classic conditioning by ivan pavlov

8/6/2019 Classic Conditioning by Ivan Pavlov

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Psychology 8 ed., David Myers Module 21 PowerPoint Slides, Aneeq Ahmad 1

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PSYCHOLOGY(8th Edition, in Modules)

David Myers

PowerPoint SlidesAneeq Ahmad

Henderson State University

Worth Publishers, © 2007

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Classical Conditioning

Module 21

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How Do We Learn?


Pavlov’s Experiments

Extending Pavlov’s Understanding

Pavlov’s Legacy

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Definition

Learning

is

a relatively

permanent

change

in

an

organism’s behavior due to experience.

Learning thus is more flexible, unlike genetically

programmed behaviors of say, Chinooks.

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How Do We Learn?

We learn by association. Our minds naturally

connect events that occur in sequence.

Aristotle, 2000 years ago, suggested this law of association. Then 200 years ago Locke and Hume

reiterated this law.

OBJECTIVE 21‐1| Define learning, and

identify two forms of learning.

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Stimulus‐Stimulus Learning

Learning to associate one stimuluswith another.

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Stimulus‐Stimulus Learning

Learning

to

associate

one

stimuluswith another.

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Response‐Consequence Learning

Learning to associate a responsewith a consequence.

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Response‐Consequence Learning

Learning to associate a responsewith a consequence.

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Ideas

a

of

classical

conditioning

originate

from

old philosophical theories, however it was a

Russian physiologist Ivan Pavlov who elucidated

classical conditioning. His work became seminal for later behaviorists like John Watson and B. F.

Skinner.


Ivan Pavlov (1849‐1936) S o v f o t o

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Before conditioning food (Unconditioned

Stimulus, US) produces salivation

(Unconditioned Response, UR). The tone (neutral stimulus) does not.

OBJECTIVE 21‐2| Explain how an

unconditioned stimulus (US).

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During conditioning, neutral stimulus (tone) and

US (food) are paired resulting in salivation (UR). After conditioning neutral stimulus (now

Conditioned Stimulus, CS) elicits salivation (now

Conditioned Response, CR)

Unconditioned Stimulus (UCS): A stimulus that automatically and naturally triggers a response. Unconditioned Response (UCR): A unlearned, naturally occurring response to the unconditioned stimulus, like salivation in the dog when food is in the mouth. ___________________________________

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Acquisition

The

initial

stage

in

classical

conditioning.

during which association between a neutral stimulus and a US takes place.

1. Neutral stimulus needs to come before the

US for conditioning to occur (most cases).

2. The time between the two stimuli should be

about half a second.

OBJECTIVE 21‐3| Describe the timing

requirements for the initial learning of a

stimulus‐response relationship.

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Acquisition

The CS needs to come half a second beforethe US to cause acquisition.

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Extinction

When a US (food) does not follow a CS (tone) CR (salivation) starts to decrease and at some

point goes extinct.

OBJECTIVE 21‐4| Summarize the processes of

extinction, spontaneous recovery,

generalization, and discrimination.

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Spontaneous Recovery

After

a

rest

period

an

extinguished

CR

(salivation) spontaneously recovers and if CS

(tone) persists alone becomes extinct again.

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Stimulus Generalization

Tendency to respond to

stimuli similar to CS is

called generalization. Pavlov

conditioned the dog’s salivation (CR) by using

miniature vibrators (CS) to

the thigh. When he

subsequently stimulated

other parts of the dog’s body, salivation dropped.

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Stimulus Discrimination

Discrimination is the learned ability to

distinguish between a CS and other stimuli that do not signal a US.

OBJECTIVE 21‐5| Discuss the survival value

of extinction, spontaneous recovery,

generalization and discrimination.

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Extending Pavlov’s Understanding

Pavlov

and

Watson

considered

consciousness

or mind not fit for scientific study of psychology. However, they underestimated

the importance cognitive processes and

biological constraints.

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Cognitive Processes

Early behaviorists believed that learnt behaviors of various animals could be reduced

to mindless mechanisms.

However, later behaviorists suggested that animals learn predictability of a stimulus, thus

learn expectancy or awareness of a stimulus (Rescorla, 1988).

OBJECTIVE 21‐6| Discuss the importance of

cognitive processes in classical conditioning.

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Biological Predispositions

Pavlov and Watson believed that laws of learning were similar across all animals.

Learning in a pigeon and a person was not different.

However, later behaviorists suggested that learning was constrained by animal’s biology.

OBJECTIVE 21‐7| Describe some of the ways

that biological predisposition can affect

learning by classical conditioning.

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John Garcia

Garcia showed that duration

between CS and US can be long

(hours) and yet result in

conditioning. Biologically adaptive

CS (taste) led to conditioning and not others (light or sound).

C o ur t e s y of J oh n G a r c i a

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Even humans develop classically conditioned

nausea.

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Pavlov’s greatest contribution

to psychology is isolating

elementary behaviors from

more complex ones through

objective scientific procedures.

Pavlov’s Legacy

Ivan Pavlov(1849-1936)

OBJECTIVE 21‐8| Summarize Pavlov’s

contribution to our understanding of learning.

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Watson used classical conditioning procedures to

develop advertising

campaigns for a number of organizations including

Maxwell House, making

“coffee break” an American

custom.

Applications of Classical Conditioning

John B. Watson

Br o wnBr o t h e r s

OBJECTIVE 21‐9| Describe some uses of

classical conditioning to improve human

health and well‐being.

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1. Alcoholics can be conditioned (aversively) partly reversing their positive‐associations with alcohol.

2. A drug (plus its taste) that affects the

immune response, can lead the taste to

invoke the immune response through

classical conditioning.

Applications of Classical Conditioning

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classic conditioning by ivan pavlov

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