getting a, what some of you all do with those things, piercings. He gave the dog a piercing before it was hip to give dog's piercings and he collected saliva when they presented the dog food because he was trying to study salivation and it's role in digestion of food. He was very smart.
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He studied in what's called today, St. Petersburg and that's all he did, so he collected the saliva when he presented that dog meat powder. That saliva would run and it would go through that little cup there and he would just measure how much saliva was created and he studied it, that's all. Well what happened is now something that's very fascinating, this is just a reenactment of what Ivan Pavlov studied while he did this, so here's a quick video reenactment of what happened in this study.
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>> Video Narrator: Pavlov's aim was to discover what caused saliva to flow. He rerouted the saliva ducts to the outside of his dog's cheek so that he could collect and measure the spittle.
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>> Let me see if I can get this louder. Is there a way to get it louder? Oh there is, oh yay, okay, here we go.
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Hopefully that's louder. >> Student: Aw, that's so sweet. [laughter]
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>> Video Narrator: Pavlov's aim was to discover what caused saliva to flow. He rerouted the saliva ducts to the outside of his dog's cheek so that he could collect and measure the spittle.
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Perhaps he thought the production of saliva might be the result of a fixed nervous reflex, like a knee jerk. >> Video Pavlov: [speaking Russian]
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>> Video Narrator: After taking many measurements of spittle he confirmed that the dogs drooled automatically when their tongues touched food.
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He called the response the "salivation reflex". >> Video Pavlov: [speaking in Russian]
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>> Video Narrator: But his work started to run in to trouble. As his dogs became familiar with the experimental routine, they started to fill their cheek tubes before Pavlov had a chance to stimulate their tongues. The dogs were learning to anticipate food.
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Pavlov tried a new technique, he erected screens so that the dog's couldn't see what was going on. Before passing meat through the hatch, he introduced a stimulus that was totally unrelated to feeding,
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a ticking metronome.
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At first the dog dripped saliva into it's cheek tube only when the food appeared
36:24
but after a number of trials, the dog began to connect the ticking with the arrival of meat.
36:35
Soon the sound alone made the dog drool.
36:42
Eventually the dog salivated as much to the ticking itself as it did originally to the presentation of food. >> Video Pavlov: [speaking in Russian]
36:57
>> Voice Narrator: He called this new response the "conditioned reflex".
37:10
Whatever the stimulus, his dogs could soon be conditioned to produce saliva.
37:21
Pavlov believed that he had discovered how animals learned, even in the wild.
37:31
>> I'm sorry for the sound there, but ... Alright, Pavlov, studying salivation. Here's the quick review. Before conditioning he rang a bell, there's no response.
37:43
Right?
37:45
The dog wouldn't do anything, if you go home to your dog and ring a bell, most dogs aren't going to salivate.
37:51
But that's before this process that he called "conditioning". We call it now "classical conditioning". He rang a bell, it's called a neutral stimulus, just like if you go up to a cat and go [shushing sound] or a crow and go [whistles] or bring out a wooden spoon to a five year old who's never seen one before, they're not going to have a response to it, it's before conditioning. During the process, he gives the dog food while the dog has a response. This unconditioned stimulus, food,
38:23
causes the dog to salivate.
38:27
So you take a puppy and you put food in it's mouth or it smells food or it gets near food, it will begin to salivate. Everybody knew that, Pavlov was studying this, this wasn't the odd thing. What happened next was this animal, during this process picked up something, and saw that the footsteps of the attendant or the person bringing in the food was associated for this dog with food.
38:59
He tried a bell, which was neutral.
39:01
He added the food right after that and that caused the dog to salivate.
39:08
Right?
39:11
And that's what Pavlov stopped doing,
39:18
was studying salivation, and started studying this.
39:25
His insight, his contribution started when things were messing up and he didn't want the dog to see the attendant but then he started to see, and it started to work on him, something is weird or different here and he just said, "Okay, forget studying dog's stomach and salivation, I'm going to study what just happened. This dog now salivates at the sound of this bell?" And he called it a "conditioned stimulus". The bell rings and now the dog's salivating.
40:01
That's what he studied, we call it classical as a conditioning process, so classical conditioning. After being conditioned this dog now, just like a dog over here will respond
40:16
to hand signals or the word "Spongebob" or the word "Let's go" or keys that you shake, would your dog get excited if you shake or keys or say the word "park" or "go" or whatever? That becomes a conditioned stimulus, okay? That's what he found.
