CLASSICAL CONDITIONING

Ivan Pavlov

• Title: Who is Ivan Pavlov?

• Content:
– Russian physiologist (1849-1936).
– Known for his work on the digestive system and
his discovery of classical conditioning.
– Pavlov's work earned him the Nobel Prize in
Physiology or Medicine in 1904 for his research on
the digestive system
Portrait of Pavlov.
 Timeline or Key Facts of Ivan Pavlov
• 1849 - Birth: Ivan Pavlov was born in Ryazan, Russia.
• 1870 - Education: Enrolled at the University of St. Petersburg, where he
studied natural sciences before moving on to the Military Medical Academy.
• 1880s - Early Career: Focused on physiology, particularly the circulatory and
digestive systems. Pavlov began his work on the physiology of digestion, for
which he later won the Nobel Prize.
• 1890 - Head of Physiology Department: Became the head of the Department
of Physiology at the Institute of Experimental Medicine in St. Petersburg,
where his most famous research would take place.
• 1901 - Research on Conditional Reflexes: Pavlov started his groundbreaking
experiments on the conditional reflex, later known as classical conditioning,
using dogs.
• 1904 - Nobel Prize: Awarded the Nobel Prize in Physiology or Medicine for his
work on the physiology of the digestive glands.
• 1920s-1930s - Continued Research and Influence: His research significantly
influenced the field of psychology, particularly behaviorism. Pavlov’s work
paved the way for future studies in learning and behavior modification.
• 1936 - Death: Passed away in Leningrad (now St. Petersburg), leaving a legacy
that continues to impact psychology and behavioral sciences.
 The Experiment Setup
• Pavlov’s Experiment with Dogs
• Content:
• Initial Observation: Pavlov was studying the digestive processes of dogs
and noticed that they would start to salivate not just when food was
presented but also when they saw the lab assistant who usually fed
them.
• Experiment Setup:
– Subjects: Dogs in a controlled environment.
– Unconditioned Stimulus (UCS): Food, which naturally caused the dogs to
salivate (Unconditioned Response, UCR).
– Neutral Stimulus (NS): A bell or metronome that initially had no effect on
the dogs.
• Process:
– Pavlov repeatedly paired the ringing of the bell (NS) with the presentation
of food (UCS).
– After several pairings, the dogs began to salivate (Conditioned Response,
CR) at the sound of the bell alone, even when no food was presented.
• Outcome: The bell, originally a neutral stimulus, became a conditioned
stimulus (CS) that triggered a conditioned response (CR) — salivation.
 Classical Conditioning
• Definition:
Classical Conditioning is a learning process that involves
creating an association between Conditioned stimulus with
conditioned response.
• Key Components:
• Unconditioned Stimulus (US): A stimulus that naturally and
automatically triggers a response (e.g., food causing
salivation).
• Unconditioned Response (UR): The natural response to the
unconditioned stimulus (e.g., salivating to food).
• Conditioned Stimulus (CS): A previously neutral stimulus
that, after being associated with the unconditioned
stimulus, triggers a conditioned response (e.g., a bell).
• Conditioned Response (CR): The learned response to the
conditioned stimulus (e.g., salivating when hearing the bell).
 Key Concepts in Classical Conditioning
• Content:
• 1. Acquisition:
The initial learning phase where the conditioned response (CR) is established
by pairing the conditioned stimulus (CS) with the unconditioned stimulus (US).
Example: The dog learns to salivate at the sound of the bell.
• 2. Extinction:
The gradual weakening and eventual disappearance of the conditioned
response when the CS is repeatedly presented without the US. Example: The
bell rings without food, and eventually, the dog stops salivating.
• 3. Spontaneous Recovery:
The reappearance of a previously extinguished conditioned response after a
period of rest. Example: After a break, the bell rings, and the dog suddenly
salivates again.
• 4. Stimulus Generalization:
The tendency for stimuli similar to the CS to elicit the CR. Example: The dog
salivates to a tone similar to the bell.
• 5. Stimulus Discrimination:
The learned ability to distinguish between the CS and other similar stimuli
that do not signal a US. Example: The dog only salivates to the specific bell
sound, not other noises.
 Applications of Classical Conditioning
• Content:
• 1. Behavioral Therapies:
– Systematic Desensitization: Used to treat phobias and anxiety
disorders by gradually exposing patients to fear-inducing
