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Learning
Classical Conditioning
Instructor : Ms. Maryam Shahzadi
Departmentof Applied Psychology
GCWUF

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Learning by Conditioning
Learning by association is called learning by
conditioning. Traditionally two kinds of
associative learning have been of particular
interest; classical and operant conditioning. In
simple terms two stimuli are linked together to
produce a new learned response in a person or
animal.
Operant conditioning by B.F Skinner , based
on consequences of the behavior and
reinforcement

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ConditioningModelofLearning
Itisformof associative learninginwhichbehavior
becomes morelikely becausethe organismlinksthat
behaviorwithcertainevents init’senvironment.
Spaldingacatfori.e., isconditionedtothe soundof the
draweropeningbecausehehastocometoassociate
thesoundwithfood.

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ClassicalConditioning
Classical Conditioning based on relationship between
stimuli. An originally neutral stimulus comes to elicit a
new response after having been paired with a stimulus
that reflexively elicits that same response.
Classical Conditioning is when a stimulus acquires
the ability to cause a response that was previously
caused by another stimulus. This learning process
essentially allows us to predict what is going to
happen

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ClassicalConditioning
Stimulus: A physical energy source that has any effect
on sense organ, thus producing a response
Response: The action, behaviour or reaction trigged by
stimulus
Environment: External factors, variables, conditions,
or circumstances

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Classical Conditioningin which
a neutral stimulus becomes
associated with a stimulus to
which the learner has an
automatic, inborn response.
Ivon Pavlov was the founder of
classical conditioning. He was
Russian Physiologist
He was awarded with Nobel
Prize in 1904.

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For Example:
Perhaps students have music class before lunch
every day. Halfway through music class, their
stomachs may begin to rumble
Whenever you come home wearing a baseball cap,
you take your child to the park to play. So,
whenever your child sees you come home with a
baseball cap, he is excited because he has associated
your baseball cap with a trip to the park.
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Phobias and Anxiety related Problems

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Classical conditioning techniques are helpful to people to
come up with their phobias and anxiety related problem.
Teachers in school apply this technique to decrease or
remove the anxiety or phobia from the students.
They pair an anxiety-provoking situation with pleasant
surrounding and help the student to learn new
association and behavior. This helps the student to
remain calm and stress-free instead of feeling anxious.
For example, a student suffering from a stage phobia
when encouraged to perform on the stage repeatedly
with a positive response, after some time, the phobia of
the student will automatically vanish.
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Same Chime as your Cell Phone’s
Have you reflexively reached your
cellphone while hearing the same chime as yours? Whenever
we are around someone’s cellphone and hear their phone
ringing as same as our phone, we reflexively reach to our
phones and this is due to classical conditioning. Our body
shows an unconditional response to the conditional stimulus.

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Historical background
• In 1879 Ivan Pavlov, the Russian physiologist
and pioneer of classical conditioning, began his
research work on the digestive process,
primarily that of dogs.
• He won Nobel Prize for that in 1904.
• The focal point of his investigation was the
salivation reflex in dogs.
• It was already known that the dogs would
salivate if food powder were led into their
mouths, as it was a ‘reflex. 11
Classical Conditioning Experiment
by Pavlov

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Historical background
The dogs would salivate every time the food
powder was presented.
• Pavlov observed that after some time, the dogs
at times salivated just before food was put into
their mouths. They also salivated at the sight of
the food, and even at the sight of the lab
assistant who brought food for them.
• This is where the concept of classical
conditioning emerged
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Classical Conditioning Experiment
by Pavlov

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Basic Terminologies
Reflex • An automatic, unlearned response
resulting from a specific stimulus.
ii. Un Conditioned Stimulus (UCS) A
stimulus that elicits a response reflexively,
naturally, and reliably
iii. Un Conditioned Response (UCR) • A
natural, reflexive, reliable, response of the
UCS
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Basic Terminologies
iv. Conditioned Stimulus (CS)
• A primarily neutral stimulus which, when paired
with the UCS, starts evoking a response
(different from its own natural response) and the
same as UCR.
v. Conditioned Response (CR)
After conditioning, the CS begins to elicit a new,
learned response i.e., CR.
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Experiment:
◎ 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.
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Experiment:
◎ 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.
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Experiment:
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Experiment:
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Experiment:
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WHAT’S THE DIFFERENCE
During acquisition, the
conditioned stimulus and
unconditioned stimulus
are repeatedly paired to
create an association.
Multiple pairings are
required, but the number
of trials needed can vary
depending on what is
being learned
Generalization refers
to the tendency to
respond to stimuli that
resemble the original
conditioned stimulus.
Discrimination is the
ability to differentiate
between a conditioned
stimulus and other
stimuli that have not
been paired with an
unconditioned
stimulus.