40:36
In order to kind of explore this, what I want to do is make sure you get it, so I'm putting it in a form that allows you to write all this down and there's a lot here on this slide but it starts with the unconditioned stimulus. So this unconditioned stimulus is a stimulus that, ready? Naturally, without conditioning, it triggers a response. In the example we've just been using with the dog, what was the unconditioned stimulus? By the way, I'll refer to is as the UCS.
41:03
That's a common way we refer to the unconditioned stimulus, is just using the letters USC, unconditioned stimulus. In the case that we were talking about with Pavlov, what was the unconditioned stimulus? >> Student: The food. >> It's the food. It's a stimulus that the dog would get, ready? Food in the mouth and that unconditioned stimulus lead the dog to do what? To give a response, to salivate. We call that the unconditioned response. It wasn't conditioned, go up to a dog
41:40
or go up to an animal and give it food, a human, whatever, we will respond and in this case dog's responded
41:51
with this unconditioned response, it's unlearned.
41:56
Does that make sense? The USC leads to the UCR, that's pretty straightforward. It's unconditioned, unlearned. If I took a puff of air
42:07
and you were sitting there and I was on the side of you, but I blew, lets say through a straw, into your eye, what would you do?
42:15
If air comes into your eye from a source over here, you will blink. You don't have learn to do it, that stimulus causes you to blink, okay?
42:29
So we've actually taken little things like that, a little baby feeder, little whatever that is, squeeze it, blow, whatever, and you will blink. That's just called an unconditioned response to a stimulus, in this case air.
42:45
What Pavlov learned and what people then from that point forward began studying is what happened next which is, "Okay,
42:55
we humans, just like animals make associations" that I talked about at the beginning of this time, "And those associations are so strong that this dog just began on it's own to associate food coming with that guy walking down carrying the food."
43:15
And that's called this process of which we now condition a stimulus to lead to the same response which is ringing a bell, leading the dog to salivate or leading a person to blink at the bell, or whatever, which we could do pretty quickly. I could pick someone in here, I could ring a bell and have you blink, in about probably, less than two/three minutes, if we just took air, put it in your eye at random moments and right before we did that I rang a bell.
43:44
After a while, all I have to do is ring that bell and you will probably blink.
43:51
And that is classical conditioning.
43:55
It's probably easiest to study for this by memorizing
44:02
using the letters USC leads to the UCR, and the CS leads to the CR and then using examples. I would just write down in your notes as many examples of this as we've been using in this class, and there's a lot of examples.
44:17
Noises phrases
44:23
sounds, certain kinds of hand movements, whatever it is, it could be pretty ... There's a lot of things that are originally neutral
44:34
that a person or an animal can begin to associate with some sort of unconditioned stimulus. Alright? Are there any questions on this? This is pretty straightforward. I will ask you to repeat this for me, this will be on the test pretty clearly, just like this, and I will give you an example and I will say, "Here is a bird that comes flying down to eat food whenever it hears [whistles], whenever it hears that." you should be able to put it into this formula, so to speak,
45:14
if I just give you that example. So you should be able to do that in your notes right quick.
45:21
To help you, let's see if we can try it.
45:27
Be thinking about it, see if you have questions on this.
45:31
One more thing about Pavlov, just to share with you,
45:37
the genius I think that happened was him making this pivot and he's really good at this, by the way, I think he was a Nobel Prize winner or was about to be, in this particular study of salivation and then he just switched. And it was a good switch because there's a lot there but he was a ... Anybody know much about Pavlov? He was Russian, studied in St. Petersburg, fascinating guy. I got to go there and I'll tell, quick aside. I spent a little bit of time in Russia
46:08
and one time we were in St. Petersburg, there was just some cool things there. We were in this bus one time, driving around the city, and this person goes, "Oh, there's the Ivan Pavlov building right down the road" and I go like this to the tour guide, there were only about eight of us on this thing and we all were friends and I say, "Wait a minute, did you say Ivan Pavlov building?" They said, "Yeah." I said, "Could we go there?" This lady goes, "Well sure, it's just a business today."
46:34
We turned around, went back down and went to this building, that's the Ivan Pavlov building, it's still there in St. Petersburg and I thought, "Oh, I'm going to go inside for this class, for y'all, to take a picture of things that went on there," so that's what I did. I went in and Pavlov was an interesting character.
