Ivan Pavlov's Classical Conditioning
Summary
TLDRIn this lecture, the instructor introduces key theories of learning under behaviorism and classical conditioning, emphasizing the works of Pavlov and Watson. The class covers how learning occurs through interactions with the environment, the role of stimuli and responses, and how behavior is shaped by reinforcement and punishment. Classical conditioning is explained in detail, highlighting its applications in the classroom, such as reinforcing positive behaviors, creating routines, and managing classroom dynamics. The lecture concludes with an overview of upcoming topics on other behaviorist theories and a quiz announcement.
Takeaways
- đ§ The class focuses on the concept of learning theories, particularly under behaviorism.
- đ The lecture covers Ivan Pavlov's classical conditioning, highlighting its importance in behaviorism.
- đ¶ Classical conditioning involves linking two stimuli to produce a learned response, as demonstrated by Pavlovâs experiment with dogs.
- đ Pavlov's dogs learned to associate the sound of a bell with the presentation of food, resulting in salivationâa conditioned response.
- đšâđ« Behaviorism emphasizes conditioning and reinforcement in shaping students' responses to stimuli in a classroom environment.
- đ Watson's theory, influenced by Pavlov, argues that individual differences in behavior stem from learned experiences rather than inherent traits.
- đ« In the classroom, classical conditioning can reinforce positive behavior, such as associating participation with praise.
- đ Teachers can use techniques like clapping or cues to signal students for desired behavior, fostering classroom management.
- đ The principles of classical conditioningâacquisition, extinction, spontaneous recovery, and generalizationâare explained with examples relevant to teaching.
- đ Future lessons will cover other behavioral learning theories, such as Skinner's operant conditioning and Banduraâs social learning theory.
Q & A
What is the main focus of the lesson discussed in the transcript?
-The main focus of the lesson is on the 'theories of learning' under behaviorism, with an emphasis on classical conditioning by Ivan Pavlov and its implications in education.
What are the two major categories of learning theories mentioned in the transcript?
-The two major categories of learning theories mentioned are behaviorism and cognitivism.
How does behaviorism differ from cognitivism according to the transcript?
-Behaviorism focuses on learning through interaction with the environment and conditioning, while cognitivism emphasizes internal mental processes and how learners organize and relate new information to existing knowledge.
What is classical conditioning as described in the transcript?
-Classical conditioning is a learning process where two stimuli are linked together to produce a new learned response. It involves associating a neutral stimulus with a naturally occurring stimulus to elicit a conditioned response.
Who pioneered the concept of classical conditioning, and what experiment is most famous?
-Ivan Pavlov pioneered classical conditioning, and his most famous experiment involved making dogs salivate in response to the sound of a bell after repeated association with food.
What are the four components of classical conditioning outlined in the transcript?
-The four components of classical conditioning are: (1) Unconditioned stimulus, which naturally triggers a response, (2) Unconditioned response, a natural response to the unconditioned stimulus, (3) Conditioned stimulus, a previously neutral stimulus that triggers a conditioned response after pairing with the unconditioned stimulus, and (4) Conditioned response, the learned response to the conditioned stimulus.
How can classical conditioning be applied in the classroom as per the lesson?
-In the classroom, classical conditioning can reinforce positive behaviors by associating certain stimuli (like praise or rewards) with desired behaviors, such as participation in class or completing homework. It can also help establish routines, manage behavior, and capture students' attention.
What is the importance of reinforcement in classical conditioning for learning?
-Reinforcement strengthens the association between the conditioned stimulus and response, helping students learn new behaviors more effectively. Positive reinforcement, like praise or rewards, encourages students to repeat desired behaviors.
What is extinction in classical conditioning, as described in the transcript?
-Extinction occurs when the conditioned response decreases or disappears because the conditioned stimulus is no longer paired with the unconditioned stimulus.
What is stimulus generalization in classical conditioning?
-Stimulus generalization is the tendency for a conditioned stimulus to evoke similar responses after the response has been conditioned. For example, students may react similarly to different but related stimuli, like different sounds used to signal the same behavior.
What is the significance of Pavlov's experiment in understanding human learning, according to the transcript?
-Pavlov's experiment is significant because it demonstrated that learning occurs through association, influencing the field of behaviorism and helping explain how humans and animals learn through environmental stimuli. This understanding has practical implications for educational practices, such as behavior management and reinforcement in classrooms.
