Classical conditioning

Shinto Antony

S3 MBA

Behavioral Learning Theory

According to the behaviorists, learning can be defined as “the relatively permanent change in behavior brought about as a result of experience or practice.”

Behaviorists recognize that learning is an internal event.

Behavioral Learning Theory

• The term "learning theory" is often associated with the behavioral view.

• The focus of the behavioral approach is on how the environment impacts overt behavior.

Behavioral Learning Theory

The behavioral learning theory is represented as an S-R paradigm. The organism is treated as a “black box.” We only know what is going on inside the box by the organism’s response.

Stimulus

(S)

Organism

(O)

Response

(R)

Behavioral Learning Theory

There are three types of behavioral learning theories:

• Contiguity theory

• Classical or respondent conditioning theory

• Operant or instrumental conditioning theory

Classical Conditioning Theory

Classical conditioning was the first type of learning to be discovered and studied within the behaviorist tradition. Conditioning is a kind of response build up through repeated exposure.

The major theorist in the development of classical conditioning is Ivan Pavlov, a Russian scientist trained in biology and medicine .

Classical Conditioning Theory

Pavlov was studying the digestive system of dogs and became intrigued with his observation that dogs deprived of food began to salivate when one of his assistants walked into the room.

He began to investigate this phenomena and established the laws of classical conditioning.

Classical Conditioning Theory

• General model: Stimulus (S) elicits >Response (R)• Classical conditioning starts with a reflex (R): an innate, involuntary behavior.

• This involuntary behavior is elicited or caused by an antecedent environmental event.

Classical Conditioning Theory

The specific model for classical conditioning is:

• A stimulus will naturally (without learning) elicit or bring about a reflexive response

• Unconditioned Stimulus (US) elicits > Unconditioned Response (UR)

Classical Conditioning Theory

The specific model for classical conditioning is:

• Neutral Stimulus (NS) --- does not elicit the response of interest

• This stimulus is a neutral stimulus since it does not elicit the Unconditioned (or reflexive) Response.

Classical Conditioning Theory

The Neutral/Orientiing Stimulus (NS) is repeatedly paired with the Unconditioned/Natural Stimulus (US).

Classical Conditioning Theory

• The Neutral Stimulus (NS) is transformed into a Conditioned Stimulus (CS).

• That is, when the CS is presented by itself, it elicits or causes the CR .

Major types of classical conditioning

Classical Conditioning Theory

• Forward conditioning: During forward conditioning the onset of the CS precedes the onset of the US. Two common forms of

forward conditioning are delay and trace conditioning.

• Delay Conditioning: In delay conditioning the CS is presented and is overlapped by the presentation of the US

• Trace conditioning: During trace conditioning the CS and US do not overlap. Instead, the CS is presented, a period of time is allowed to elapse during which no stimuli are presented, and

then the US is presented. The stimulus free period is called the trace interval. It may also be called the "conditioning interval"

Classical Conditioning Theory

• Simultaneous conditioning: During simultaneous conditioning, the CS and US are presented and terminated at the same time.

• Backward conditioning: Backward conditioning occurs when a conditioned stimulus immediately follows an unconditioned stimulus. Unlike traditional conditioning models, in which the conditioned stimulus precedes the unconditioned stimulus, the conditioned response tends to be inhibitory. This is because the conditioned stimulus serves as a signal that the unconditioned stimulus has ended, rather than a reliable method of predicting the future occurrence of the unconditioned stimulus

Classical Conditioning Theory

• Temporal conditioning: The US is presented at regularly timed intervals, and CR acquisition is dependent upon correct timing of the interval between US presentations. The background, or context, can serve as the CS in this example.

• Unpaired conditioning: The CS and US are not presented together. Usually they are presented as independent trials that are separated by a variable, or pseudo-random, interval. This procedure is used to study non-associative behavioral responses, such as sensitization

Classical Conditioning Theory

APPLICATIONS

• Repetition of advertisements• Stimulus generalization• Stimulus discrimination

Classical Conditioning Theory

Repetition• Repetition increases the strength of the

association between conditioned stimulus and an unconditioned stimulus and slows the process of forgetting.

Classical Conditioning Theory

Stimulus generalization• This tells that learning depends on not only

repetition but also on the ability to generalize. This is the reason for success of imitative products.

• Eg: family branding

Classical Conditioning Theory

Stimulus discrimination• It is the opposite of stimulus generalization and

results in selection of a specific stimulus from among similar stimuli. It is the basis for unique positioning of product or brand.

Thank you