CLASSICAL CONDITIONING

The Classical Conditioning Model
Pavlov's experiment brought about the classical conditioning model. In this model there are three steps.Step one: a neutral stimulus (NS) is given

Step two: the NS is combined with an unconditioned stimulus (UCS) which results in an unconditioned response (UCR).
Step three: a conditioned stimulus is created (CS) which results in a conditioned response (CR).

This classical conditioning model is applicable across many different organisms, it must be noted that it mainly works with lower level organisms, or at least works better. For human beings, classical conditioning can be used to explain fears and phobias that people develop. (Examples are: fear of the dark or loud noises in young children. Also: fear of failure may be another example of classical conditioning.)

Basic concepts in classical conditioning

There are several principles that are associated with classical conditioning, some of these are:

Extinction: a conditioned response will disappear over time when the conditioned stimulus is no longer presented.

Spontaneous recovery: sometimes there is the weak appearance of a previously extinguished response.

Stimulus generalization: this is when individuals respond in this same way to experience stimuli. For example, all fuzzy animals scaring a young child instead of just a fuzzy cat.

Stimulus discrimination: organisms can learn to discriminate between various stimuli.

Higher order conditioning: this is when a neutral stimulus can cause the conditioned response sense if it had been associated with the conditioned stimulus.

Contemporary perspectives on classical conditioning

The potential addition to stimulus must occur only when the unconditioned stimulus is about to follow.

Classical conditioning involves cognition as well as responding. In fact some behaviorist are now beginning to talk about thinking processes that they previously deliberately avoided.

Classical conditioning can be used to change inappropriate responses

For example, classical conditioning can be used to overcome certain fears and phobias. This can be done, using one of two methods:

• Using the first method, undesirable responses can be extinguished by presenting the conditioned stimulus without the unconditioned stimulus thus causing the conditioned response to disappear.
• The second method involves use of counter-conditioning. This is when more desirable responses are conditioned to offset the inappropriate conditioned responses.

Example

The classic example of Thorndike's S-R theory was a cat learning to escape from a "puzzle box" by pressing a lever inside the box. After much trial and error behavior, the cat learns to associate pressing the lever (S) with opening the door ®. This S-R connection is established because it results in a satisfying state of affairs (escape from the box). The law of exercise specifies that the connection was established because the S-R pairing occurred many times (the law of effect) and was rewarded (law of effect) as well as forming a single sequence (law of readiness)

Principles

Major Theoretical Principles of Thorndike’s theory of learning:

1. Learning involves trial and error or selection & connection:

Cat stamp in and stamp out for correct responses. Example False attempts made by cat.

Selection & connection of proper responses to connect or associate them with adequate stimuli. Example: subsequent trials, cat tried to avoid the erroneous moves & to repeat the correct manner manipulating the latch.

2. Learning is the result of formation of connections:

Connection in nervous system between stimuli & responses. Mind is man’s connection system. Association between sense, impression, impulse & action. This association is named as bond or connection. Association may be strengthen or weaken results in making or breaking habits. This type of association is known as connectionism or bondpsychology.

3. Learning is incremental, not insightful:

Learning performance depends on number of trials or opportunities. Increase in number of trials or practice performance gradually improves known as incremental performance. Such type of learning is called incremental learning. Example: solution of a problem does not strike the mind of the animal at once & the time an animal needs to find a solution to a problem depends upon the number of trials it gets to solve it.

4. Learning is direct, not mediated by ideas:

Learning is direct not mediated by ideas reasoning or thinking. Learning is simple mechanical phenomenon a process of establishing a simple connection between sensory stimuli & appropriate responses. Example: the cat does not look over the situation, much less think it over, and then decide what to do. It bursts out at once into the activities helped by instincts & experiences.