Outlines
đ Introduction to Learning Theories
The lecture begins with an introduction to the topic of learning theories, specifically focusing on behaviorism and cognitivism. The speaker outlines the plan for the session, which includes discussing the learning theories of Thorndike, Skinner, Tolman, and Bandura, and applying these theories to facilitate learning. The key difference between behaviorism and cognitivism is highlighted, with the former focusing on observable behaviors and the latter on internal mental processes. The speaker emphasizes the importance of understanding these theories to arrange environmental conditions that promote proper student responses.
đ Classical Conditioning and Its Components
This section delves into the concept of classical conditioning, pioneered by Ivan Pavlov. The speaker explains the four components of classical conditioning: the unconditioned stimulus, the unconditioned response, the conditioned stimulus, and the conditioned response. The lecture uses the example of Pavlov's experiments with dogs to illustrate how neutral stimuli can become associated with natural responses through repeated pairing. The speaker also outlines the three stages of classical conditioning: before conditioning, during conditioning, and after conditioning, providing examples for each stage.
đ Applications of Classical Conditioning in the Classroom
The speaker discusses the practical applications of classical conditioning in educational settings. Techniques such as using positive stimuli to reinforce desired behaviors, implementing reward systems, and establishing classroom routines through conditioned responses are explored. The lecture also touches on the importance of timing in classical conditioning, where the conditioned stimulus should precede the unconditioned stimulus to be effective. Examples like the 'three clap' technique for classroom management are provided to illustrate how these principles can be used by teachers.
đ Principles of Classical Conditioning and Classroom Implications
This part of the lecture focuses on the principles of classical conditioning, including acquisition, extinction, spontaneous recovery, generalization, and discrimination. The speaker explains each principle with examples and relates them to classroom scenarios. The discussion highlights how these principles can be used to manage student behavior and establish effective classroom routines. The speaker also emphasizes the importance of modeling behavior for students to initiate the conditioning process.
đ Conclusion and Upcoming Topics
The lecture concludes with a summary of the key points discussed about Pavlov's classical conditioning and its applications in the classroom. The speaker provides a preview of upcoming topics, which include other learning theories under behaviorism such as connectionism, operant conditioning, and social learning theory. The lecture ends with an announcement of a quiz to be taken via Google form, encouraging students to review the material before participating.
Mindmap
Keywords
đĄBehaviorism
đĄCognitivism
đĄClassical Conditioning
đĄIvan Pavlov
đĄUnconditioned Stimulus (US)
đĄConditioned Stimulus (CS)
đĄConditioned Response (CR)
đĄReinforcement
đĄExtinction
đĄStimulus Generalization
Highlights
The lecture discusses the principles of learning under behaviorism and cognitive approaches.
Behaviorism focuses on arranging environmental conditions for proper student responses.
Cognitivism emphasizes meaningful knowledge and helping learners relate new information to existing knowledge.
Classical conditioning is a learning process through association between environmental and natural stimuli.
Ivan Pavlov's experiments with dogs revolutionized the field of psychology.
Classical conditioning involves linking two stimuli to produce a new learned response.
John Watson believed that all behaviors are learned through conditioning.
The four components of classical conditioning are the unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.
The three stages of classical conditioning are before conditioning, during conditioning, and after conditioning.
In the classroom, classical conditioning can reinforce positive behaviors and attitudes towards learning.
Reward systems can be used to associate completing work with positive outcomes.
Classical conditioning helps establish classroom routines and foster management.
The principles of classical conditioning include acquisition, extinction, spontaneous recovery, stimulus generalization, and stimulus discrimination.
Classical conditioning can be applied to classroom management techniques such as the three-clap technique.
The lecture concludes with a discussion on the practical applications of classical conditioning in the classroom.
Next week's lecture will cover learning theories under behaviorism, including connectionism, operant conditioning, and social learning theory.
The lecture will also discuss cognitive theories, emphasizing internal mental processes in learning.
The lecture concludes with a quiz on the discussed material.
