The result was that the bell came to produce a reliable change in behavior, salivation. This new relation is called a conditioned reflex. It is "conditioned" in the sense that it depends on a prior relation between the bell and the food. A previously neutral stimulus, the bell, became an eliciting stimulus.
Technically, at this point it is referred to as a conditioned stimulus CS and the salivation resulting from it is said to be the conditioned response CR.
Pavlov's experiment is illustrated in Figure 1. The bell will remain an eliciting stimulus as long as it continues to be paired with the food. If this pairing stops, the bell will return to its neutral status and no longer reliably produce salivation.
This phenomenon is known as respondent extinction. Pavlovian Conditioning is often involved in emotions. In the classroom context when words are associated with picture or meaning in language learning, it is an example of:.
Recognition praise and reward as methods to reinforce appropriate behavior is proposed in which of the following theories? Which of the following emphasizes the role of rewards and punishment in learning? The psychologist who developed first three laws of learning - readiness, exercise and effect. According to Bronfenbrenner's theory of development, the govt policies and cultural changes comprise which layer of the individual's ecosystem?
What is type of knowledge is it when required through data and inferences? More Learning Questions Q1. Which of the following is not a product of learning? A teacher uses audio-visual aids and physical activities in his teaching because they -. For effective and sustainable learning a learner should have. What are the disadvantages of rote habit? What do we call it when learning of higher behavioural levels are facilitated by lower behavioural levels?
Learning is complex process that leads to what type of growth in individual? The process of augmenting the same type of skills from that were to begin with is called: Choose the correct response from he options below:. Extinction refers to the reduction in responding that occurs when the conditioned stimulus is presented repeatedly without the unconditioned stimulus. Although at the end of the first extinction period the CS was no longer producing salivation, the effects of conditioning had not entirely disappeared.
Pavlov found that, after a pause, sounding the tone again elicited salivation, although to a lesser extent than before extinction took place. The increase in responding to the CS following a pause after extinction is known as spontaneous recovery.
When Pavlov again presented the CS alone, the behaviour again showed extinction until it disappeared again. Although the behaviour has disappeared, extinction is never complete. If conditioning is again attempted, the animal will learn the new associations much faster than it did the first time. Pavlov also experimented with presenting new stimuli that were similar, but not identical, to the original conditioned stimulus. For instance, if the dog had been conditioned to being scratched before the food arrived, the stimulus would be changed to being rubbed rather than scratched.
He found that the dogs also salivated upon experiencing the similar stimulus, a process known as generalization. Generalization refers to the tendency to respond to stimuli that resemble the original conditioned stimulus. The ability to generalize has important evolutionary significance. If we eat some red berries and they make us sick, it would be a good idea to think twice before we eat some purple berries.
Although the berries are not exactly the same, they nevertheless are similar and may have the same negative properties. Lewicki conducted research that demonstrated the influence of stimulus generalization and how quickly and easily it can happen.
In his experiment, high school students first had a brief interaction with a female experimenter who had short hair and glasses. The study was set up so that the students had to ask the experimenter a question, and according to random assignment the experimenter responded either in a negative way or a neutral way toward the students. Then the students were told to go into a second room in which two experimenters were present and to approach either one of them.
However, the researchers arranged it so that one of the two experimenters looked a lot like the original experimenter, while the other one did not she had longer hair and no glasses. The students were significantly more likely to avoid the experimenter who looked like the earlier experimenter when that experimenter had been negative to them than when she had treated them more neutrally.
The participants showed stimulus generalization such that the new, similar-looking experimenter created the same negative response in the participants as had the experimenter in the prior session. The flip side of generalization is discrimination — the tendency to respond differently to stimuli that are similar but not identical. Discrimination is also useful — if we do try the purple berries, and if they do not make us sick, we will be able to make the distinction in the future.
And we can learn that although two people in our class, Courtney and Sarah, may look a lot alike, they are nevertheless different people with different personalities. In some cases, an existing conditioned stimulus can serve as an unconditioned stimulus for a pairing with a new conditioned stimulus — a process known as second-order conditioning. Eventually he found that the dogs would salivate at the sight of the black square alone, even though it had never been directly associated with the food.
Secondary conditioners in everyday life include our attractions to things that stand for or remind us of something else, such as when we feel good on a Friday because it has become associated with the paycheque that we receive on that day, which itself is a conditioned stimulus for the pleasures that the paycheque buys us.
Classical conditioning, which is based on learning through experience, represents an example of the importance of the environment. But classical conditioning cannot be understood entirely in terms of experience. Nature also plays a part, as our evolutionary history has made us better able to learn some associations than others. Clinical psychologists make use of classical conditioning to explain the learning of a phobia — a strong and irrational fear of a specific object, activity, or situation.
For example, driving a car is a neutral event that would not normally elicit a fear response in most people. But if a person were to experience a panic attack in which he or she suddenly experienced strong negative emotions while driving, that person may learn to associate driving with the panic response.
The driving has become the CS that now creates the fear response. Psychologists have also discovered that people do not develop phobias to just anything. Although people may in some cases develop a driving phobia, they are more likely to develop phobias toward objects such as snakes and spiders or places such as high locations and open spaces that have been dangerous to people in the past.
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