Teaching Scenario Take3
Summary
TLDRIn this educational video, Amira Simms explains the principles of classical conditioning, distinguishing it from operant conditioning. She uses Pavlov's experiment with a dog to illustrate the process, detailing the transition from unconditioned to conditioned stimuli and responses. Simms also shares a personal anecdote about taste aversion, demonstrating how a single experience can lead to a conditioned response. She emphasizes the importance of stimulus pairing, proximity, and frequency for classical conditioning to occur, highlighting its psychological and physiological aspects.
Takeaways
- 🧠 Classical and operant conditioning are both about making associations, but they differ in the type of association made: operant conditioning involves associating behavior with its consequences, while classical conditioning involves associating two stimuli.
- 🐀 In operant conditioning, an example is a rat learning to press a lever in a Skinner box for food, associating the action with the positive reinforcement of receiving food.
- 🔗 Classical conditioning involves creating an association between a neutral stimulus (NS) and an unconditioned stimulus (UCS), leading to a change in behavior and the NS becoming a conditioned stimulus (CS) that elicits a conditioned response (CR).
- 🐶 Pavlov's experiment with dogs demonstrated classical conditioning, where the sound of a bell (neutral stimulus) was paired with food (unconditioned stimulus), eventually making the bell alone elicit salivation (conditioned response).
- 🍜 The personal example of taste aversion involved associating the name of a restaurant with a gag reflex due to an unpleasant food experience, illustrating how a single pairing can lead to a strong conditioned response.
- 🤔 Continuity and contingency are crucial for classical conditioning; the neutral stimulus must be presented before the unconditioned stimulus, and they must occur in close proximity and with relative frequency.
- 🌟 Taste aversion is a powerful form of classical conditioning that can protect an organism from consuming harmful substances by associating a specific food or drink with illness.
- 🧬 The physiological aspect of classical conditioning is highlighted by research showing that brain damage in certain areas can prevent learning via classical conditioning, indicating physical changes in the brain are part of the process.
- 🔁 The process of classical conditioning may require multiple pairings of the neutral and unconditioned stimuli for the association to be effective, although some cases, like taste aversion, show it can occur with just one pairing.
- 📞 The speaker offers additional resources and personal support via video tutorials, phone calls, or emails for those who need further assistance in understanding classical conditioning.
Q & A
What is the main difference between classical and operant conditioning?
-Classical conditioning involves making associations between two stimuli, while operant conditioning involves making associations between a behavior and its consequences.
What is an example of operant conditioning mentioned in the script?
-The example given is a rat in a Skinner box learning to associate pressing a lever with receiving a food pellet as a positive reinforcer.
Can you explain the concept of taste aversion as described in the script?
-Taste aversion is a powerful form of classical conditioning where an organism learns to associate a specific food or drink with illness, leading to avoidance of that food in the future.
What are the elements of classical conditioning discussed in the script?
-The elements of classical conditioning discussed are the UCS (unconditioned stimulus), UCR (unconditioned response), NS (neutral stimulus), CS (conditioned stimulus), and CR (conditioned response).
What is the role of the neutral stimulus in classical conditioning?
-The neutral stimulus is something that initially does not elicit a response. In classical conditioning, it is paired with the UCS until it becomes a CS that elicits a CR.
What are the two important processes that must occur for classical conditioning to be effective?
-For classical conditioning to be effective, there must be continuity (the NS must be presented before the UCS) and contingency (the NS and UCS must be presented in close proximity and with relative frequency).
Why is the timing of the presentation of the neutral stimulus and UCS important?
-The timing is crucial because for classical conditioning to occur, the neutral stimulus must be presented first, followed by the UCS, and they must be in close proximity to each other.
What is the significance of the example of the ex-husband and the restaurant 'Bamboo' in the script?
-The example illustrates how a single negative experience with food (the slimy noodles) can lead to a conditioned gag reflex upon hearing the name of the restaurant, demonstrating taste aversion.
How does the script suggest that classical conditioning can have physiological effects?
-The script suggests that classical conditioning can have physiological effects by mentioning that psychological changes can also lead to physical changes, and that brain damage in certain areas can prevent learning via classical conditioning.
What is the significance of the number of pairings in classical conditioning?
-The number of pairings can be significant in classical conditioning as it may require many pairings for the association to take effect, although in some cases, like the restaurant example, a single pairing can be enough.
What is the role of the unconditioned stimulus (UCS) in classical conditioning?
-The UCS is a stimulus that naturally elicits a response (UCR) before any learning has occurred. It is paired with a neutral stimulus to eventually become the conditioned stimulus (CS) that elicits a conditioned response (CR).