Transcripts
okay good uh good day class so today
we'll be discussing the ches of learning
under uh behaviorism and at the end of
our uh discussion we will explain the
concepts of ches of uh learning under
publ and then for next week we will be
discussing the ches of uh learning of
Tor d like wef sker Tolman and bandura
and then after that we will create a
simple plan applying this ches of
learning in facilitation of learning but
before we proceed with our discussion uh
let's try to look at this advanc one sir
actually the cuties of
learning uh is divided into two as per
our discussion the first one is under
the behaviorism and then the second one
is under
theive so behavioral ches it implies
that teachers as teachers we ought to
arrange environmental conditions so that
our student respond properly to
presented stimuli and under the
cognitive Jes Nam this emphasize major
knowledge meaningful and helping our
Learners organize and relate new
information to um existing knowledge in
their memory
so what's the difference between the two
Kap cognitive uh cognitivism this jury
focus on internal mental processes that
affect how our learner feels and behav
on the other hand uh the
behaviorism jues under behaviorism it uh
concentrates on how our Learners learn
through their interaction with the
environment and it is based on the idea
that all behaviors are acquired through
conditioning which is a process of uh
reinforcement or uh and
Punishment so again here are the ches of
learning under the uh
behaviorism and let's try uh to discuss
Pablo's uh classical conditioning
okay classical conditioning class is a
psychological concept that has been
widely used to explain how humans or
even animals learn to associate
different stimuli and the Pioneer in
this field was Ivan Pablo he is a
Russian physiologist who conducted a
series of experiments on dogs in the
late uh 19th century and uh Pablo's
finding revolutionalized in the field of
psychology and he received so many
awards and even today uh his work on
classical uh conditioning is still B
being
studied so what is classical
conditioning class classical
conditioning is a learning process that
occurs through association between an
environmental stimulus and a naturally
occurring stimulus it had a major
influence on behaviorism which is based
on the assumption that learning occurs
class no again learning occurs through
interaction with the environment
actually it also a process in which an
uh neutral stimulus which is not
associated with any specific natural
response on pairing with the natural
stimulus acquires the characteristics of
the natural stimulus so in simplest term
under classical conditioning two stimuli
are linked together to produce a new
learn response in a person or in an
animal you remember uh John Watson SI
John Watson he proposed that the process
of Cl classical conditioning based on
Pablo's observation was able to explain
all aspects of human psychology sa
Watson give me a dozen of healthy
impants well formed and my own specified
world to bring them up and I'll
guarantee to take anyone at a random on
and train them to become any type of
specialist one dozen healthy infant then
I'll make them a doctor lawyer artist
meran Chef uh and even beggar and Thief
no regardless of his talents regardless
of uh their Tendencies their abilities
vocation and the race of his ancestors
because Watson believ that all
individual differences in Behavior were
due to different learning
experiences okay so what are the
component of the classical condition
before we move on to the discussion of
on how classical conditioning works the
first one is the unconditioned
stimulus this is a stimulus that
naturally and automatically triggers a
response it is a stimulus that uh again
automatically and triggers a respond
later on we will discuss further the
differences of this uh four components
the next one is the uncondition response
these are the unlearned response that
occurs naturally in response to the
unconditioned stimulus the third one is
the conditioned
stimulus this is a previously neutral
stimulus that when paired with an
unconditioned stimulus it triggers as a
condition response and the last one
is condition response which is the learn
response to the uh previously neutral
stimulus
okay okay so us to be able to understand
more the components of the classical
conditioning again the uh unconditioned
stimulus is the stimulus that naturally
and automatically triggers as a response
like this one the food of the dog the
unconditioned response this is the
unlearned response that occurs naturally
in response to the uncondition
stimulus salate dog whenever the dog uh
so a food salivate sh okay next the
condition stimul use which is the
previously neutral stimulus that when
paired with uncondition stimulus it
triggers a condition response okay and
the last one is the condition
response the condition response which is
the learn response to the previously
neutral stimulus so let's try to look at
this uh ill so there are three stages of
classical
conditioning uh presentation and at each
stage class the stimuli are response and
responses are given as special specific
terms so let's try to look at this stage
stage one uh before conditioning so in
this stage the unconditioned stimulus
produces an unconditioned response in an
organism in basic term this means that a
stimulus in the environment has produced
a behavior or or a response that is
unlearned for
example whenever the dogs uh sees a dog
sees a
food condition
