Classical Conditioning theory ppt in pdf format

Classical conditioning

1. Learning Through Association

2. ▪A type of learning where an organism
learns to associate two stimuli.
▪Discovered by Russian physiologist
Ivan Pavlov in the late 19th/early 20th
century.
▪Focuses on involuntary, automatic
responses.
▪Often called "Pavlovian Conditioning."

3. Pavlov, a Russian physiologist, first
described classical conditioning in
1899 while conducting research into the
digestive system of dogs.
He was particularly interested in the
role of salivary secretions in the
digestion of food and was awarded the
Nobel Prize for Medicine or Physiology
in 1904.

4. 1.Unconditioned Stimulus (UCS):A stimulus that naturally and
automatically triggers a response without any learning.
Example: Food
2.Unconditioned Response (UCR):The unlearned, natural
response to the unconditioned stimulus.
Example: Salivation to food
3.Neutral Stimulus (NS):A stimulus that initially produces no
specific response other than focusing attention.
Example: Bell before conditioning

5. 4.Conditioned Stimulus (CS): A previously neutral stimulus that,
after becoming associated with the unconditioned stimulus,
eventually comes to trigger a conditioned response.
Example: Bell after conditioning
5.Conditioned Response (CR): The learned response to the
previously neutral (now conditioned) stimulus.
Example: Salivation to the bell

6. Pavlovusedanapparatusto
measuretheamountofsaliva
producedwhenadogate.
Theflowofsalivaoccurred
naturallywheneverfoodwas
placedinthedog’smouth,as
salivationisaninvoluntary,reflex
response.
Dogwasrestrainedinaharness
toavoidextraneousvariables.

7. Meatpowderwasplaceddirectlyon
thedog’stongueorinthebowl.
Atubewassurgicallyattachedtothe
dog’scheeknearoneofthesalivary
glandsandafistulawasmadesothat
thesalivadrainedstraightoutintoa
measuringdevice.
Furtheron,moresophisticated
measuringdeviceswereusedto
measurethespeedofsalivaflow.
Pavlov's experiment

9. ▪Before Conditioning:
UCS (Food) →UCR (Salivation)
NS (Bell) →No Salivation
▪During Conditioning:
NS (Bell) + UCS (Food) →UCR (Salivation)
Repeated pairings
▪After Conditioning:
CS (Bell) →CR (Salivation)
▪real life example

10. 1. Identify the UCS, UCR, NS, CS, and CR
“A student feels sick every time they see a math textbook,
after getting food poisoning while studying for a test.”
2. Find another scenario where classical conditioning is
applicable.

11. ❑Acquisitionis the process of learning an association between a
neutral stimulus and an unconditioned stimulus, resulting in a
new conditioned response.
❑Extinctionis the gradual disappearance of the conditioned
response when the conditioned stimulus is repeatedly
presented without the unconditioned stimulus.
❑Spontaneous Recoveryis the temporary reappearance of the
conditioned response after a rest period following extinction.

12. ❑Stimulus Generalizationis the tendency to respond to
stimuli similar to the conditioned stimulus.
❑Stimulus Discriminationis the ability to differentiate
between the conditioned stimulus and other similar stimuli,
responding only to the one that predicts the unconditioned
stimulus.

13. ▪Fear/Phobias:Developing a fear of
dogs after being bitten (dog = CS,
bite = UCS, fear = CR).
▪Taste Aversions:Becoming nauseous
at the thought/smell of a food after
becoming sick from it (food = CS,
sickness = UCS, nausea = CR).

14. ▪Advertising:Associating a
product (NS/CS) with positive
feelings (UCS like attractive
people, fun scenes, popular
music) to elicit positive emotions
(CR) towards the product.

15. ▪Emotional Responses:Hearing
a song from a past relationship
can trigger feelings of sadness
or nostalgia.
▪Pet Training:The sound of a
can opener (CS) causing a pet
to become excited (CR)
because it's associated with
food (UCS).

16. ▪Positive Classroom Environment:
Associating the classroom (CS) with
positive experiences (UCS like praise,
success, fun activities) to foster positive
feelings (CR) about school.
▪Managing Test Anxiety:Test (CS)
associated with failure/stress (UCS) leads
to anxiety (CR). Strategies include creating
a supportive testing environment, reducing
pressure.
▪Bell for Class Transition: The bell (CS)
signaling the end of class (UCS) causing
students to pack up (CR).

17. ▪Teacher's Tone of Voice: A stern
tone (CS) associated with
reprimands (UCS) can lead to
students feeling anxious (CR).
▪Music in the Classroom: Using
calming music (CS) during
independent work (UCS for
concentration) to elicit a relaxed
focus (CR).

18. oCreate Positive Associations: Pair learning with positive
experiences (e.g., praise, rewards, engaging activities) to help
students develop positive attitudes towards subjects and school.
oAddress Anxiety and Phobias: Understand that some student
anxieties (e.g., test anxiety, school phobia) may be classically
conditioned responses.
oDesensitization: Gradually expose students to feared stimuli in a
safe, controlled environment, paired with relaxation techniques.

19. oConsistency: Be consistent in routines and expectations. Predictable
environments can reduce anxiety and build positive associations.
oAvoid Negative Associations: Be mindful of not inadvertently
conditioning negative responses (e.g., using sarcasm, public
shaming).
oUse Cues Effectively: Use clear signals for transitions, beginnings,
and ends of activities to help students adjust.

20. ▪Classical conditioning explains how we learn involuntary
emotional and physiological responses.
▪It's based on the association of stimuli.
▪Teachers can leverage its principles to create positive learning
environments and address student anxieties.

21. Any Questions?
Discussion Points:How have you observed classical conditioning in
your own life or in an educational setting?