Outlines
🎓 Introduction to Classical and Operant Conditioning
Amira Simms introduces herself and explains the focus of the teaching scenario: classical conditioning. She briefly distinguishes classical conditioning from operant conditioning, clarifying that while both involve associations, operant conditioning is about associating behaviors with consequences, as illustrated by the example of a rat pressing a lever in a Skinner box to receive food. Simms emphasizes that the student may be confused between the two concepts and sets the stage for a deeper exploration of classical conditioning.
🐶 Elements of Classical Conditioning Using Pavlov's Experiment
Simms transitions to classical conditioning, describing its key components—unconditioned stimulus (UCS), unconditioned response (UCR), neutral stimulus (NS), conditioned stimulus (CS), and conditioned response (CR). Using Pavlov’s dog experiment, she explains how a neutral stimulus, when paired with a UCS (like meat), becomes a conditioned stimulus that elicits a conditioned response (drooling). She highlights the importance of pairing the stimuli repeatedly for learning to occur and explains how the process of classical conditioning works, with continuity and contingency being critical factors.
🍜 Taste Aversion: A Real-Life Example of Classical Conditioning
Simms shares a personal story about her ex-husband developing a gag reflex after eating slimy noodles at a restaurant. This example illustrates taste aversion, a specific form of classical conditioning where a negative experience with food leads to an aversion to that food in the future. She explains how this mechanism can serve a protective function for organisms, allowing them to avoid harmful substances after a single negative experience.
🧠 The Physiological Basis of Classical Conditioning
Simms concludes by discussing the physiological aspects of classical conditioning, emphasizing that psychological processes also involve physiological changes. She references research showing that brain damage can impair an animal’s ability to learn through classical conditioning. Simms reiterates the key points: classical conditioning involves pairing stimuli, and the neutral stimulus must come first, be distinctive, and be presented multiple times for the association to form. She wraps up by offering additional support through videos and other resources.
Mindmap
Keywords
💡Classical Conditioning
💡Operant Conditioning
💡Unconditioned Stimulus (UCS)
💡Unconditioned Response (UCR)
💡Neutral Stimulus
💡Conditioned Stimulus (CS)
💡Conditioned Response (CR)
💡Continuity and Contingency
💡Taste Aversion
💡Physiological Component
Highlights
Introduction to classical and operant conditioning, emphasizing the difference between the two.
Explanation of operant conditioning with the example of a rat in a Skinner box.
Definition of classical conditioning as making associations between two stimuli and resulting behavior change.
Historical example of classical conditioning with Little Albert and his fear response.
Detailed breakdown of the elements of classical conditioning: UCS, UCR, NS, CS, and CR.
Description of the process of classical conditioning using Pavlov's dog experiment.
Importance of continuity and contingency in the pairing of stimuli for classical conditioning to occur.
Real-life example of taste aversion in a restaurant experience with slimy noodles.
Discussion on how taste aversion can protect an organism from consuming harmful substances.
The physiological aspect of classical conditioning and its impact on behavior.
Mention of scientific research linking brain damage to inability to learn via classical conditioning.
Emphasis on the need for the neutral stimulus to be novel and unique for effective classical conditioning.
Requirement for the neutral stimulus to be presented before the UCS for classical conditioning.
The necessity of pairing stimuli in close proximity and with frequency for classical conditioning.
Case study of a single pairing leading to a change in behavior in the restaurant example.
Availability of additional resources and the offer of further assistance via video or direct contact.
Transcripts
my name is Amira Simms and this brief
teaching scenario will go over the
elements of classical conditioning with
the student who has difficulty and
visits during office hours ok so to
begin even though we're gonna be
focusing on elements of classical
conditioning I want to make sure you're
not confused in classical and operant
conditioning ok
so with both classical and operant
conditioning we're talking about making
associations but with operant
conditioning you make an association
between what you did and the
consequences of what you did so in the
example we have here on the slide we're
gonna have we're gonna say this rat is
in a skinner box and when he presses the
lever the food pellet comes out so the
rat is gonna learn to associate his
behavior pressing the lever with the
consequences the food coming out which
would be a primary positive reinforcer
and essentially this rat is going to be
more likely to press this lever again
and again because of that association
between pressing the lever and getting
the food now that's operant conditioning
what we mainly focused on that I think
that you're having the most difficulty
with is classical conditioning with
classical conditioning you're making
association between two stimuli and then
the behavior changes as a result so in
the example that we talked about in
class with little Albert little Albert
associated the loud noise with the white
rat and then after a while all he had to
do was see the white rat and he became
feared notice there were two stimuli and
then as a result behavior changed so
we're gonna go over the elements of
classical conditioning in a little bit
more detail on the next slide and we're
gonna focus on we're gonna start with
Pavlov's classic experiment just to kind
of make sure we're grounded and then I'm
gonna give you a new example and I'd
like for you to identify the elements of
classical conditioning and when we talk
