Classical Conditioning according to Pavlov and J.b Waston

It includes introduction to learning with Classical Conditioning , further experiments of Pavlov and J.b Waston.
Classical Conditioning in Education.

1. Classical Conditioning Course : Educational Psychology B.ed 1.5 General Teacher : Sir Ghazanfar Ali Presented by : Umaira Nasim DEPARTMENT OF EDUCATION UNIVERSITY OF SARGODHA

2. Learning Learning is a relatively permanent change in an organism’s behavior due to experience.

3. Characteristics of learning Learning involves change in behavior Change in due to experience and practice The change must lasts for fairly long time

4. Paradigms of Learning Conditioning: Classical Conditioning Instrumental/Operant Conditioning Observational Learning Cognitive Learning Verbal Learning Concept Learning Skill Learning

5. Behaviorism Behavioral psychology, is a theory of learning which states all behaviors are learned through interaction with the environment through a process called conditioning. Behaviorism is only concerned with observable stimulus-response behaviors, as they can be studied in a systematic and observable manner.

6. Behaviorism Behaviorism emphasizes the role of environmental factors in influencing behavior, to the near exclusion of innate or inherited factors. This amounts essentially to a focus on learning. We learn new behavior through classical or operant conditioning (collectively known as learning theory).

7. Behaviorism and Education For example a teacher wants to encourage positive behavior in his students; he can do so by Giving rewards for positive behavior Giving punishments for negative behavior Showing the way/steps to get rewards Showing the way/steps to avoid punishments

8. Conditioning “a process by which people or animals are trained to behave e in a particular way when particular things happen.”

9. Classical Conditioning Classical Conditioning : based on association of pairing of an originally neutral stimulus with a response producing stimulus. A neutral stimulus paired one or more times with a biologically significant stimulus, acquires the power to provoke a behavioral response in the absence of the biologically significant stimulus . The association between the two stimuli is one form of associative learning - a learning in which ideas and experiences are mentally linked and thereby reinforce each other.

10. Associative Learning: Classical Conditioning Learning to associate one stimulus with another.

11. Associative Learning Learning to associate a response with a consequence .

12. Ideas of classical conditioning originate from old philosophical theories. However, it was the Russian physiologist Ivan Pavlov who exposed classical conditioning. His work provided a basis for later behaviorists like John Watson. Classical Conditioning Ivan Pavlov (1849-1936) Sovfoto

13. Pavlov’s Experiments Food was presented to dog and measures the amount of saliva from a P avlov’s device. Before conditioning, food called (Unconditioned Stimulus, US) produces salivation called (Unconditioned Response, UR).

14. Pavlov’s Experiments During conditioning, the neutral stimulus (tone) and the US (food) are both presented a number of times and paired, resulting in salivation (UR). After repeated pairing the tone alone can be elicit salivation. Learning take placed a fter conditioning, the neutral stimulus ( in Conditioned Stimulus, CS) elicits salivation ( in Conditioned Response, CR)

15. Acquisition Acquisition is the initial learning stage in classical conditioning in which an association between a neutral stimulus and an unconditioned stimulus takes place. Two important aspects of acquisition are timing and contingency/predictability. In most cases, for conditioning to occur, the neutral stimulus needs to come before the unconditioned stimulus. The time in between two stimuli should be about half a second.

16. Acquisition The CS needs to come half a second before the US for acquisition to occur. Time: Conditioned response develop when the CS and UCS are contiguous occurring close together. Often optimal spacing is a fraction of a second.

17. Extinction When the UCS (food) does not follow the CS (tone), CR (salivation) begins to decrease and eventually causes extinction(weakening of the CR absence of UCS)

18. Spontaneous Recovery After a rest period, an extinguished CR (salivation) spontaneously recovers after a time delay without further conditioning. B ut if the CS (tone) persists alone, the CR becomes extinct again .

19. Stimulus Generalization Tendency to respond to new stimuli similar to the original CS is called generalization . Pavlov conditioned the dog’s salivation (CR) by using miniature vibrators (CS) on the thigh. When he subsequently stimulated other parts of the dog’s body, salivation dropped. Generalization has value in preventing learning from being tied to specific stimuli.

20. Stimulus Discrimination Discrimination is the learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditioned stimulus. To produce discrimination Pavlov gave food to the dog only after ringing tone and not after any other sound. In this way dog learned to distinguish b/w tone and other sounds.