46:56
One of the things that he did was that he provided and all these dogs were in this, not when I was there, but all the dogs were in there, he was really interesting, very smart. By the way when he was studying this around the turn of the century, everybody know in Russia there was a revolution going on? There was fighting out in the streets, he would get mad at his lab assistants if they would show up late. One of them came in late and he said, "Why are you late?"
47:24
He said, "Well because there's a revolution going on out there" and he said this supposedly, "Hey, next time there's a revolution, you get up earlier." [laughter] That's a funny thing to say. He was an interesting character. In fact, he was very creative. Like I did this, I went and held this door open and he had, it was just weird, the way he would process things or do these things, so if you held this door open for too long he had it wired to play a song as a response.
47:57
♪ "Who Let The Dogs Out" by Baha Men ♪
48:07
It was really weird. [laughter] That's Pavlov, that's the original and then these other guys, they ... So that's what he would do, it was kind of weird. So I go inside this building after the song played and I went, "Wow, that was weird." And I said- You dropped this.
48:29
And I went inside, there's always a lady sitting in there at these buildings and I walked in, I said, "Ah, this is the Ivan Pavlov building." And she was like, not very nice.
48:40
Back then, I have this view of Russia. Have some of you all been there? Are there any from Russia? A couple? Yeah, okay.
48:50
I'll just tell you real quickly, I remember going in, this was during communism even, I went in to a bread store one time and I know the language enough to get by and so I go in and I said, "Yeah, I'd like to buy some bread." The lady goes, "We don't have any." By the way, the only thing they sold in this store was bread. [laughter] And there was bread right there. So I go, "Okay, it must be my language or whatever I'm not saying or saying." So I said, "I'd like to buy some of that."
49:16
She goes, "It's not for sale." Wait, this is a bread store, you only sell bread and it's not for sale? She said, basically in essence, "Yeah, that's right." So I had no language so I went and got my friend who was fluent in Russian and lived there and I said, "Hey, could you come help me with this? I don't know." So she asked the lady a question, I didn't understand half of it and she goes, "Come on, let's go, we'll go to another bread store." I go, "Why?" And she goes, "I don't know,
49:43
she just didn't want to sell it." "Wow, this is a great country. You can just do that."
49:50
So we go into the Ivan Pavlov building and there's the key lady, they're called key ladies and I said, "Ah, this is the Ivan Pavlov building." She goes, "Uh-huh."
49:59
I said, "Ah, are there any dogs?" [laughs] "There are no dogs." [laughter] "I know, I was just messing with you." I said, "Is there stuff like from Pavlov?" "No." "Is there like anything at all about Pavlov?" "No."
50:15
"Is this the Ivan Pavlov building?" "Uh-huh." "There's nothing here?" "No, it's a business. Go away."
50:22
So I started walking away and I went, "I can't believe, how can you have a whole Pavlov building and nothing there?" Then I remembered kind of this little trick which is you don't take no, so I said, "Okay, there's nothing here. Can I go upstairs and look around?" She goes, "Go ahead" and I go upstairs and there's all kinds of things up there. There's like pictures. [laughter] A bust of Ivan Pavlov, there's the desk he sat at,
50:47
the original picture of some of his researchers.
50:51
All kinds of things and I'm like, "Why would you never let me?" Anyway, all that to say, I found everything. It was fascinating. Okay, that's the Ivan Pavlov building. Those are the dogs! [laughter] Not really, that was just a joke. This is what was on the sign. It said, "Please don't ring the bell, don't touch this, please knock." Get it? Because if you ring a bell they'd be salivating.
51:21
Do you have questions about the process of classical conditioning? It goes like this: Food causes the dog to salivate.
51:29
The unconditioned response leads- This is just another way of saying the same thing but I want to make sure you get it. Ready? Food causes the dog to salivate, but now in the process of conditioning do you introduce a neutral stimulus, the bell, in which you ring a bell and the dog does nothing. Go to any cat that you want to train and go [shushing sound], the cat will do nothing. Have any of you all figured out how we got the cat to run like crazy? It's this process. What did we do?