response and therefore class it is a
natural response that has not yet been
taught and in this respect no new
Behavior has been learn
okay okay for example aside from this uh
illustration you stomach virus it would
create a response of a
noia another example is that uh when
perfume it could create a response of a
happiness or desire so this stage stage
one it also
involves another stimulus that has no
effect on a on a person and is called
the neutral stimulus this one this is
the belt so the uh neutral stimulus uh
could be a person could be an object
could be a place and the like and in
here the neutral stimulus is a ring of a
bell okay and the neutral stimulus in
the classical conditioning does not
produce a response as we can see in the
illustration there is no response coming
from the dog until it is paired with the
unconditioned stimulus
okay so let's proceed to the stage two
or during the conditioning so during
this stage a stimulus which produces no
response is associated with the
unconditioned stimulus at which point it
now becomes known as the condition
stimulus for example in here K you Bel
this was a neutral
stimulus whenever the dog hears the Ring
of the Bell Wala
response
but
okay B and
then dog food uncondition response do
which
is another example for example stomach
virus
uh uncondition response done is
is and it might be associated with
eating the certain food such as
chocolate and chocolate uh is now then
the condition stimulus for example also
sa
perfume which is uncondition stimulus
can it might be associated with the
specific person which is now the
condition stimulus
whenever
certain
perfume
okay so for classical conditioning class
to be effective let's all be remember
let's all remember that the condition
stimulus should occur before the
unconditioned stimulus rather than after
it or during the same time so the
condition stimulus acts as a type of
signal or QE for the uncondition
stimulus and often during this stage
class the uncondition stimulus must be
associated with the condition stimulus
on the number of occasion or Tri for uh
for learning to take place okay and last
class so stage three or after the
conditioning the as we can see no the
condition stimulus has been associated
with the unconditioned stimulus to
create a new condition response okay so
before before conditioning when the dog
hears this spell there was no response
coming from the dog but after
uh but during the conditioning and after
the conditioning since during the
conditioning the Bell was paired uh with
the food for the dog to produce
unconditioned uh response such as to
salivate after the conditioning whenever
the dog hears the Bell May condition
response salivate because uh he's
familiar with the ringing of the bell
and whenever he hears the Bell associate
food n papar okay so again for example a
person who has been associated with nice
perfume is now uh found attractive okay
and also you chocolate which was eaten
before a person was sick with the virus
now produces a SP a response of Na NAA
okay and actually class uh this
illustration here in our presentation
is the most famous example of classical
conditioning of Ivan Pablo uh with his
experiment with dogs Okay who salivated
in response to a bell to cuz P showed
here that when a bell was sounded each
time the dog was fed and the dog learned
to associate the sound with the
presentation of the food okay so during
the uh during the stage one or before
conditioning he first presented the dogs
with the sound of a bell the dog did not
salivate so this was a again neutral
stimulus then he presented uh the sound
of a bell with the food and the dog
salivated so the food was an
unconditioned stimulus and salivation
was an uncondition response now Pablo uh
repeatedly presented the dogs with the
sound of the Bell first and then the
food wherein pin Bell and the food and
after a few repetition the dog salivated
when they heard uh when when the dog
heard the sound of the Bell and the bell
had become the condition stimulus and
salivation have become the uh condition
response okay okay so what is its
implication in a classroom setting okay
so let's try to look at this fure so Ang
stimulus shall be provided by us
teachers
okay and then you response by the
learner and in order for learning to
take place or in in order for a behavior
to change there must be a reinforcement
provided by us by the instructor so when
we say stimulus it is a thing or event
that evokes specific reaction in an
organ or organism and when we say
response it is a reaction as that of an
organism or mechanism to a specific
stimulus so in a classroom setting class
classical conditioning can be used to
reinforce positive behaviors and
attitudes towards learning for example a
teacher can use phrase which is a
positive stimulus to reinforce a
student's participation in class which
is a natural
response
okay because over time the student will
learn to associate participation in
class with positive feedback and will be
more likely to engage in future classes
okay another application of classical
conditioning in the classroom is the use
of reward systems for example a teacher
uh as teachers can offer students a
small reward such as sckers such as
chocolate or a piece of candy for compl
uh for completing their homework on time
and over time students will learn to
associate completing their work with the
reward and we be uh and they will be
more likely to complete their uh
homework in the future
okay another thing is that in order for
as teacher uh teachers to ensure
