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3 principles of classical conditioning
3 principles of classical conditioning
3 principles of classical conditioning
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Discuss classical conditioning and explain its key concepts, giving examples of how it works in phobia treatment. Classical conditioning is a learning behaviour where an organism learns to associate a conditioned stimuli (CS) with the appearance of an unconditioned stimuli (US) creating a conditioned response (CR) (Pavlov, 1927). For example, when a person sees somebody peeling a lemon (CS) they will start salivating (CR) as they prepare for the sour taste. Classical conditioning has further been associated with the development of fear and anxiety. It has been shown that fear can be learned through the process of associating danger with a specific object or situation after several trials or in more extreme cases after only one trial (Öhman, …show more content…
tone, light) is connected to an adverse stimulation (e.g. electric shock, loud noise) eliciting biological responses that have been evolutionarily successful for that species in a threatening situation (Öhman et al., 1976). The unconditioned stimulus is the naturally occurring stimulus that elicits an innate response (unconditioned response - UR) without learning. The CS is the signal associated with the US and it elicits a conditioned response which is similar, but not quite the same as the UR (Pavlov, 1927). Therefore, in an experiment where a specific tone signals the following electric shock the tone is the CS while the adverse stimulus is the US that elicits the CR in Pavlovian conditioning. Fear learning can also happen with only one experience or trial, when a person encounters a dangerous situation and in reaction their body physically prepares for danger (Richard, Davies, & Faure, 2000). For example, falling off a ladder once can create a fear of heights or ladders, although this might have been a one-time event never to be repeated. Furthermore, this implicates the use of stimulus generalization, meaning any other stimuli that resembles the initial CS will elicit the same CR (Pavlov, 1927). Fear learning was further studied in the research by Öhman et al. (1976). This laboratory experiment was conducted with the aim to examine the validity of the equipotentiality premise in …show more content…
Namely the creation of virtual reality exposure therapy (VRET) which aims to get similar results as the traditional exposure therapy without using any real objects or animals, but creating them in the computer. Psychologists can use various technology to conduct the exposure therapy. A study by Krijn, Emmelkamp, Biemond, de Ligny, Schuemie, & van der Mast (2004) researched the effectiveness of virtual exposure therapy and the differences between computer automatic virtual environment and a head-mounted display. Participants were people suffering from acrophobia. They found no difference in effectiveness between the two designs and that virtual exposure participants had less anxiety than patients with no treatment. Furthermore, these results were maintained in the follow-up after 6 months. Also, a meta-analysis was conducted by Morina et al. (2015) which researched several studies and their results with the aim to see how effective VRET can be compared to usual exposure therapy. They studied 14 clinical studies and found that patients did significantly better after the VRET than before and this applied for their follow-ups as well. In addition, results of behavioural assessment showed no significant differences between exposure in vivo and VRET. These findings support the application of VRET when treating specific
In the case study, Jim Colbert, a third grade teacher, struggles to help a boy named Carlos. This Public School 111 was located in a metropolitan, run down neighborhood. The school was surrounded by drug dealers and trash. However, the inside of the school was bright and welcoming. Here the students were placed according to their abilities, and Jim had a 3-A class for the high achieving students. Jim had a routine that he followed every day. He would take the learning and apply it to the student’s lives with practical examples. To begin the day Jim would go through the homework with the students, and here he began to notice that Carlos was misspelling many of his words. Carlos comprehended the readings, but he was behind in his spelling. Jim talked with the other third grade teacher, Paul, about Carlos. Then, he talked to Carlos about the problem, asking him if he could get help at home. Here Jim discovered that Carlos would get little to no help at home. Jim sent home a dictionary with Carlos so that he could check his spelling, and he saw
conditioned fear that does not involve oedipal complexes or displacement. The theory of classical conditioning says that phobias are the result of learned associations of neutral stimuli and frightening events. This also demonstrates why an individual might have a phobia of guns after being shot by one.
