1. "Science demands from a
man all his life. If you
had two lives that would
not be enough for you.
Be passionate in your
work and in your
searching." - Ivan Pavlov

3.  Ivan Petrovich Pavlov
 Born: September 14, 1849 (at Ryazan,
Russia)
 Died: February 27, 1936 (Leningrad, now
called St. Petersburg, Russia )
 Son of a priest, Peter Dmitrievich Pavlov
 9 or 10 years old: suffered from a health
problem and delayed his formal education
 11 years old: entered the second grade of
a church school
 1864: studied at Theological Seminary of
Ryazan, a school for training priests
http://www.nobelprize.org/nobel_prizes/medicine/laureates/1904/pavlov-bio.html/
http://psychology.about.com/od/profilesofmajorthinkers/p/pavlov.htm

4.  1870: entered the University of St.
Petersburg (Leningrad), Russia to
study on animal physiology as his
major and chemistry as his minor
 1881: worked as a laboratory assistant for
two years at Military Medical
Academy
: Pavlov married Serafima
Karchevskais
http://www.nobelprize.org/nobel_prizes/medicine/laureates/1904/pavlov-bio.html/
http://psychology.about.com/od/profilesofmajorthinkers/p/pavlov.htm

5.  1890: selected as chairman of
pharmacology at the academy
 1891: became director of the Department
of Physiology of the Institute of
Experimental Medicine
 1895-1925: became the chairman of
physiology at the academy
 1904: awarded the Nobel Prize in
Physiology
http://www.nobelprize.org/nobel_prizes/medicine/laureates/1904/pavlov-bio.html/
http://psychology.about.com/od/profilesofmajorthinkers/p/pavlov.htm

6. IVAN PAVLOV’S
CLASSICAL
CONDITIONING

7. • Classical conditioning : process by which a
stimulus comes to provoke a response
that was initially caused by another
stimulus.
• Pavlov’s theories focused on observable
behaviour.
• Pavlov studied reflexes – the automatic
behavior

9. • Unconditioned stimulus (UCS) would bring
to unconditioned response (UCR)
– Eg : Dog sees meat (UCS) Salivation
(UCR)
• Pavlov associate the unconditioned
stimulus with a new (conditioned) stimulus
(CS) = bring same response.
– Eg : Dog sees meat (UCS) + Ring of bell (CS)
Salivation (UCR)
Source : http://www.simplypsychology.org/pavlov.html

10. Source : http://www.northern.ac.uk/NCMaterials/psychology/lifespan%20folder/Learningtheories.htm

11. Basic Processes in Classical
Conditioning
1. Acquisition : Forming new responses
– Learning a response to a stimulus
1. Extinction
– Gradual disappearance of a CR
– Caused by the consistent presentation of the
CS without the UCS
Source : Learner and Learning Environment by Mok Soon Sang

12. 3. Spontaneous Recovery
– Reappearance of a CR after a period without
the CS
4. Stimulus Generalization
– CR in response to stimuli that are similar but
not the same as CS

13. 5. Stimulus Discrimination
– Contrast with stimulus generalization.
– Will take place when the new stimulus is quite
similar with the original conditioned stimulus.
6. Higher-Order Conditioning
– New conditioned response
– CS functions as UCS.

15.  Conditioning response can be adopted
through the process of teaching
learning process:
before
during
after
English Teacher (UCS)
teaching in the class for
the first time
Students’ attention (UCR)
towards the teaching
activities only
Students pay attention to
teacher’s teaching (CR)
Students pay attention to
the teacher’s teaching
(CR)
Teacher (CS) teaching in
an interesting manner and
method
Teacher’s presence (CS)

16.  Pavlov’s Conditioning Learning Model was
originally used in the field of psychology
and later applied in behavioural learning
 It also can be used in mathematical
principles and laws through the process of
higher-order conditioning
 The educator should relate practical
experience (CS) with the learning task
(UCS) in order to produce satisfactory
conditioned learning response.

