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Petrovich
Pavlov’s
Classical Conditioning
1849 - 1936
Content
• Early life of biography
• Famous piece of work: Nobel Prize in Physiology or Medicine
• Contribution to Psychology: Classical Conditioning
• World-recognized book by Pavlov entitled: “Conditioned Reflexes”
• Conflicting Theory: Classical Conditioning vs. Operant Conditioning
Early Life Biography
He was born in Ryazan, Russian Federation on September 14, 1849.
His research into the physiology of digestion led him logically to create a
science of conditioned reflexes. – “The Work of the Digestive Glands”
Nobel Prize Winner
In his study of the reflex regulation of the activity of the digestive glands,
Pavlov paid special attention to the phenomenon of psychic secretion, which
is caused by food stimuli at a distance from the animal.
1904
He noted that dogs would salivate before the delivery of
food. Pavlov rang a bell when feeding the dogs which they
soon learnt to associate with food. After some time the
dogs salivated in response to the bell alone.
Contribution to Psychology: Classical Conditioning
is a form of learning in which the conditioned stimulus (CS), comes to
signal the occurrence of a second stimulus, the unconditioned stimulus
(US).
Learning Responses
Methods & Illustration: Classical Conditioning
Process Flow
Methods & Illustration: Classical Conditioning
Process Flow
Methods & Illustration: Classical Conditioning
1 2
3
Observed Phenomena: Classical Conditioning
Acquisition - During acquisition the CS and US are paired an there is a gradual
increase in learning. It starts off slow, rapidly rises and then slowly fades away.
Extinction - The process of presenting a CS alone, without the US, that causes the
learned behavior to disappear eventually is called extinction.
Lecture 1
The development of the objective method in
investigating the physiological activities of the
cerebral hemispheres.
Lecture 2
Technical methods employed in the objective
investigation of the functions of the cerebral
hemispheres.
Lecture 3
The formation of conditioned reflexes by means
of conditioned and direct stimuli.
By the 1920s, John B. Watson had left academic psychology, and other
behaviorists were becoming influential, proposing new forms of learning other
than classical conditioning. Perhaps the most important of these was Burrhus
Frederic Skinner.
Skinner believed that we do have such a thing as a mind, but that it is simply
more productive to study observable behavior rather than internal mental
events.
Skinner’s view was that classical conditioning was far too simplistic to be a
complete explanation of complex human behavior. He believed that the best
way to understand behavior is to look at the causes of an action and its
consequences.
Conflicting Theories: Classical vs. Operant
Definition:
Operant behavior is said to be "emitted"; that is, initially it is not elicited by any
particular stimulus; the behavior of an individual varies from moment to
moment, in such aspects as the specific motions involved, the amount of force
applied, or the timing of the response.
Conflicting Theories: Classical vs. Operant
Skinner’s Puzzle Box:
Even though classical and operant conditioning are both associated with the
activation of different brain regions, they often interact and work together to
maintain behaviors, especially unwanted behaviors such as phobias. Phobias can
be acquired through classical conditioning by pairing a neutral stimulus with
something that really causes pain. These responses can be permanent unless the
person is subjected to the extinction process where they confront the fear
without the presence of the unconditioned stimulus. Phobias can be acquired
through operant conditioning by repeatedly reinforcing avoidance of a mildly
fearful situation. Phobias are maintained by operant conditioning through
negative reinforcement by avoiding the object or situation that causes the phobia.
As the anxiety is reduced, the avoidance behavior is negatively reinforced and the
phobia is maintained.
References
i. https://en.wikipedia.org/wiki/Classical_conditioning
ii. https://en.wikipedia.org/wiki/Ivan_Pavlov
iii. Rescorla, Robert A. Pavlovian Conditioning — It's Not What You Think It Is. (1988) American Psychologist
iv. https://www.simplypsychology.org/operant-conditioning.html
v. https://www.scribd.com/doc/57010579/Classical-vs-Operant-Conditioning
vi. https://uldissprogis.com/2015/11/22/the-truth-about-condition/classical-vs-operant-conditioning-2-728/
vii. http://www.oxfordreference.com/view/10.1093/oi/authority.20110803095708270
viii. https://jamanetwork.com/journals/jama/article-abstract/281639?redirect=true
ix. http://psycnet.apa.org/record/1927-02531-000
x. https://en.wikipedia.org/wiki/Classical_conditioning#Classical_and_Operant_Conditioning_in_the_Classroom
xi. http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/brain_mind/reflexactionsrev3.shtml
xii. https://www.scribd.com/book/271584644/Conditioned-Reflexes
xiii. https://www.scribd.com/doc/10038219/Theory-of-Learning-Watson-Ivan-Pavlov-Thorn-Dike
xiv. https://www.simplypsychology.org/pavlov.html
xv. 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.
xvi. "The Nobel Prize in Physiology or Medicine 1904". nobelprize.org. Retrieved 28 January 2013.
xvii. Windholz, George (1997). "Ivan P. Pavlov: An overview of his life and psychological work". American
Psychologist.
xviii. "Ivan Pavlov". Science in the Early Twentieth Century: An Encyclopedia.