21. John B.Waston American Psychologist Behaviorism, according to Watson, was the science of observable behavior. Only behavior that could be observed, recorded and measured was of any real value for the study of humans or animals. Watson's thinking was significantly influenced by the earlier classical conditioning experiments of Russian psychologist Ivan Pavlov and his now infamous dogs. Watson is best known for taking his theory of behaviorism and applying it to child development. He believed strongly that a child's environment is the factor that shapes behaviors over their genetic makeup or natural temperament. Watson's behaviorism rejected the concept of the unconscious and the internal mental state of a person because it was not observable and was subject to the psychologist's subjective interpretation. For example, Freud would ask his patients to tell him their dreams. He would then interpret the dreams and analyze what these dreams were indicating in the person's life. Watson found this emphasis on introspection and subjective interpretation to be very unscientific and unhelpful in understanding behavior.

22. Little Albert Experiment Watson and Raynor presented Little Albert with a white rat and he showed no fear. Watson then presented the rat with a loud bang that startled Little Albert and made him cry. After the continuous association of the white rat and loud noise, Little Albert was classically conditioned to experience fear at the sight of the rat. Albert's fear generalized to other stimuli that were similar to the rat, including a fur coat, some cotton wool, and a Father Christmas mask.

23. Criticism on Waston’s theory Waston stressed on obvious behavior, didn’t realize the importance of mental process Behavior seems just a mechanical response without mental process. Discarded concept of conscious, subconscious and unconscious.

24. Through classical conditioning, a drug (plus its taste) that affects the immune response may cause the taste of the drug to invoke the immune response. • Most fears are produced by CC. Therefore, CC techniques are used to eliminate phobia. Most of the treatments for phobia are based on CC principles. • Addictions are also developed by CC itself. Like phobia, CC principles are used to treat addiction as well. • CC plays an important role in hypertension as well. Research says that high B.P. is easily conditioned to stressful events. Thus, a person who has experienced many stressful events at home/workplace, shows high B.P. by simply walking into that environment. • Systematic desensitization is a form of therapy which was used to treat anxiety disorders. Applications of Classical Conditioning in Psycho treatments

25. Systematic Desensitization Sometimes the anxiety and stress associated with negative events can be eliminated by classical conditioning. Systematic desensitization is a method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations. “A method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety provoking situations.”

26. Watson used classical conditioning procedures to develop advertising campaigns for a number of organizations, including Maxwell House, making the “coffee break” an American custom. Watson & Little Albert Applications of Classical Conditioning John B. Watson Brown Brothers

27. Examples of Classical Conditioning 1:The smell of food makes you hungry. Soon every time you go into the kitchen, you feel hungry. Unconditioned Stimulus (UCS) Unconditioned Response (UCR) Conditioned Stimulus (CS) Conditioned Response (CR) 2: A student survives a plane crash that occurred because of a thunderstorm. Now, whenever the student hears thunder, he gets anxious. Unconditioned Stimulus (UCS) Unconditioned Response (UCR) Conditioned Stimulus (CS) Conditioned Response (CR)

28. Classical Conditioning and class room Classical conditioning can be involved in both positive and negative experiences of children in the classroom. Among the things in the child’s schooling that produce pleasure because they have become classically conditioned are a favorite song and feelings that the classroom is a safe and fun place to be. For example, a song could be neutral for the child until he joins in with other classmates to sing it with accompanying positive feelings. Children can develop fear of the classroom if they associate the classroom with criticism, so the criticism becomes a CS for fear. Classical conditioning also can be involved in test anxiety. For example, a child fails and is criticized, which produces anxiety; there after, she associates tests with anxiety, so they then can become a CS for anxiety .

29. Application of Classical conditioning in Education Classical conditioning describes only how existing behaviors might be paired with new stimuli; it does not explain how new operant behaviors are acquired. In class rooms teachers who use such a technique usually do so in the following three steps: 1. Identify and specify the behavior of students that they need to change. 2. Plan a specific behavior change strategy, based upon rewarding desirable behavior. 3. See if the change plan has brought about the desirable results.

30. Evaluating Classical Conditioning Classical conditioning helps us understand some aspects of learning better than others. It excels in explaining how neutral stimuli become associated with unlearned, involuntary responses. It is especially helpful in understanding students’ anxieties and fears. However, it is not as effective in explaining voluntary behaviors, such as why a student studies hard for a test or likes history better than geography. For these areas, operant conditioning is more relevant.

31. References https://www.slideshare.net/srgeorgi/classical-conditioning-66139419 https://www.ncbi.nlm.nih.gov/books/NBK470326/ https://www.youtube.com/watch?v=qSqWiTG-o2Y Carvan Books: General psychology and Applied psychology by Rakhshanda Shahnaz https://www.ncbi.nlm.nih.gov/books/NBK470326 / https://www.simplypsychology.org/little-albert.html Educational Psychology fifth edition John W. Santrock

32. Thank You