17.  Guide students to apply skill to make
accurate generalisation by using various
related examples.
 Guide students to use their skill to make
discrimination (differentiate the shape)
 Assign enough exercises for students to
strengthen the application of CS and CR
 Use secondary reinforcement to sustain
CR to avoid process of extinction

18.  Help students to restore their memory by
having enough resting time until all
existing interferences in learning have
been removed

19. background
 Name - Burrhus Frederic Skinner
 Born -March 20, 1904
Susquehanna, Pennsylvania, United
States
 Died - August 18, 1990 (aged 86)
Massachusetts, United States
 Nationality- American
 Fields- Psychology, linguistics, philosophy
 Institutions- University of Minnesota
Indiana University
Harvard University

20.  Alma mater- Hamilton College
Harvard University
 Known for -Behaviour analysis
Operant conditioning
Radical behaviourism
Verbal Behaviour
Operant conditioning chamber
 Influences-Charles Darwin
Ivan Pavlov
Ernst Mach
Jacques Loeb
EdwardThorndike
William James
Jean-Jacques Rousseau
 Notable awards- National Medal of Science (1968)
 http://en.wikipedia.org/wiki/B._F._Skinner

21. Implication towards teaching and
learning
 A newly learned skill ought to be given
continuous reinforcement, followed by
intermittent reinforcement so that this skill can
be strengthen.
 The use of positive reinforcement which give
pleasant result is more effective than negative
reinforcement.
 Guide people to master the concept of
discrimination so that they will acquire
knowledge accurately.

22. John Broadus Watson

24. http://en.wikipedia.org/wiki/John_B._Watson
John B. Watson
Born January 9, 1878, South Carolina
Died September 25, 1958 (aged 80)
New York City, NY
Occupation Psychologist, Advertising executive
Known for Founding Behaviorism

25. Time Line
1899 ~ Watson graduated from Furman University.
1901 ~ He majored in psychology and minored in
philosophy and neurology at the University of Chicago.
1907 ~ He was hired as an associate professor of
psychology at John Hopkins University. It was at JHU that
he became known as the Founder of Behaviorism.
1914 ~ He published Behavior: An Introduction to
Comparative Psychology.
1920 ~ He published the "Little Albert" Experiment.
http://www.muskingum.edu/~psych/psycweb/history/w
atson.htm

26. The Little Albert Experiment

27. 1. A white mouse was brought to Little Albert
whom he showed interest to play with it.
2. The white mouse was shown at the second time
and a loud sound was emitted from the back.
3. It cause him to be afraid and Little Albert burst
into tears.
4. He repeated the action 7 times over 7 weeks
with other stimuli.
5. When the white mouse appeared, Little Albert
responded with fear.
Mok Soon Sang, Learner and Learning
Environment.

28. CONCLUSION
• Watson had shown that classical conditioning
could be used to create a phobia.
• A phobia is an irrational fear-a fear that is out of
proportion to the danger.
• Watson believed that a response could be
predicted when the stimulus given.
http://mennta.hi.is/starfsfolk/solrunb/behavio.htm

29. IMPLICATIONS
• All types of behaviour can be learned through
the learning process.
• Teacher should use suitable stimulus to
motivate pupils in learning.
• Avoid using stimulus which will produce
negative effect.
Mok Soon Sang, Learner and Learning
Environment.

30. REFERENCES
• Wikipedia. (2010). John B. Watson. Retrieved on
July 7, 2012 from
http://en.wikipedia.org/wiki/John_B._Watson
• Emily Watson. (1999). John B. Watson. Retrieved on
July 7, 2012 from
http://www.muskingum.edu/~psych/psycweb/histo
ry/watson.htm
• Mok Soon Sang. (2008). Learner and Learning
Environment. Selangor: Penerbitan Multimedia
SDN. BHD.
• Saul McLeod. (2008). Classical Conditioning.
Retrieved on July 7, 2012 from
http://mennta.hi.is/starfsfolk/solrunb/behavio.htm