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WHAT’S THE DIFFERENCE
Time:
The time interval
between the CS and UCS
is one of the most
important aspects of
classical conditioning. It
defines the contiguity or
connectedness in time
and spaces of the stimuli.
Extinction:
Extinction is the weakening
of the conditioned response in
the absence of the
unconditioned stimulus.
Without continued
association with the
unconditioned stimulus
(UCS), the conditioned
stimulus loses its power to
elicit the conditioned
response.
Spontaneous Recovery:
•Does the response
disappear permanently,
once extinction has taken
place? Not always! •
Pavlovian experiments
showed that some days
after extinction, the dog
salivated again on hearing
the bell/ buzzer

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John. B. Watson: (1878- 1958)
◎ American psychologist initially trained in introspection
at the University of Chicago but found it extremely
vague and mentalistic.
◎ He became interested in experimental research with
animals.
◎ Gave a revolutionary, pragmatic approach often
known as ‘radical behaviorism’.
◎ For Watson, observable behavior is all that
psychology should be looking at.
◎ Environment and external world (environmental
stimuli) is what shapes and determines behavior.
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John. B. Watson: (1878- 1958)
Little Albert’s Case Learned Fear
◎ 1920: Developing Fear: Watson and Rosalie
Rayner’s experiment • Eleven- month old Albert who
enjoyed playing with a cute white rat was made afraid
of it by linking a loud frightening sound with the
appearance of the rat. • The experiment was further
expanded and Watson and Rayner demonstrated that
the fear of the rat could be generalized to all sorts of
stimuli: a dog, a cotton ball and a Santa Clause. In
Albert’s case, the same sequence of events i.e.,
presenting the rat with the gong was repeated three
times; on all repetitions he began crying, showing that
a classical association had been established.
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John. B. Watson: (1878- 1958
Little Albert’s Case Learned Fear
◎ Seven conditioning trials were repeated on two
occasions and then the rat was presented without the
gong; Albert still cried. • Watson called this
‘conditioned emotional response’. • Watson and
Rayner worked with Albert once again after about a
week. • He was presented with the same objects. •
This time he showed the same fear response towards
other objects similar to the rat i.e., cotton balls, white
fur, and a Santa Clause mask having a white beard
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John.B.Watson: (1878- 1958
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Applications of Classical Conditioning in Everyday Life
• Negative emotional responses: fears, phobias-----fear of
reptiles, dark places, and school phobia
Positive emotional responses: Feelings of relaxation, and
happiness----thinking of going on a holiday.
• Advertising: Associating model with the product.
• Psychotherapy; Systematic desensitization, aversive
therapy.

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Applications of Classical Conditioning in Everyday Life
Conditioned Drug Response
•Vomiting inducing drugs were repeatedly paired with the sound
of a tone; eventually the mere sound of that tone could produce
the same vomiting response. Consider the children who vomit at
the name of cough syrup, or who faint at the name of a clinic.
Smoking, Coffee, and Tea
•People who are addicted to caffeine and nicotine start feeling
relaxed and stimulated even before the intake.
Over Eating
•Most obese people start feeling hungry at the sight of a
restaurant or at the smell of food.

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ADVANTAGES DISADVANTAGES
Emphasizes learning from the
environment
Does not allow for free will in
individual
Supports nurture over nature Underestimates uniqueness of
human beings
Based on scientific, empirical
evidence
May lack validity
Complex behavior broken down
into smaller stimulus-response
units of behavior
Limiting in describing behavior in
terms of nature or nurture; likely
interaction of both
Improve or control undesirable
behaviors

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Short Quiz & Activity
What is the difference between Unconditioned
stimulus (UCS) and conditioned stimulus (CS)?
What can be some other advantages of classical
conditioning?
Enlist some examples from your life that which
behaviours you learned through classical
conditioning?

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Thank you