51:55
So we go [shushing sound] and then, we trained that cat to be afraid of that sound because of what we did next
52:06
and it just involved a throw pillow, that's all. A couple of throw pillows. [laughter] Some of small sizes and some a little bit bigger. But the cat, all we did with the cat- By the way, cats are very fast. They don't usually get hit, even if you throw things at them, like throw pillows. So there's this pillow and I just said, "Hey, I know, let's get the cat to run like crazy at a sound." So they thought it was cool, so we did it. So I just said, "Hey, here's how we'll do it"
52:31
and I used this principle so we took the throw pillow and as soon as the cat walked in to the room, we went [shushing sound] and we, wham! And threw that throw pillow. [laughter] And he got hit the first time, that was it, he never got hit again. And he went, bam! And he took off. And the cat came in the room the next time, I went [shushing sound] and voom, like that, and he took off running and then the third time he came in the room. Some of you look like I'm cruel, I'm not.
52:58
He only got hit like one time. The cat's fine, by the way, he's like 25 now. [laughter] But anyway, here's what happened, the cat after about less than literally a day, he comes in that room and you go [shushing sound] and fling and after that about five or six times he became wise and you go [shushing sound], voom!
53:20
He took off running. Now all our friends would come over and say, "Where's your cat?" He'd come walking in all happy,
53:28
he'd be stood there like, "Meow" and somebody would go [shushing sound]. Voom! [laughter] Oh, that's bad.
53:38
The neutral stimulus becomes associated with it, so I associated, for the dog it was the bell, the food.
53:47
Bell then the food, that lead to the response or [shushing sound], pow, lead the cat, boom, go.
53:53
Then eventually, after a while, you just do the bell or do the [shushing sound] and that's it.
53:59
My wife today, I tell you, she hears a sound, choo-choo-choo-choo, She's afraid. Ain't nobody killing anybody, she's just afraid
54:10
because she associates the sound with that. How many of you all don't like to eat a food because you associate it with the stomach flu and throwing up?
54:22
Raise your hand and give me some of the amazing- Listen to this, here are the foods that cause some of you to throw up. Even if I were to bring them in this room, you would get nauseated. What is it? >> Student: Cinnamon. >> Just cinnamon in general? Because a little cinnamon, taking a thing and that thing? >> Student: No, when I was we had a Christmas tree in class with oil on it and I spent- >> Okay so there was a cinnamon oil smell and you were sick that day?
54:49
Usually, by the way, it goes like this, you have a stomach virus, you don't know you have a stomach virus, the flu and then you eat a food and it becomes associated with it. Let's hear one. >> Student: Well I don't throw up anymore but going back to the punishing thing, another way that my parents punished me was to make me put a little bit of mustard in my mouth and hold it there and so- >> Mustard for you. >> Student: Yeah, I can't eat it anymore. >> Associate mustard with that.
55:17
>> Student: Mussels or clams. >> Mussels or clams? You ate them and got sick? Uh-huh. >> Student: Apple pies. >> Apple pie?
55:28
Apple pie, how sad. >> Student: Subway sandwiches. I had the flu- >> Had the flu, ate the sandwich and now you can't even go into Subway. Apple pie, Subway sandwiches. What is that? >> Student: Nutella. >> Oh, Nutella!
55:50
Nutella. [students chattering]
55:58
Same way, the kind of sandwiches that are always right up there in front. Yeah? >> Student: Hamburgers. >> Just hamburgers? Which one? >> Student: Caramels.
56:09
>> Completely different than what I heard, caramel. Not hamburgers, caramel. Ready? Oh yeah? >> Student: Any kind of food from McDonald's. >> Any McDonald's food? >> Student: Other than like french fries and milkshakes. >> French fries and milkshakes are fine which are the two best things anyway. >> Student: Yeah, mainly like their burgers. >> So the hamburgers at McDonald's. >> Student: Tums. >> Which is it? >> Student: Tums. >> Tums? >> Student: Because I thought
56:32
they were candy when I was little- >> Ah, I see. Ready for mine? I have two and today, like you I don't get nauseated at the sight of them, I can have them but I just really won't eat them. Reese's peanut butter cups, of all things. [audience gasps] And macaroni and cheese.
56:50
So I can eat those now, after, but this is like a lot of years have transpired and all that happened is this. That's a neutral stimulus. Ready? You should, in your notes, know the USC, UCR
57:04
with the CS and CR. So let's try this one, let's take apple pie.
57:10
Tell me your name? >> [Courtney} Courtney, Courtney. >> Courtney. Courtney? Courtney doesn't like apple pie,
57:19
we'll just make this up whether it's exactly happened or not.
57:23
It was stomach virus, like I had, that causes people, if you get that little virus and it goes into your stomach, you get nauseated, you throw up everything out of your stomach. Okay? That's what's causing the response of throwing up. So what's causing the response of throwing up?
