GROUP 5

PROFED 04

REPORTERS
Vuelvan
Estioco
Sucalit

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 TOPICS
BEHAVIORAL LEARNING THEORIES
1. Pavlov’s classical conditioning
2. Thorndike's connectionism

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 SSICAL CONDITION
CLA ING

PAVLOVIAN OR
RESPONDENT
CONDITIONING
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 IVAN PAVLOV
Ivan Petrovich Pavlov
known in science simply as Pavlov
A Russian Soviet experimental
neurologist, psychologist and
physiologist
Recognized for his work with the
dog Pavlov with which he
attempted to explain reflexes

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 STIMULUS
-something that exist in the
surroundings or presented.

ex. food

TERMS RESPONSE
- how animal/person response to
the stimulus.
-The reaction someone does cause
by the present of stimulus.

ex. salivate

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 1. Unconditioned stimulus (US)

2. Unconditioned response (UR)

TERMS 3. Neutral stimulus (NR)

4. Conditioned stimulus (CS)

5. Conditioned responses (CR)

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 Do g

a t
Me

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 D o g
Naturally salivate to the meat
especially when hungry

a t
Me

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 UNCONDITIONED STIMULUS (US)

UNCONDITIONED STIMULUS
Produces a natural response
or reaction

a t
Me produces natural
response from
salivation

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 UNCONDITIONED STIMULI (US)

an attractive person can

naturally make you feel excited

your body has natural

food can make you hungry reaction to certain
drugs

getting pick with a pin

bacteria and virus will make you feel pain
can make you sick

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 UNCONDITIONED RESPONSE (UR)

US US
getting expose to getting picked with a pin
bacteria or virus will make you feel pain

UR UR
getting sick will make you feel pain

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 NEUTRAL STIMULUS (NS)

NEUTRAL STIMULUS (NR)

does not produce any response

.
.
When PAVLOV rang the bell the
dog did not respond
.
.
.

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 NEUTRAL STIMULUS (NS)

NEUTRAL STIMULUS (NS)

does not produce any response

just a chair

just a tree

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 ACQUISITION

PAVLOV presented the meat to

the dog and rang the bell at the
same time so the dog would
associate the bell with the meat
TERMS TO KNOW

ACQUISITION: the part when the

US and CS are presented
together to produce CR.

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 PAVLOV has taught the dog to
salivate to the sound of the bell. CONDITIONED
The dog salivation response to STIMULUS(CS)
the bell or the CS is the CR
-The sound of the bell(bell)

CONDITIONED
RESPONSE(CR)

-salivation to the CS

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 EXTINCTION
This is the 25th
time you've ranged
the bell and there is -When the CR stops because CS
no meat. I'm not
falling for this cruel hasn't been presented with the US
joke anymore.
for a while

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 SPONTANEOUS
I'll stop drooling RECOVERY
now that you have
rung the bell for
the past 50 times. -When the CS produces the CR
But maybe 51 will
work in your favor after the behavior has been
and you'll let me
see the meat.
extinct.

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 The implications of classical
conditioning in the classroom
are less important than those of
CLASSROOM operant conditioning, but there
LEARNING is a still need for teachers to try
to make sure that students
associate positive emotional
experiences with learning.

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 Classical conditioning emphasizes the
importance of learning from the
environment, and supports nurture over
nature. However, it is limiting to
describe behavior solely in terms of CRITICAL
either nature or nurture, and attempts
to do this underestimate the complexity EVALUATION
of human behavior. It is more likely that
behavior is due to an interaction
between nature (biology) and nurture
(environment).

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 Conditioning can probably
account for aspects of certain
other mental disorders. For
THE PROCESS example, in post-traumatic
OF CLASSICAL stress disorder (PTSD) sufferers
tend to show classically
conditioned responses to stimuli
present at the time of the
traumatising event .

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 Theory is that it is scientific.
This is because it's based on A STRENGTH OF
empirical evidence carried out CLASSICAL
by controlled experiments
CONDITIONING

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 A FINAL
Theory is that it is deterministic.
CRITICISM OF This means that it does not allow
CLASSICAL for any degree of free will in the
individual
CONDITIONING

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 THANK YOU

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 THORNDIKE'S
CONNECTIONISM