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Conditioning Classical

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Mishal Fatima
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14 views

Conditioning Classical

Uploaded by

Mishal Fatima
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Conditioning Models

Maryam Gillani
Classical Conditioning
• Is a concept given by Ivan Pavlov.
• It focuses on learning based on association.
• In classical conditioning, the neutral stimulus gets paired with the
unconditioned stimulus through repeated pairings produces a learned
response, and becomes the conditioned stimulus.
Classical Conditioning Examples

• The most famous example of classical conditioning was


Ivan Pavlov’s experiment with dogs, who salivated in response to a bell tone.
Pavlov showed that when a bell was sounded each time the dog was fed, the
dog learned to associate the sound with the presentation of the food.
• He first presented the dogs with the sound of a bell; they did not salivate so this
was a neutral stimulus. Then he presented them with food, they salivated. The
food was an unconditioned stimulus, and salivation was an unconditioned
(innate) response.
• He then repeatedly presented the dogs with the sound of the bell first and then
the food (pairing) after a few repetitions, the dogs salivated when they heard
the sound of the bell. The bell had become the conditioned stimulus and
salivation had become the conditioned response.
Classical Conditioning
• Unconditioned Stimulus
• In classical conditioning, the unconditioned stimulus is a feature of the environment that causes a
natural and automatic response without prior conditioning. In Pavlov’s study, the unconditioned
stimulus was food.
• Unconditioned Response
• In classical conditioning, an unconditioned response is an innate response that occurs automatically
when the unconditioned stimulus is presented.
• Pavlov showed the existence of the unconditioned response by presenting a dog with a bowl of food
and measuring its salivary secretions.
• Neutral Stimulus
• In classical conditioning, a neutral stimulus (NS) is a stimulus that initially does not evoke a response
until it is paired with the unconditioned stimulus.
• For example, in Pavlov’s experiment, the bell was the neutral stimulus, and only produced a response
when paired with food (UCS).
• Conditioned Stimulus
• In classical conditioning, the conditioned stimulus (CS) is a substitute stimulus that
triggers the same response in an organism as an unconditioned stimulus but upon
learning and making trials.
• A stimulus that elicits a learned response is the conditioned stimulus. For example,
Pavlov’s dog learned to salivate at the sound of a bell. Simply put, a conditioned stimulus
makes an organism react to something because it is associated with something else.
• Conditioned Response
• In classical conditioning, the conditioned response (CR) is the learned response to the
previously neutral stimulus.
• In Ivan Pavlov’s experiments in classical conditioning, the dog’s salivation was the
conditioned response to the sound of a bell.
• During Conditioning:
• During this stage, a stimulus which produces no response (i.e., neutral) is
associated with the unconditioned stimulus, at which point it now
becomes known as the conditioned stimulus because it now produces a
learned response.
• For classical conditioning to be effective, the conditioned stimulus
should occur before the unconditioned stimulus, rather than after it, or
during the same time. Thus, the conditioned stimulus acts as a type of
signal or cue for the unconditioned stimulus.
• Often during this stage, the UCS must be associated with the CS on a
number of occasions, or trials, for learning to take place.
Operant conditioning
• Operant conditioning, sometimes referred to as instrumental conditioning, was
the concept given by B.F. Skinner
• It is a method of learning that employs rewards and punishments for behavior.
Through operant conditioning, an association is made between a behavior and
a consequence (whether negative or positive) for that behavior.
• His theory was heavily influenced by the work of psychologist
Edward Thorndike, who had proposed what he called the law of effect.
According to this principle, actions that are followed by desirable outcomes are
more likely to be repeated while those followed by undesirable outcomes are
less likely to be repeated.
Reinforcement is any event/reward that strengthens or increases the
behavior it follows.
Actions that are followed by reinforcement will be strengthened and
more likely to occur again in the future.
• Punishment is the presentation of an adverse event or outcome that
causes a decrease in the behavior it follows.
• Actions that are followed by punishment will be weakened and will be
less likely to occur again in the future.
Types of Reinforcement
• Positive reinforcement is a process that strengthens the likelihood of
a particular response by adding a desirable stimulus after the
behavior is performed.
• A child cleans the room, and receives a candy. The behavior of
cleaning is more likely to be repeated.
• Negative reinforcement also strengthens the likelihood of a
particular response, but by removing an undesirable consequence.
• A student has long class (undesirable consequence) but on
completing all of his classwork, the student’s class time is reduced
and gets to go home early.
Types of Punishment
• Positive Punishment: Something aversive is added to decrease the
likelihood of a behavior.
• An example of positive punishment is scolding a student to get the
student to stop texting in class. In this case, a stimulus (the
reprimand) is added in order to decrease the behavior (texting in
class).
• Negative Punishment: In negative punishment, you remove a pleasant
stimulus to decrease a behavior.
• For example, when a child misbehaves, a parent can take away a favorite toy.
In this case, a stimulus (the toy) is removed in order to decrease the behavior.

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