Download Classical Conditioning Features of Classical Conditioning Theorists

Classical Conditioning
Features of Classical Conditioning
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Theorists identified with the theory: Ivan Pavlov and John B. Watson
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Focus of theory: Classical conditioning is a type of automatic, conditioned learning in
which a stimulus evokes a response that was originally evoked by another stimulus. The
theory implies the stimulus-response bond. This theory stems from associative learning,
i.e., making a new association between events in the environment. Associative learning is
present in both classical conditioning (made famous by Ivan Pavlov’s experiments with
dogs and repeated with John Watson’s work with children).
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Intended to be used with whom/ or in what situations: Pavlov’s theory of classical
conditioning was originally used with dogs, however, Watson was able to apply it to the
pediatric population.
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Function-DysfunctionFunction/dyfunction (dog): Function in the dog realm is that a dog will produce saliva
when a bell is rung (without presentation of meat powder). A stimulus-response bond that
was conditioned when the bell was repeatedly paired with meat powder prior to
producing this evoked response.
Function/dysfunction (child): Function in the child realm is that a child will become
fearful when a rat is presented. A stimulus-response bond was created when a neutral
stimulus, the rat, was paired with a loud noise. When the loud noise was removed, the
child became fearful of the rat.
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Postulates of Change: Change occurs as an automatic learning response through a
repeated stimulus that is administered with another stimulus over time. Eventually, one
stimulus is taken away and if the learning occurred, the response still occurs with only
one stimulus present. The mechanism of learning is a stimulus-response bond that evokes
a response. An example from the original experiment follows: A dog was presented with
meat powder, known as the unconditioned stimulus (UCS). The dog then salivated
(unconditioned response (UCR)) in response to the meat powder. A bell was presented
(formerly a neutral stimulus), and evoked a salivary response by itself after repeated
pairings with the meat powder. The bell is now a conditioned stimulus (CS) and the
saliva production is a conditioned response (CR).
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Teaching Principles:
Teaching Principle: Habit formation
Teaching Strategies: Pairing a neutral stimulus with a known stimulus repeatedly, then
only displaying the former neutral stimuli to evoke the desired response (see example
below)
Evidence: Research by Pavlov has proven that when a neutral stimuli, such as a bell, is
paired with a known stimuli (meat powder), a stimulus-bond forms. After repeated
pairings of the neutral stimuli with the known stimuli, a conditioned response appears
when the neutral stimuli is displayed on its own.
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Teaching Strategies/Research: Classical conditioning in teaching is most prevalent in
young children. A teacher may exhibit a certain sign (ex. hold up a hand) or do a certain
action when the class is to become quiet (without having to verbalize that instruction).
Over time, if the teacher pairs an action with the words that enforce quiet, students will
respond when only the action is present and the words will not be necessary.
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Sources of information
Learning Theories Knowledgebase (2011, October). Classical Conditioning (Pavlov) at
Learning-Theories.com. Retrieved October 7, 2011 from http://www.learningtheories.com/classical-conditioning-pavlov.html
Mahto, A. (2006). Classical Conditioning and Operant Conditioning: Potential Tools for
Classroom Management. Retrieved October 7, 2011 from
http://anandamahto.wordpress.com/2006/03/25/classical-conditioning-and-operantconditioning-potential-tools-for-classroom-management/.
Ormrod, J., & Rice, F. (2003). Lifespan development and learning: Boston, MA: Pearson
Custom Publishing.
Pavlov, I. P. (1927). Conditioned Reflexes: An Investigation of the Physiological Activity
of the Cerebral Cortex. Translated and Edited by G. V. Anrep. London: Oxford
University Press