1. CLASSIC CONDITIONING
By: Kahla M
TSL 4080
April 21st 2013

2. CLASSIC CONDITIONING
SUMMARY & KEY POINTS
• Classical conditioning refers to the natural reflex that occurs in response to a
stimuli.
• It was first described by Ivan Pavlov in 1903.
• Pavlov stumbled upon the discovery while doing digestive research on dogs
he soon would come to label psychic reflexes.
• Pavlov used conditioning to teach dogs to salivate when he rang a bell.
• Years after Pavlov’s death a man by the name of John B. Watson used the
same concept with infants instead of dogs.

3. CLASSIC
CONDITIONING
MODEL
• This is a model of the classic
conditioning theory in work.
• This model shows how the dog
reacts to food & bell before, during
and after conditioning.
• As you can see before the
conditioning the dog only salivates
when there is food and no response
to the bell.
• During the conditioning the dog
salivates when both are being used
together
• After the conditioning the dog
salivates when he hears the bell
even if food is not present.

4. KEY PEOPLE
Ivan Pavlov John B. Watson
• Coined the term “psychic
reflexes” and stumbled • In later years he took the
across the phenomenon notes from Ivan Pavlov’s
now known as classic Experiment and concept
conditioning. and tried it on infants.

5. KEYWORDS
• Stimulus- response: a reaction to something that incites a action, feeling, or
thought.
• Psychic reflexes: the phrase that Pavlov coined to describe what he was
encountering in his studies.
• Unconditioned stimulus: a response elicited by a stimuli without the
intervention of another process.
• Conditioned response: a response that becomes associated with a previous
stimuli as a result of pairing the two together.
• Respondent conditioning: a process in which a stimulus that had no prior
meaning comes to evoke a specific response from the subject.

6. TEACHER IMPLICATIONS
• The teach is the one that has to really come up with, plan, and follow
through on this kind of conditioning.
• The teacher has to be prepared with the discipline that comes with the
conditioning as well as the rewards.
• Teachers set up the guidelines.

7. STUDENT IMPLICATIONS
• The students do not have to do much for this kind of conditioning it mostly is
developed by the teacher.
• The students have the choice to make good or bad decisions which affects
there conditioning in the long run.

8. MY CLASSROOM
• I would use this in my classroom simply because as young children one of the
ways we learn is through manipulation. As bad as it may seem, if you think
about it you will realize this is true.
• At the start of the semester in each class I would tell the students that if there
behavior was appropriate I would give them a treat at the end of class.
• I would most likely use some kind of treat that had a specifically strong scent
to it like fresh baked cookies. If the child was good they could have a cookie
but if not they had to do something else like the next day they had an extra
assignment plus no cookie.
• A few weeks into class they would be conditioned to be good in class and I
would not need the cookies anymore except for on special occasions but
there would still be a reward system of some kind.

9. WORKS CITED PAGE
• "Classical Conditioning (Pavlov)." Learning Theories RSS. Behaviorist Theories,
2013. Web. 04 Apr. 2013. http://www.learning-theories.com/classical-
conditioning-pavlov.html
• "Ivan Petrovich Pavlov." 2013. The Biography Channel website. Apr 04 2013,
02:34 http://www.biography.com/people/ivan-petrovich-pavlov-9435332
• "John B. Watson." 2013. The Biography Channel website. Apr 04 2013,
02:44http://www.biography.com/people/john-b-watson-37049.
• Pavlov's Classic Conditioning. 2011. Photograph. Blog.lib.umn.edu. Gutz0030,
9 Oct. 2011. Web. 4 Apr. 2013.
http://blog.lib.umn.edu/meriw007/psy_1001/2011/10/pavlovs-conditioned-
reflex.php
• Shelly, Gary B., Glenda A. Gunter, and Randolph E. Gunter. Teachers
Discovering Computers: Integrating Technology in a Connected World.
Boston, MA: Course Technology Cengage Learning, 2012. Print.