PAVLOV'S CLASSICAL CONDITIONING THEORY

This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 Organized byThiagarajar College of Preceptors-Madurai.

1. Pavlov’s Classical Conditioning Therory M. Nisha Ragavi Arasan Ganesan College of Preceptors, Sivakasi.

2. Born on September 14, 1849 In 1875 received the degree of candidates of natural sciences. He was awarded the Nobel Prize for Physilogy or Medicine in 1904 for his work on digestive secretions. Died Feb 27, 1936 IVAN PAVLOV TCP PRESENTO-2020

3. Conditioning Learning which has been acquired through experience. “It’s not accidental that all phenomenoa of human life are dominated by the search for daily bread, the oldest link connecting all living things, man included, surrounding nature. “ TCP PRESENTO-2020

4. Classical Conditioning Conditioning can be Defined as “a process in which a neutral stimulus which is not associated with any specific natural response, on paring with the natural stimulus, acquires the characteristics of natural stimulus. TCP PRESENTO-2020

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6. Conditioning Exercise Close your eyes Think about your favorite food Is your mouth watering? If so, it’s because you are conditioned TCP PRESENTO-2020

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8. Components of Classical Conditioning The unconditioned stimulus(UCS): A stimulus that naturally and. Automatically triggers a response. The unconditioned response (UCR): The unlearned response that occurs naturally in response to the unconditioned stimulus. The conditioned stimulus (CS): A previously neutral stimulus that when paired with an unconditioned stimulus triggers a conditioned response. The conditioned response (CR): learned response to the previously neutral stimulus TCP PRESENTO-2020

9. Unconditioned stimulus Neutral stimulus Conditioned stimulus Unconditioned response Conditioned response TCP PRESENTO-2020

10. Principles of Classical Conditioning Acquisition Extinction Spontaneous Recovery Stimulus Centralisation Discrimination TCP PRESENTO-2020

11. Summary To summarize, classical conditioning (later developed by Watson, 1913) involves learning to associate an unconditioned stimulus that already brings about a particular response (i.e., a reflex) with a new (conditioned) stimulus, so that the new stimulus brings about the same response. TCP PRESENTO-2020

12. Pavlov developed some rather unfriendly technical terms to describe this process. The unconditioned stimulus (or UCS) is the object or event that originally produces the reflexive / natural response.The response to this is called the unconditioned response (or UCR). The neutral stimulus (NS) is a new stimulus that does not produce a response.Once the neutral stimulus has become associated with the unconditioned stimulus, it becomes a conditioned stimulus (CS). The conditioned response (CR) is the response to the conditioned stimulus. TCP PRESENTO-2020

13. Educational implications of conditioning theory of learning 1) Classical conditioning is used in language learning by associating words with pictures or meaning. 2) It can be used to develop favourable attitudes towards learning, teachers, subjects and the school . TCP PRESENTO-2020

14. 3) developing good habits in children such as cleanliness, respect for elders, punctuality etc. through the use of conditioning . 4) Breaking of bad habits and elimination of conditioned fear through the use of deconditioning process. TCP PRESENTO-2020

15. Limitations of conditioning theory of learning Complex areas of learning, involving generalization, abstraction, problem solving cannot be explained by conditioning process. It can be describe only those learning related to emotional shaping and habits formation and not higher order human learning . TCP PRESENTO-2020

16. Reference: Nagarajan (2019) “Learning and Teaching”, Sriram publishers, Chennai - 93. TCP PRESENTO-2020

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