57:44
The virus. But somehow in Courtney's mind, or y'all's mind or whatever it is, the food you can't eat, you have associated Subway or McDonald's hamburger or caramel or whatever the cause, Tums, apple pie.
58:00
Right? You ate that right before and you associate that now, in your mind, with throwing up. That neutral stimulus that nobody else throws up to, apple pie, hopefully most people don't or Reese's peanut butter cups or mac and cheese or whatever. You now throw up or feel nauseated at that, do you understand where to put each of those things in the four categories? Do it in your notes and let's see if you got it. In your notes, ready? I'll say it, write down real quick.
58:35
What do you think the USC, the UCR, the CS and the CR
58:41
in the case of any food, let's just put down apple pie or Reese's peanut butter cups.
58:48
If you get this, you're on your way.
58:52
By the way, this is so powerful that for a lot of people we like to avoid mustard or caramel or Subway or for me Reese's peanut butter. By the way, now I can have the chocolate on the outside and peanut butter but put them together, for some reason it's just bad. Isn't that weird? But, this is a very strong response so as you're writing this down, let me just tell you that they have actually used this in a lot of cool ways.
59:22
Sheep, for example, were being eaten by coyotes.
59:28
Coyotes, wolves, animals would come down and eat the sheep. So they used this principle. Just like we get nauseated, some of these things, so do animals. So guess what they did to keep the animals, like the coyotes, from eating the sheep? These farmers, ranchers, whatever, did a cool thing. They took a dead sheep and they take the carcass and they put it just outside of the pens and they laced that carcass with a chemical that would cause, for example coyotes,
1:00:00
to get violently ill and throw up, wouldn't kill them. So they come down and now they eat this carcass, sheep carcass, and they walk away and all of a sudden, blah, they're throwing up everywhere. Horrible. Guess what happens to that coyote next time it sees a sheep? Just like apple pie for Courtney, the animal wants nothing to do with the sheep. It's so powerful that not only do they not eat the sheep, if you catch that coyote and put it
1:00:28
in the same pen as the sheep, they are running away scared from the sheep. [laughter] So the sheep runs up to him, the coyotes like, "Nuh-uh. Stay away from me, you make me sick." [laughter] That's funny. That's a good use of this in a real world application, instead of shooting the coyote. You just get it sick, throwing up.
1:00:50
Do you get the USC, the CS, the UCR, the CR?
1:00:54
Ready? Out loud. Let's use, the food, let's use apple pie.
1:01:02
What's the USC? [student murmuring] Okay one more time, out loud, what's the USC? >> Students: The virus. >> The stomach flu virus, the flu bug. That's the USC. What does the USC cause? The UCR and the UCR is? >> Students: Nausea. >> Nausea, throwing up. Now, Courtney and others have associated a particular food with throwing up, so what's the CS, the condition stimulus in the case with the apple pie and Courtney, what's the CS? >> Students: Apple pie. >> Apple pie and it causes her to do what?
1:01:36
>> Students: Throw up. >> Throw up or feel nauseated. If you got that in your notes then this is classical conditioning, it's really straightforward and now this.
1:01:47
Ready? Here we go.
1:01:50
>> Oh, damn. Lost another file.
1:01:55
Going to have to reboot, again. [computer tone] Hey Dwight, do you want an Altoid? >> What do you think?
1:02:03
[laughter] >> In school we learned about this scientist who trained dogs to salivate at the sound of a bell by feeding them whenever a bell rang. So for the past couple weeks, I've been conducting a similar experiment. [computer tone] Dwight, want an Altoid? >> Okay. [laughter] [computer tone] >> Altoid? >> Sure.
1:02:30
[computer tone] >> Mint, Dwight? >> "Mint, Dwight?" Yes. [laughter] [computer tone] [sighs loudly] >> What are you doing?
1:02:45
>> I ...
1:02:47
>> What?
1:02:49
Oh, my mouth tastes so bad all of sudden. [laughter]
1:03:01
Alright, this is how you train your roommate.
1:03:07
This is how you train people, it kind of works.
1:03:15
The way this happens is the process of classical condition. So to drive it home, I'll leave this, let you figure this out. If the aroma of brewing coffee makes your heart race, what's the UCS?
1:03:32
If you hear an example, what you have to do is go through the sequencing. What normally is the response? By the way, they just told you what the response is. What's the response? The behavior? >> Student: The heart rate. >> Your heart rate what? Races. That's your heart rate. What causes anybody's heart rate, I don't have to teach you and condition you to get your heart rate if you do what? What could you put in your body that would make your heart race without you having to learn it?
