Classical

Conditioning
PAPER NAME: INTRODUCTION TO PSYCHOLOGY
(BSMSCP 102)

Presented by:
RITIKA GEHLOT (106374)
SHRISTI PRIYA CHALIHA
(106372)
SNEHA JAIN (107054)
 Overview
Learning
Behaviorism
Ivan Pavlov
Classical Conditioning
J.B Watson
Contingency model
Garcia’s theory
 Learning
Acquiring relatively permanent change in behavior (or behavior
potentiality), resulting from experience.

Characteristics of learning

Results from both direct experiences The changes produced by learning

and vicarious experiences. can be either positive or negative
 Types of Learning

Classical Conditioning Operant Conditioning

Learning by associating a neutral Learning based on the
stimulus with a meaningful stimulus, consequences of behavior
eliciting a similar response. (reinforcement or punishment)
 Cognitive learning Observational learning
Learning that involves mental
Includes modeling and vicarious
processes like attention, memory,
learning.
and thinking.
The birth of Behaviorism
Life of Ivan Pavlov
Born: September 14, 1849, in Ryazan, Russia.
Early Life: Son of a village priest; originally studied for
the priesthood but shifted to science after reading
Darwin’s work.
Education: Attended the University of St. Petersburg
to study natural sciences
Research: Known for his work on the digestive system
and discovering conditioned reflexes in dogs, leading
to the theory of classical conditioning.
Nobel Prize: Awarded the Nobel Prize in Physiology or
Medicine in 1904 for his research on the digestive
system.
Death: Passed away on February 27, 1936, continuing
his scientific inquiries until his final days.
Pavlov’s Accidental Discovery of Classical Conditioning
Pavlov was studying digestive
processes in dogs, specifically
salivation in response to food.
He observed dogs salivating
before food was presented.
Janitor who used to bring food to
dogs had bunch of keys in his
pocket, that used to jingle.
Dogs learned to expect food with
the sound of keys.
Earlier, Pavlov considered it a
disturbance in his experiment.
 Classical Conditioning
A learning process where a Unconditioned Conditioned
neutral stimulus (NS) is paired
with an unconditioned
stimulus (UCS) to produce a Nature Automatic Learned
conditioned response (CR)
similar to the unconditioned
Stimulus and Result of
response (UCR). Reflex
response training

A dog salivating
Example An eye blink at the sound of a
bell
 Principles of Classical Conditioning
ACQUISITION STIMULUS GENERALIZATION

Conditioned stimulus (CS) gradually Tendency to respond to a stimulus

acquires the ability to elicit that is only similar to original
Conditioned response (CR) due to Conditioned stimulus (CS), with the
repeated pairings with the Conditioned response (CR).
Unconditioned stimulus (UCS).
STIMULUS DISCRIMINATION EXTINCTION

Tendency to stop making a Gradual decline or disappearance of a

generalized response to a stimulus learned response (CR) following the
similar to original conditioned removal or absence of the
stimulus (CS). Unconditioned stimulus (UCS).
 SPONTANEOUS RECOVERY RECONDITIONING

Reappearance of a weakened After extinction, if the condition

conditioned response (CR) after a stimulus (CS) and the unconditioned
pause following extinction. stimulus (UCS) are paired again, the
conditioned response will return
quickly.
 Determinants of Conditioning

Delay Conditioning

Forward Conditioning Trace Conditioning

Simultaneous
Conditioning

Backward Conditioning
>>>Strongest to Weakest Conditioning>>>
The conditioned stimulus (CS) precedes and
overlaps with the unconditioned stimuli (UCS),
allowing the CS to predict the UCS.

The conditioned stimulus (CS) precedes the

unconditioned (UCS) but does not overlap.

The conditioned stimulus (CS) and the unconditioned

stimulus (UCS) begin and end at the same time.