In observational learning, a child takes note of what his or her mother or father considers to be threatening. On the other hand, children can also be conditioned by their own life experiences through a process called operant conditioning (SOURCE). In some instances, children tend to generalize their fears, subsequently forming a phobia. For example, a young girl who became increasingly cautious of flying insects after an unpleasant encounter with a nest of agitated yellow jackets. After being assaulted by these creatures, she associated all flying bugs with the painful sting of a yellow jacket. Of course, children can also be classically conditioned to display a fearful response; that is, they learn to associate an unconditioned fear-relevant stimulus with a conditioned stimulus, provoking a conditioned, fearful response. One of the most well-known examples of this is an experiment involving a young boy, famously dubbed Little Albert. Little Albert learned to fear small furry animals in a laboratory setting when the presence of these creatures was paired with loud banging noises (SOURCE). From the aforementioned experiments and studies, it is undeniable that external circumstances and experiences assist in the configuration of fear in
Fear conditioning is a commonly used behavioral paradigm to test an organism’s ability to create associations and learn to avoid aversive stimuli. There are two methodologies: cue and contextual fear conditioning (Kim & Jung, 2006). In cued fear conditioning, a neutral conditioned stimulus (CS) is paired with an aversive unconditioned stimulus (US) which activates a strong unconditioned fear responses (UR). After a continued training period, the neutral CS is now able to activate a conditioned response (CR). Similarly, context conditioning occurs when the background or context cues, during the condition training, is able to predict the US and activate the fear response. For example, a mice can be placed in a novel environment and given an aversive stimulus (e.g. footshock). When the mice is returned to that same environment, it will display a CR (e.g. freezing). The mice’s ability for contextual fear conditioning is dependent on whether it was able to learn and associate its environment with the aversive stimulus. (Curzon, Rustay, and Browman, 2009)
Recall, classical conditioning is a type of learning that involves a certain behavior receiving the same response. Catalina could have obtained her routine through this way of learning. Let’s say the unconditioned stimulus was her situation she was in her sophomore year. Catalina was dealing with mistreatment by an adult while being bombarded with loads of school work. Her unconditioned response was to deal with the bullying and not worry about school because it was not a priority. After the circumstances were taken care of, she knew how to let certain situations come before academics. School no longer was important to her and she could create a conditioned stimulus, where her life was filled with friends, boys, and sports. She had learned how to respond, and that was to allow everything else to consume her time and energy, this was her conditioned response. Catalina sometimes finds herself falling back into that rhythm of letting academics fade into the background, but she has been attempting change. Classical conditioning can help her achieve this goal. My first plan is to create an unconditioned stimulus. This stimulus will be in the form of an essay assignment. Catalina’s class will be told that one page of the essay will be due each day to be certain it isn’t being avoided. The unconditioned response will be to finish the page of the essay. Catalina could procrastinate and wait to get it done in class, but the final paper wouldn’t be due till the end of the week. As the teacher continues this request, it becomes a conditional stimulus, which creates the conditioned response of completing one part of the assignment each day. This plan will teach Catalina how much easier an important task can be accomplished when the work is distributed throughout the days before homework is
Classical Conditioning, a form of behavioral learning brought on when a calm motivator creates a response when it is coupled with a motivator that naturally brings on that response (Feldman, 2013). The basic principles were developed by a Russian physiologist; Ivan Pavlov in 1927. Classical conditioning is learned out of continual and repeated behavioral change. For instance, in order to train a dog to sit, one would teach the dog by command and reward repetition until the dog sits by the command of ‘sit’ without a reward afterward. Classical Conditioning takes time, patience and consistency.
In Pavlov’s fear conditioning, an emotionally neutral conditioned stimulus (CS) is presented in concurrence with an aversive unconditioned stimulus (US). Following one or several pairings, the CS is able to elicit responses that would naturally occur when danger is sensed. The responses are innate and they automatically occur in the occurrence of appropriate stimuli. Some of the responses that usually occur are behavioural (freezing), autonomic (change in blood pressure or heart rate) and endocrine mechanisms (secretion of stress hormones) {Aggleton, 2000, p.g 292}.
