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Classical Conditioning Features of Classical Conditioning Theorists identified with the theory: Ivan Pavlov and John B. Watson 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). 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. 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. 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). 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. 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. 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