1:04:01
>> Students: Caffeine. >> Caffeine causes your heart to race. So if the aroma of brewing coffee, the aroma, makes your heart race?
1:04:13
Does the aroma for a little kid? You can ask this question, does the aroma for a little kid cause his heart to race? >> Students: No. >> No. Feed that little kid some coffee,
1:04:24
pretty soon that little kid could smell coffee and go with the aroma, "Oh, I need some mom."
1:04:31
Because the smell, the aroma, might make their heart race because it's been associated with caffeine, make sense? So now just the smell of coffee alone could go, "Oh!" Like that. I don't what it is for you, if it's not coffee it's, I don't know, some drink you drink, something that has caffeine in it or whatever, coffee, colas, I don't know whatever they're called, Jolt.
1:04:58
Okay? Do you understand it? If you can put it in your notes, you got it.
1:05:03
One thing to just pay attention to as
1:05:08
this area
1:05:14
of classic conditioning was explored there were new things and new principles being studied all the time and there were some key things and some processes, for example the acquisition phase is just simply that phase initially where, like the day that cat first walked in, the acquisition phase for Sidney the cat, that was his name, Sidney, was taking the throw pillow and if we threw the throw pillow and made the sound [shushing sound] that first time or two, that would be called,
1:05:41
they were acquiring that process. The bird over here, the crow, that comes flying over named Clubby, alls it did was we left food in our driveway one day and a bird came flying over. So I thought, "Okay, that bird is very observant. It sees food, it comes over and eats it." So we left like a hamburger sitting out on the driveway one time, or it fell or whatever. The bird eventually saw it, came over. So alls I did was I waited for that bird. He knew the food was there and I went [whistle]
1:06:18
and he was right there looking because there was food in the driveway and I walked away and waited and I went [whistles] like that and pretty soon that bird flew down and then I would go over and I'd put food in the driveway and I'd go [whistles] and he would hear the whistle and I'd set food down and eventually that bird associated that, so that's called the acquisition phase, okay?
1:06:43
Extinction is, if you have a dog that begs for example, at the table, if a dog does something or an animal does something or a child, anybody, and you want to stop it? Let's say you ring a bell and you don't want the dog to salivate, how can you get the dog to stop salivating at a bell? What if I didn't want the cat to run around like crazy anymore? Could I stop the cat from running like crazy? Yeah, I do an extinction, it'd be pretty straightforward. What would you do with the cat
1:07:09
to stop it from running around at the [shushing sound] sound?
1:07:13
You'd extinguish it, so that means what? I'd make the sound and not throw the pillow. I'd lock him in a room, just me and the cat and I'd go [shushing sound] and he'd run. [shushing sound repeatedly] Eventually that cat's going to just go, after like five minutes he's going to go, "What's up with that? Nothing happens anymore." You're extinguishing it, does that make sense? You stop reinforcing it, put him in a room. >> Student: Does that mean that, sorry ... >> Yeah, go ahead, question?
1:07:42
>> Student: Does that mean that over time that without long term reinforcement they'll forget? >> Eventually if you keep going [shushing sound] over and over again without throwing the pillow, enough time will elapse and if you do it enough, the cat could go through what we call this process of extinction. >> Student: So in order to keep the cat doing that, every once in a while you have to throw the pillow? >> In order to keep this connection, this association strong, every once and a while,
1:08:13
we'd have to throw the pillow at him.
1:08:17
We didn't have to for a long time because he just took off, but yes, technically you could eventually extinguish if not.
1:08:24
Generalization and discrimination are just two of the processes. To generalize means this, would the cat run if I went like this, ready? Generalization says this, "The cat will run if he generalizes the sound close enough." So that cat will run, if the sound is like this: [similar shushing sound]. Do you think the cat will run? Ready, instead of: [shushing sound], will the cat run if I go: [similar shushing sound]?
1:08:50
Probably the cat has generalized to anything that kind of sounds like [shushing sound] they'll run. But what if I go, "Woo-woo"?
1:08:58
Then he discriminates. That's a discriminate, does that make sense? Time's up. Next week, next time we'll talk about operant conditioning and any other principles or questions you have. >> Voiceover: Biola University offers a variety of Biblically centered degree programs ranging from business to ministry to the arts and sciences. Visit Biola.edu to find out how Biola could make a difference in your life.
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