Classical conditioning pavlov4/5/2023 ![]() ![]() In his experiment, high school students first had a brief interaction with a female experimenter who had short hair and glasses. Lewicki (1985) conducted research that demonstrated the influence of stimulus generalization and how quickly and easily it can happen. Although the berries are not exactly the same, they nevertheless are similar and may have the same negative properties. 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. The ability to generalize has important evolutionary significance. Generalization refers to the tendency to respond to stimuli that resemble the original conditioned stimulus. He found that the dogs also salivated upon experiencing the similar stimulus, a process known as generalization. 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. Ivan Pavlov and Classical Conditioning - Psychology bibliographies - Cite This For Me These are the sources and citations used to research Ivan Pavlov and Classical Conditioning. These techniques are also useful in the treatment of phobias or anxiety problems. Bur if the teacher claps 3 times, the children. If the teacher instructs the children to keep quiet they keep quiet. Here are a few examples of classical conditioning in the classroom. For example, many dog trainers use classical conditioning techniques to help people train their pets. Conditioning is the process of pairing two stimuli together so that if one stimulus can trigger a reaction, the other can do the same, too, simply by association. ![]() Pavlov also experimented with presenting new stimuli that were similar, but not identical to, the original conditioned stimulus. There are, however, numerous real-world applications for classical conditioning. If conditioning is again attempted, the animal will learn the new associations much faster than it did the first time. When Pavlov again presented the CS alone, the behavior again showed extinction until it disappeared again.Īlthough the behavior has disappeared, extinction is never complete. The increase in responding to the CS following a pause after extinction is known as spontaneous recovery. Pavlov found that, after a pause, sounding the tone again elicited salivation, although to a lesser extent than before extinction took place. ![]() Spontaneous recovery: After a pause, when the CS is again presented alone, the behavior may again occur and then again show extinction.Īlthough at the end of the first extinction period the CS was no longer producing salivation, the effects of conditioning had not entirely disappeared. Extinction: The CS is repeatedly presented alone, and the behavior slowly decreases. Acquisition: The CS and the US are repeatedly paired together and behavior increases. Also discussed is how each theory may be applied in furtherance of science teaching and learning. This chapter explores the principles underlying classical and operant conditioning. \): Acquisition, Extinction, and Spontaneous Recovery. The proponents of classical and operant conditioning are Ivan Pavlov (18491936) and Burrhus Frederic Skinner (19041990), respectively. ![]()
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