Classical conditioning refers to a type of learning in which a previously neutral stimuli took on the ability to stimulate a conditioned response in an individual (Gormezano & Moore, 1966). To prove that environment was more impactful than genetics, Watson conducted an experiment on an infant, little Albert. Initially, Albert showed little fear towards rats. When Watson repeatedly exposed Albert to the rat accompanied by a loud noise, the latter began to develop fear towards not just the rat but also other furry animals. Watson successfully showed that the acquisition of a phobia can be explained by classical conditioning (Watson & Watson, 1921). Regardless of their genes, the associations of the right stimuli can result in the development of a new behaviour in any individual.
The paper presented is aimed at demonstrating the primary principals behind classical conditioning. By using a real life example the textbook theory can be applied to a hypothetical patient suffering from a sleep disorder possibly somewhat brought on by a ‘learnt’ experience.
Therefore, a human or animal will forget about the old stimulus and become attached to the new stimulus. The terms: Unconditioned Stimulus, Unconditioned Response, Neutral Stimulus, Conditioned Stimulus, and Conditioned Response are key when explaining the process of Classical Conditioning. A Unconditioned Stimulus is when a stimulus will lead to a natural response without any training needed. A Unconditioned Response is a natural and automatic response brought up by the Unconditioned Stimulus. A Neutral Stimulus is when something elicits no response at first. For example, a specific object will have no meaning before the experiment but once the experiment is undergo, the object will take on a different role than before. A Conditioned Stimulus is a stimulus that at first had no meaning, but when associated with the Unconditioned Stimulus it will eventually generate a Conditioned Response. A Conditioned Response will cause a natural and automatic response towards the Neutral Stimulus because the person was trained to react that
Ivan Pavlov developed a theory called classical conditioning which proposes that learning process occurs through associations between an environmental stimulus and a naturally occurring stimulus. Classical conditioning involves placing a neutral signal before a naturally occurring reflex like associating the food with the bell in Pavlov experiment. In classical conditioning, behavior is learnt by association where a stimulus that was originally neutral can become a trigger for substance use or cravings due to repeated associations between those stimuli and substance use (Pavlov, 1927).
On the other sideof generalization there must be discrimination. Pavlov decided he didn’t want his dogs to salivate to any othertones but “C.” This was not very hard all that was need was to cause extinction in any other type of tone. The “C” tone was reinforced by continuouslygiving food after the tone was rung. On the other hand whenever any other tone was sounded it was not reinforced by food. Thus the dog became more conditioned to “C” and the conditioned responses for the other tones becameextinct.
I. Introduction of classical conditioning Classical conditioning also called as Pavlovian conditioning or respondent conditioning. It is a kind of learning a new behavior through association that when a conditioned stimulus (CS) is paired with an unconditioned stimulus (US) and evokes a conditioned response (CR). It also is a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus (Cherry, 2014). Classical conditioning has much strength such as can help to explain all aspects of human behavior and many of advertisers will use classical conditioning to advertise their produces, however it also have some weaknesses such as all classical conditioning responses must involve a reflex and classical conditioning is a completely physical process, learning is not important as reflected in scenario. This paper will talk about the strengths and the weaknesses of classical conditioning theory followed by a brief description of the scenario and the strengths and weaknesses of applying classical conditioning on it.
The unconditioned stimulus (US) has no prior learning involved, but still yields a reaction. It is followed by an unconditioned response (UR) that is inevitably produced from the original stimulus. The conditioned stimulus (CS) is a previously neutral stimulus that eventually causes a response after being associated with the unconditioned stimulus. Finally, the conditioned response (CR) is the learned response to the conditioned stimulus once there is a connection between the conditioned and unconditioned stimulus (King, 2004). In Pavlov’s experiment, the food was the unconditioned stimulus with salivation as the unconditioned response. After time, the dogs made the connection with the bell, which became conditioned stimulus. The saliva then became the conditioned response. A main feature about classical conditioning is that is involuntary. Is Pavlov’s dog experiment still relevant to today’s time?
Classical conditioning is a technique of learning that occurs when an unconditional stimulus is paired with a conditional stimulus. The unconditional stimulus is biologically potent, the conditional stimulus is neutral (Kalat, 2011). Example of each is taste of food and sound of tuning fork respectively. After repeated pairing, the organism exhibits a conditional response to the conditional stimulus. The conditional response is similar to the unconditioned response though it is relatively impermanent and is acquired through experience (Kalat, 2011).