Classical Conditioning Theory

 Objectives

1.Principles of classical conditioning can be used to teach alphabets and fundamental principles of arithmetics by using some concreate materials.

2. Helps in developing good habits in children, and also positive attitude.

3. Bad habits can be eliminated by disconditioning.

4. Good behaviours can be conditioned with reinforcement.

Summary

Classical conditioning, as described by Pavlov, involves linking an unconditioned stimulus (sound of a bell) with a conditioned stimulus (food) that elicits a conditioned response (salivation). Classical conditioning theory states that behaviors are learned by connecting a neutral stimulus with a positive one, such as Pavlov's dogs hearing a bell (neutral) and expecting food (positive). After several trials, the unconditioned stimulus can produce the conditioned response.

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PAVLOV'S CLASSICAL CONDITIONING

 Classical Conditioning Theory

Ivan Petrovich Pavlov, a Russian physiologist, was the first to perform experiments to study how stimuli and responses are associated. After performing various experiments Pavlov formulated a new theory of learning known as Conditioned Response Theory. Pavlov's classical conditioning is limited to reflexes but not voluntary responses. Conditioning means modification of the relation between a natural stimulus and its natural response. Natural stimulus may be substituted by an artificial stimulus by which a new connection of artificial stimulus and natural response is created. Pavlov's conditioning procedure is qualified as classical because it was the first of its kind to be reported in psychological literature. It is also known as respondent, reflex or type 'S' conditioning. In order to understand more about this, it is desirable to have an idea about the experiment conducted by Pavlov.

Pavlov's Experiment

Pavlov tied a dog on to the experimental table which was fitted with certain mechanically controlled devices.The dog was made comfortable and distractions were excluded as far as possible. The observer kept himself hidden from the view of the dog but was able to view the result of the experiment by means of a set of mirrors. Arrangement was made to give meat to the dog. When meat was presented there was natural secretion of saliva from the mouth of the dog just at the mere sight of the meat. After that a bell was rung, but the dog did not salivate at the sound of the bell. Every time meat was presented the bell was rung too. The activity of presenting the meat was accompanied with the ringing of the bell was repeated several times. So the sound of the bell and sight of the meat got inter-connected.Next time the dog was given no meat but the bell was rung. It was found that even in the absence of meat (natural stimulus), the ringing of the bell(artificial stimulus) caused the dog to secrete the saliva (natural response). In this experiment, the conclusion was the dog learned to salivate at the sound of bell. Establishment of this new artificial association is what is known as conditioning. The natural stimulus can thus be said to be unconditioned stimulus (US) the natural response unconditioned response (UR) the artificial stimulus the conditioned stimulus (CS) and the response to the conditioned stimulus the conditioned response (CR). This kind of learning in terms of conditioned response was named as Learning by Conditioning. The process of strengthening a conditioned response through immediate association of US and CS is called Learning by conditioning.

In conditioning, learning is considered as a habit formation and is based on the principle of association and substitution.It is simply a stimulus-response type of learning where in place of a natural stimulus an artificial stimulus can evoke a natural response. In this experiment, when both the artificial and natural stimuli are brought together several times, the dog becomes habituated or conditioned to respond to this situation. This creates a perfect association between the types of stimuli presented together.As a result, if adequately repeated a natural stimulus could be substituted or replaced by an artificial stimulus to evoke the natural response.

Principles of classical conditioning

1. Extinction: It refers to gradual weakening of a conditioned response by breaking the association between the conditioned and unconditioned stimuli. For example, when the bell was repeatedly rang and no food presented the dog gradually stopped salivating at the sound of the bell. The process of gradual disappearance of the conditioned response or disconnection of the S-R association is called extinction.

2. Spontaneous Recovery: It refers to the return of a conditioned response after a period of time following extinction. For example, when Pavlov waited a few days after extinguishing the conditioned response and then rang the bell once more, the dog salivated again.

3. Stimulus Generalization: It is the tendency to respond in the same way to stimuli that are similar but not identical to the conditioned stimulus. For example, if a rat has been conditioned to fear a stuffed white rabbit, it will exhibit fear of objects to the conditioned stimulus.

4. Stimulus Discrimination: It is a process through which individuals learn to differentiate among similar stimuli and respond appropriately to each one. For example, eventually dog learns the difference between the sound of 2 bells and no longer salivates at the sound of the non-food bell.

5. Delayed Conditioned Response: It is a procedure in which the conditioned stimulus is presented, and remains present, for a fixed period (the delay)before the unconditioned stimulus is introduced. After repeated exposure to such pairing, a conditioned response develops.

Educational Implications

Pavlov's classical conditioning has educational implications in terms of the presentation of appropriate stimuli various learning situations.

1. Associating picture and word: The principles of classical conditioning can be used for teaching concepts. For example, the teacher shows the child the picture of an elephant together with the written form of the word that is pronounced too.Also, the teacher asks the student to say 'elephant' every time when the picture and the written word are presented. After some time the picture of the elephant is not presented, but only the written word 'elephant' is shown. But the child responds to it by saying elephant. He associates the written word 'elephant' with the picture of the elephant and sound of the word.

2. Teaching alphabets:The principles of classical conditioning are used to teach alphabets and four basic arithmetic operations by using some concrete materials. For example, 'A'for apple, counting is taught with the help of beads, etc.

3. Developing good habits: The conditioning process can help the teachers a lot for developing desirable habits, interests and attitudes in

children.

4. Breaking of bad habits: Just as good habits can be cultivated in children by conditioning, bad habits can be eliminated by deconditioning.

5. Eliminating phobias: Fears, phobias and prejudices are acquired as a result of careless conditioning process. They can be cured by deconditioning and re-conditioning, by associating an object that evokes fear continuously with a pleasant stimulus.

6. Generating interest in subject: A teacher with improper behaviour may develop hatred towards him and the subject he teaches.On the contrary, affectionate and sympathetic treatment may produce desirable impact through the process of conditioning. Thus a student who loves teacher gradually loves the subject he teaches.

FAQs

1. Explain the educational implications of Classical Conditioning Theory.

2.Explain Pavlov's experiment in Classical Conditioning.

3.How classical conditioning can be used in the classroom?

4. Give a diagramatic representation of Pavlov's experiment.

Glossary

1.Reflex- an action that is performed without conscious thought as a response to a stimulus.

2.Habituate- make or become accustomed or used to something.

3.Phobia- an extreme or irrational fear of or aversion to something.

Reference

Understanding classroom learning, Entwistle, N.J.(1987), London: Hodder & Straughton.

Educational Psychology, Crow, L.A. & Cros, A.(1973), New Delhi : Eurasia Publishing House.

Learning Theories an Educational Perspective, Schunk, D.H.(2011), New Delhi: Pearson

Education.

Tutorials

https://youtu.be/jO7FxagIxoM

https://youtu.be/HPhYSZ32UUU

Links

https://www.ncbi.nlm.nih.gov

https://simplypsychology.org

https://www.researchgate.net