students uh discipline is to enforce a
practice such as for example three clap
technique one two three no whenever we
clap tries and the class fall silent for
example if the student violates the rule
they can be punished with a time out or
extra homework and of course class no
one likes um extra homework no during
your uh junior high school years so so
the students will become more alert and
quieter now as soon as they hear us
clapping three times no okay so this
classical conditioning class is actually
uh this actually help us to establish
classroom routines and Foster classroom
management
okay another thing class it could also
be a
source of uh for us to get the attention
of our Learners no at as attention
getter such as for example turning off
the lights rhyming student call boxs
hand signals okay a bell music or when
the teacher simply stops talking it
could be used to obtain students
attention for example example uh when we
may say class class class and the class
is expected to call back yes yes yes and
then uh they wait for the teachers's
next Direction and modeling this
Behavior will be crucial to the
beginning conditioning processes and as
we can see no class classical
conditioning of Ivan Pablo is very
useful in many ways for us no teachers
and students because by applying such
techniques in the classroom we will be
able to imp improve classroom
instruction classroom routine classroom
management together with the behavior
management to a uh great level
okay okay so let's try to discuss the
principles of classical uh condition me
the first one is acquisition and this is
the initial stage of learning when the
response is first established and
gradually is strengthen okay for example
uh from the word itself uh initial stage
so before conditioning
instruct s class to quiet down and the
class will get quiet okay and then
prepared guest clap three times one two
three at first no class you students
when they hear uh the three claps they
will not get quiet no but as soon as we
establish the associate ation between
your instruction to quiet down and clap
three times the students will now be
quiet and that is acquisition the
initial stage of learning okay the next
one class is the extinction this occurs
when the condition response decreases or
disappears and In classical conditioning
this happens when a condition stimulus
is no longer paired with an
unconditioned stim
for
example three times clap okay Extinction
NAA Association or condition responses
between instruction to say uh to to
let's say quiet for example and you
clapping of three hands okay that is
extinction okay so sometimes you learn
your sponses na it can be suddenly
reemerge even after a period of
Extinction and that is spontaneous
recovery reappearance of the condition
response after arrest per uh arrest or
period of lesson responses okay
so association between instruction to
the class to be
quiet clapping of three hands no recover
by means of spontaneous recovery B
associate instruction and for example
three claps okay
next and the last one class is you
stimulus
generalization actually PA Pala to last
this is the tendency for the condition
stimulus to evoke similar responses
after the response of condition for
example aside from three claps associate
instruction be
me one clap hands up and then establish
Association whenever teacher hands
upap
okay okay and the last one is stimulus
discrimination this is the ability to
differentiate between a condition
stimulus and other stimuli that have not
been paired with the uncondition
stimulus for example
acquisition whenever the teacher
instruct the class to get
quiet with three CLS one two okay and
then after
that
associate stimulus and
students and under this stimulus
discrimination differentiate nil between
the condition stimulus and other stimuli
that have not been paired with done
unconditioned stimulus for
example
clond at whenever they hear three
CLS for them is to get
quieter
shate on that particular stimulus okay
okay ano M classroom
implications classical conditioning
under
pav classroom routines management
behavior
management field for example before
conditioning whenever we count down uh
from 20 the students will not clean up
okay
instuction
whenever 1 to 20 so during the uh during
the conditioning no as teacher we tell
them we tell the class to clean up
[Music]
and from 1 to 20 and then eventually no
clean up students so after the
conditioning
to instruction automatically
associate stimulus and then they will
clean up okay another thing is that for
example before conditioning no we
instruct our uh students to quiet down
of course our students will quiet down
and then we associate this instruction
to clap three times one two three okay
at
first Learners they will not get quiet
okay so during the conditioning we clap
three times and then we instruct uh our
class to quiet down and of course
n to get quiet so after conditioning
after we clap three
times m without further instruction
okay okay class so that's all for
Pablo's classical conditioning again
until next week we will be discussing
ches of learning under behaviorism so by
next week we will be discussing torn
dyes connectionism skinners operan
conditioning tolman's purposive
behaviorism and banduras social learning
jury and for week seven and
8 discussion will revolve around
cognitive vit okay so I will give you
enough time to review and then after 10
minutes we will have our quiz via Google
form okay thank
you
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