PAVLOV

CLASSICAL
CONDITIONING
THEORY
IVAN PAVLOV
A Russian physiologist

Known for his experiment on

conditioning dogs to initiate a
salivary response to the sound
of bell.

His experiment known as

classical conditioning.
Classical Conditioning
What is a
Classical Conditioning?

A form of associative learning in which a

neutral stimulus becomes associated with a
stimulus to which one has an automatic,
inborn response.
 Neutral Stimulus

5 Key Elements of Unconditioned Stimulus

Classical
Conditioned Stimulus
Conditioning
Unconditioned Response

Conditioned Response
Neutral Stimulus
• Stimulus that does not cause
a reaction at first.

• If continually repeated it will

cause a reaction and
eventually become a
conditioned stimulus.
Unconditioned Stimulus

Element that elicits an

automatic response.

FOOD- the unconditioned

stimulus
 Conditioned Stimulus

Repeatedly paired with

unconditioned stimulus until
it causes the same response.

Bell before the food was the

conditioned stimulus.
 Unconditioned Response

Response that naturally

occurs.

Drooling was the

unconditioned response.
Why?
 Conditioned Response

Response that is taught

through the experiment.

Dogs learning to salivate at

the sound of the bell.
 HOW CLASSICAL CONDITIONING
WORKS?
PHASE 1: BEFORE
CONDITIONING

RESPONS RESPONS
E E
SALIVATIO NO SALIVATION
N

UNCONDITIONED UNCONDITIONED NEUTRAL NO CONDITIONED

STIMULUS (UCS) RESPONSE (UCR) STIMULUS RESPONSE
(NS)
 HOW CLASSICAL CONDITIONING
WORKS?
PHASE 2: DURING
CONDITIONING
UNCONDITIONED
STIMULUS (UCS)

RESPONS
E SALIVATIO
N
NEUTRAL
STIMULUS UNCONDITIONED
(NS) RESPONSE (UCR)
 HOW CLASSICAL CONDITIONING
WORKS?
PHASE 3: AFTER CONDITIONING

CONDITIONED
STIMULUS (CS)
RESPONS
E

SALIVATIO
N
CONDITIONED
RESPONSE (CR)
 ACQUISITION

EXTINCTION
PRINCIPLES OF
SPONTANEOUS
RECOVERY
CLASSICAL
STIMULUS
CONDITIONING
GENERALIZATION

STIMULUS
DISCRIMINATION
 ACQUISITION

The first stage of classical conditioning, where the response to a

stimulus is established for the first time and begins to strengthen
gradually over time.

A stimulus is paired with another stimulus repeatedly until the

presence of the stimuli elicits the same response.

When this happens, the desired response has been acquired.

 EXTINCTION

Extinction happens when the conditioned

response is no longer present.
 SPONTANEOUS
RECOVERY

Spontaneous recovery happens when a

conditioned response comes back after being
extinct for some time.
 STIMULUS
GENERALIZATION

Stimulus generalization occurs when a person or

animal has the same response to a stimulus that is
similar to the original stimulus.
 STIMULUS
DISCRIMINATION

Stimulus discrimination is the ability to

discriminate between different stimuli.
 THORNDIKE
CONNECTIONIS
M THEORY
EDWARD THORNDIKE
• An American Psychologist

• Developed learning theory that lead to

the development of operant conditioning
within behaviorism.

• Experiments with animals in his puzzle

box led him to develop a theory of
learning called connectionism.
 A learning theory which is based
on the concept of bonds formed
between STIMULUS AND
RESPONSE
WHAT IS
CONNECTIONISM?
Natural connections between
Situations (S) and Responses (R)
are formed and strengthened.
 Thing or occurrence that influences or
STIMULU brings about an activity or result
S

RESPONSE A reaction or outcome that occurs after

the stimulus occurs.
THREE LAWS OF CONNECTIONISM
THEORY
 THE LAW THE LAW
THE LAW
OF OF
OF EFFECT
READINESS EXERCISE
• Habit formation is • Relationship • More practice of
controlled by between stimulus the certain
rewards. and response is behavior, more it
• Satisfying= strengthened based will be
repeated on the subject’s strengthened.
• unsatisfying= readiness to learn. • Repetition
avoided • “practice makes
perfect”
 OPERANT
CONDITIONING
THEORY
What is a
Operant Conditioning?
Also known as instrumental
conditioning