about the elements of classical
conditioning we're talking about the ucs
the UCR the NS the CS and CR so that's
the unconditioned stimulus the
unconditioned response the neutral
stimulus the conditioned stimulus and
the conditioned response so let's go to
the next slide and unpack this okay
so now we're looking at the elements of
classical conditioning and as you can
see from this image on the slide we have
a picture of a dog that is drooling
because there's meat in its mouth okay
so the UCS is always going to listen to
you see are think of it like a math
equation the UCS let's - so you see are
going to keep those together we see a u
this is before learning has occurred
all right so whether it's a stimulus or
a response a UCR and a UC our UCS in UCR
are both before learning has occurred
all right the neutral stimulus is
something that's neutral
it's neither positive nor negative think
about when you put your car in neutral
you're not going anywhere so in this
image here the dog here's the tuning
fork and he's like what's that he
doesn't have a response and in order for
classical conditioning to occur you're
gonna need to take this neutral stimulus
and pair it with the UCS so the UCS
thinks Park okay S stands for stimulus
and a stimulus is something that
stimulates you it sparks you so a UCS is
it before learning spark so you're gonna
pair this neutral stimulus with this
before learning spark and you're gonna
pair these two items together a number
of times and then the neutral stimulus
is going to transform and become a CS a
conditioned stimulus now we see CS a CS
will elicit a C R so C stands for
conditioned so a learned spark will
produce a learn reaction you see our
we're thinking of responses okay a
reaction so we put it all together
your UCS will elicit a UCR you take a
neutral stimulus and pair it with the
UCS and it will become a CS and then a
CS will elicit a CR now we're thinking
about classical conditioning in order
for this to occur there's a couple of
processes two important things that have
to occur one is continuity and the
others contingency so basically you're
it matters whether or not you're neutral
stimulus is presented prior to the to
the UCS or after in order for classical
conditioning to occur you're gonna have
to present this neutral stimulus first
and then the UCS you also need to have
them in close proximity okay so if
they're if you
present this neutral stimulus the goal
is to have the two items paired together
so like I said they need to occur
together and with relative frequency
alright so we're gonna go over a novel
example and I'd like for you to identify
the elements of classical conditioning
okay so now I'm going to give you an
example this is a true story several
years ago my ex-husband and I went to a
restaurant called bamboo and this is a
place that we visited frequently they
had really good food
okay happen to be a Vietnamese
restaurant so we go one day and I
ordered a dish that was absolutely
delightful as usual he decided to try
something new
well the dish that he tried decided to
try out had noodles that were rather
large and it turns out these noodles
were slimy so as soon as he tasted the
noodles soon as he put the noodles in
his mouth he had a a gag reflex okay my
food was good
we finished our date and we left this
was inconsequential but then a few days
later I said hey you want to go to
bamboo and as soon as I said bamboo he
had the gag reflex all right this is a
really good example of classical
conditioning is actually a special type
of classical conditioning called taste
aversion and you can see the definition
here on the slide taste aversion is is
conditioned taste aversion is a powerful
form of classical conditioning that
occurs when an organism learns to
associate a specific food or drink with
illness you can see how taste aversion
is actually can actually protect an
organism from consuming a substance in
the in the subsequent in the future
because of that one experience they had
they would avoid it so it could actually
you know save their life or protect them
something else I want to mention is that
even though we're talking about
classical conditioning in terms of
changing behaviors this also hints at
the physiological component of classical
conditioning so we know that everything
that is psychological is simultaneously
physiological so even though we're
talking about changing behavior there's
actually physical changes that are also
going on and there's been some science
some researchers
have experiments with animals and shown
that when you damage a certain part of
the brain the animal can no longer learn
via classical conditioning so with
classical conditioning you the main
thing points I want you to take away is
that you're associating two stimuli
together and as a result the behavior
changes in order for that Association to
actually take effect you're gonna need
to make sure that the two items that are
paired are paired together in close
proximity proximity with relative
frequency and you're gonna have to
present the neutral stimulus first and
then the ucs you also need to ensure
that the neutral stimulus is probably
something that's different unique novel
unusual right and sometimes you're gonna
have to do many many pairings in order
to get the effect in order for classical
conditioning to occur another case like
the example I just shared there's just
one pairing and you're able to affect
change all right I hope those examples
helped but we're out of time if you need
some work help I have tons of videos
that I can give you and remember I'm
always just a phone call or an email
away
تصفح المزيد من مقاطع الفيديو ذات الصلة
Pavlov Theory of Classical Conditioning | B.Ed. | M.Ed. | UGC NET | Inculcate Learning | By Ravina
Classical conditioning theory by Ivan V Pavlov
Pavlov’s Classical Conditioning
The difference between classical and operant conditioning - Peggy Andover
The Little Albert Experiment
Developmental Psychology from Various Perspectives-Behavioral Perspective
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