stimuli while practicing relaxation techniques.
– Aversion Therapy: Involves pairing unwanted behavior (e.g.,
smoking) with an unpleasant stimulus (e.g., nausea) to
discourage the behavior.
• 2. Advertising and Marketing:
– Advertisers use classical conditioning to create positive
associations with their products by pairing them with pleasant
stimuli (e.g., happy music, attractive visuals).
– Example: A soft drink commercial that pairs the product with
images of fun and refreshment to evoke a positive emotional
response.
• 3. Education and Learning:
– Reinforces learning by associating positive stimuli (like
praise) with desirable behaviors or academic
performance.
– Example: Students develop positive attitudes toward
learning when praised for their efforts.
• 4. Animal Training:
– Classical conditioning techniques are widely used in
animal training. For instance, training pets to respond
to specific commands using rewards like treats.
• 5. Everyday Life Examples:
– Conditioned Emotional Responses: Everyday
experiences like developing a dislike for a particular
food after getting sick from it or feeling anxious when
hearing a specific sound.
 Educational Implications of Classical
Conditioning
1. Creating Positive Learning Environments:
Conditioning Positive Responses:
– Teachers can pair learning activities with enjoyable experiences (e.g.,
games, rewards) to foster a love for learning.
2. Reducing Anxiety:
– By systematically desensitizing students to test anxiety through positive
reinforcement, educators can help create a more conducive learning
atmosphere.
3. Behaviour Management:
A. Reinforcement Strategies:
– Use of praise or rewards (conditioned stimuli) can reinforce positive
behavior in the classroom, leading to more effective classroom
management.
B. Addressing Negative Behaviours:
– Understanding classical conditioning can help educators identify and alter
negative behaviors through conditioning techniques, such as redirecting or
rewarding alternative behaviors.
4. Promoting Engagement:
A. Stimulus Variation:
• Teachers can vary instructional methods and
materials to maintain student interest,
associating diverse stimuli with positive
engagement.
• 5. Using Multimedia:
– Integrating multimedia elements (videos, music) can
create positive emotional responses that enhance
learning and retention
• 6. Understanding Student Reactions:
• A. Awareness of Conditioned Responses:
– Educators can recognize that some students may have
conditioned responses to certain subjects or teaching
styles, allowing for more tailored instruction.
• 7. Developing Life Skills:
• A. Conditioning Healthy Habits:
– Teaching life skills (e.g., hygiene, studying techniques)
can be enhanced through classical conditioning by
associating these behaviors with positive outcomes or
rewards.
8. Enhancing Memory Retention:
• Association Techniques:
– Teachers can create associations between new material and existing
knowledge, helping students retain information more effectively.
• Mnemonic Devices:
– Utilizing rhymes or visual imagery can condition students to remember
facts or concepts through emotional or sensory connections.
9. Facilitating Transitions:
• Routine Establishment:
– Consistent routines can condition students to expect certain behaviors
or activities at specific times, easing transitions and enhancing
classroom management.
• Signals for Change:
– Using auditory (e.g., bells, music) or visual cues (e.g., color changes)
can signal transitions and help students adjust to new activities
smoothly.
10. Building Motivation:
• Goal Setting and Rewards:
– Setting achievable goals paired with rewards can condition students to
develop a growth mindset and view challenges positively.
11. Feedback Loops:
– Providing immediate, positive feedback reinforces desirable
behaviors, helping students connect their efforts with successful
outcomes.
12. Addressing Special Needs:
• Tailored Interventions:
– Understanding classical conditioning can help educators design
specific interventions for students with behavioral challenges,
using positive reinforcement to encourage appropriate behavior.
• Creating Safe Learning Environments:
– For students with anxiety or trauma, conditioning strategies can
help create a sense of safety and security in the classroom.
13. Promoting Social Skills:
• Modeling and Reinforcement:
– Educators can model appropriate social behaviors and reinforce
them when students emulate these behaviors, helping them
develop interpersonal skills