Occurs when a learner’s

behavior is followed by a
consequence, or
reinforcement.
 OPERANT
CONDITIONING

REINFORCEMENT PUNISHMENT

Any event that strengthen or Event that causes a decrease in

increases the behavior the behavior

POSITIVE NEGATIVE
POSITIVE NEGATIVE
REINFORCEME REINFORCEME
PUNISHMENT PUNISHMENT
NT NT

Response or behavior is Take away something to Give or apply something

strengthened by the increase behavior. to decrease behavior. Take something away to
addition of something. Avoiding something Adding something decrease behavior
Adding desirable. unpleasant. unpleasant.
SCHEDULE OF REINFORCEMENT
WHEN AND HOW OFTEN WE REINFORCE A BEHAVIOR?
CONTINUOUS-
DESIRED BEHAVIOR IS
REINFORCED EVERY SINGLE
TIME
PARTIAL-RESPONSE FIXED-RATIO
SCHEDULE
Response is reinforced only
after a specified number of
IS REINFORCED ONLY PART OF
THE TIME response.
VARIABLE-RATIO Response is reinforced after an
SCHEDULE unpredictable number of
response.
FIXED-INTERVAL The first response is awarded
SCHEDULE only after a specified amount
of time has elapsed
VARIABLE-
INTERVAL Response is rewarded after an
SCHEDULE unpredictable amount of time
has passed.
NEO-
BEHAVIORISM
 NEO
BEHAVIORISM
TOLMAN’S BANDURA’S SOCIAL
PURPOSIVE LEARNING THEORY
BEHAVIORISM

GOAL- PRINCIPLES
DIRECTEDNESS
COGNITIVE MAPS MODELING

LATENT LEARNING FOUR CONDITIONS

FOR EFFECTIVE
INTERVENING MODELING
VARIABLES
TOLMAN’S PURPOSIVE
BEHAVIORISM

Known as SIGN LEARNING THEORY

Learning is a cognitive process.

Learning is acquired through meaningful

behavior
 TOLMAN’S KEY CONCEPTS
Learning is always Individuals do more than merely
respond to stimuli; they act on
purposive and goal- beliefs, attitudes, changing
directed. conditions, and they strive
towards goal.

Famous experiment on rats

concluded that organism or
individual to be exact learned the
COGNITIVE MAPS location and will select the
shortest or easiest path to achieve
goal.
 TOLMAN’S KEY CONCEPTS
Learning that remains or stays
with the individual until needed.
LATENT Learning that is outwardly
LEARNING manifested at once.

Variables that are not readily seen but serve

as determinants of behavior.
THE CONCEPT OF Learning is mediated or influenced by
INTERVENING expectations, perceptions, presentations,
needs and other internal or environmental
VARIABLE variables.
 TOLMAN’S KEY CONCEPTS
Reinforcement is not
REINFORCEMEN essential for learning,
T NOT although it provides an
incentive for performance.
ESSENTIAL FOR
LEARNING
BANDURA’S SOCIAL
LEARNING THEORY
ALBERT BANDURA
Known for his contributions to Social
Learning Theory

Bobo Doll Experiment

What is a Social Learning
Theory?

A theory that explains how people learn and

acquire new behaviors, attitudes, and values
through observation, modeling, and
reinforcement.
 Behavior refers to
complexity, duration,
skill, and others.

Personal factors refers

to cognition, self-
efficacy, motives, and
personality.

Environment is composed of
situation, roles, models, and
relationships.
RECIPROCAL CAUSATION MODEL
OBSERVATIO We observe other people’s
N behavior.

Following observation, we
IMITATION assimilate and imitate the
observed behavior.

We are more likely to imitate

MODELING behavior modeled by people we
perceive as similar to ourselves.
 LEARNING MEDIATIONAL PROCESSES

The students pay The students The students trying The students being
attention to the remembering the to apply the behavior motivated to engage
teacher’s behavior. in their own in positive social
demonstration. interactions. behaviors.
 ASSUMPTION OF
SOCIAL
LEARNING THEORY

Reinforcement and
People learn through punishment have an
observation. indirect effect on
behavior and learning.

Learning involves
Cognitive factors
modeling, yet does not
contribute to whether a require behavioral
behavior is acquired. change.