The unconditioned stimulus (CS) precedes the

conditioned stimulus (UCS).
 INTENSITY TIMING FAMILIARITY

A loud thunderclap If a dog is given a treat A person is less likely to

(intense sound) is immediately after a develop a fear response
more likely to make clicker sound, it will to a commonly seen
someone jump than a learn to associate the house cat than to an
distant rumble. clicker with treats unfamiliar large wild
more quickly than if animal.
there's a delay.
 OVERSHADOWING BLOCKING

If a bright light and a mild scent are If a person has already learned to
associate a loud horn with an
both presented before feeding
oncoming train, adding a flashing
a dog, the dog may only respond to light at the same time doesn’t
the bright light because its intensity lead to associating the light with
overshadows the weaker scent. the train, since the horn already
signals the train’s arrival.
 Applications of classical conditioning

Counterconditioning
Aversion Therapy

Pairing an unwanted behavior with an Replacing an unwanted response with

aversive stimulus to reduce its frequency. a desired one by pairing the stimulus
with a more positive response.

Systematic Desensitization

A person is gradually exposed to their fear

while practicing relaxation techniques, reducing
the fear response over time.
 JOHN B. WATSON
Watson was deeply impressed by Ivan Pavlov’s
work on classical conditioning and aimed to apply
these principles to human behavior.
He believed that all human behavior is learned,
echoing John Locke’s concept of "tabula rasa."
Watson established the school of behaviorism
Watson boldly claimed, “Give me a dozen
healthy infants, and I’ll train them to become
anything—doctor, lawyer, beggar—
regardless of their background.” Fortunately,
no one took him up on this offer.
He got very famous for conducting one of the
most unethical practices, “The little Albert
experiment.”
The Little Albert Experiment (1920)
Conducted by John B. Watson and his
assistant Rosalie Rayner.
To demonstrate that emotional
responses, such as fear, can be
conditioned in humans.
The Subject was a 9-month-old
infant, referred to as Little Albert
(real name: Douglas Merritte)
Albert developed a fear of the rat
(conditioned stimulus), which
generalized to other similar stimuli
(e.g., a rabbit, a fur coat).
 ETHICAL CONCERNS

Little Albert’s mother, a nurse at the hospital, may have

been pressured into allowing the experiment.

Little Albert was reported to have a pre-existing condition,

possibly epilepsy.

Watson never de-conditioned the child. It was later found

out that douglas died at the age of 6 acquired hydrocephalus.

After the experiment and a scandal involving his personal

life, Watson was dismissed from Johns Hopkins University.
Contingency theory of Conditioning
Given by Robert Rescorla in 1968.

Rescorla, agreed with Pavlov that for learning to take place

Conditioned stimulus (CS) had to be a good predictor of
Unconditioned stimulus (UCS)

Generally, Contingent means “Conditional”

So, Unconditioned stimulus (UCS) is conditional

on the Conditioned stimulus (CS)
Positive Contingency

CS reliably predicts the occurrence of the UCS (strong conditioning)

It leads to excitatory conditioning (the organism learns to produce a

Conditioned Response (CR) in anticipation of the UCS)

It is usually seen in Trace Conditioning

Negative Contingency

The CS reliably predicts the absence of the UCS, leading to a

suppression or inhibition of the conditioned response, leading to
Inhibitory Conditioning.

In the beloe example, it is a good predictor that meat will not be

served next, established with the series of trials.
Zero Contingency

Both Positive and Negative Contingency follow a series of patterns,

but in Zero contingency, there is no consistent order.

Bad predictor of UCS, and no conditioning happens.

 Challenged the traditional principles of classical conditioning
established by Pavlov, especially Temporal Contiguity.

In the experiment, 4 groups of rats were exposed to following conditions:

Group 1: Taste + Radiation
Group 2: Taste + Shock
Group 3: Shock + Taste
Group 4: Radiation Only
 Taste Aversion

Strong and often lasting avoidance of a taste or flavor that

has been associated with illness or discomfort.

Biological Preparedness

The concept that certain associations are more readily formed

due to evolutionary and biological predispositions.
 REFERENCES
Baron, A. R. (2022). Psychology (10th ed.). Pearson.

Schultz, D. P., & Schultz, S. E. (2016). Theories of personality (10th ed.). Cengage
Learning.

Garcia, J., & Koelling, R. A. (1966). Conditioned aversion to saccharin resulting

from exposure to gamma radiation. Science, 164(3880), 1347-1348.
https://doi.org/10.1126/science.164.3880.1347

Rescorla, R. A. (1968). Probability of shock in the presence and absence of CS in

fear conditioning. Journal of Comparative and Physiological Psychology, 66(1),
1-5. https://doi.org/10.1037/h0025828
GUESS THE TAGLINES

1
2
3
THANK
OU
Y !