Classical Conditioning Paper

Classical Conditioning Over the last 100 years classical conditioning evolved from a simple transfer of one stimuli to another to more complex studies of conditioning. Researchers still use classical conditioning today as a method used to study associative learning (Terry, 2009). Classical conditioning has several levels: Behaviorally - is learning of a new response, cognitively - is to gain knowledge between the stimuli’s relationships, and neutrally - is the synaptic changes that motivate training. Four basic phenomena of conditioning are acquisition, extinction, generalization, and discrimination. Classical conditioning is important to the learning process that will come to light in this paper.
Concept of Classical Conditioning/Factors
affecting Classical Conditioning
Classical conditioning was first studied by Russian physiologist Ivan Pavlov. Classical conditioning is the “basic learning process that involves repeatedly pairing a neutral stimulus with a response-producing stimulus until the same response is elicited from the neutral stimulus” (Hockenbury & Hockenbury, 2006, p. 192). Classical conditioning is a four-step learning procedure involving reflexes: 1. Unconditioned Stimulus (US) - a stimulus that evokes an unconditioned response without any prior conditioning (no learning needed for the response to occur). 2. Unconditioned Response (UR) - an unlearned reaction/response to an unconditioned stimulus that occurs without prior conditioning. 3. Conditioned Stimulus (CS) - a previously neutral stimulus that has, through conditioning, acquired the capacity to evoke a conditioned response. 4. Conditioned Response (CR) - a learned reaction to a conditioned stimulus that occurs because of prior conditioning (1998-2011). Classical conditioning was portrayed by stereotypes as a simple form of reflex learning, which is untrue because classical conditioning learning is a flexible and adaptive form of associative learning. “The learning that occurs in classical conditioning can be validly described in several levels: behaviorally, learning of a new response; cognitively, as the acquisition of knowledge about the relationships between stimulus; or neutrally, as the pattern of synaptic changes that underlie conditioning” (Terry, 2009).
Pavlov spent three decades study classical conditioning, and during that time he discovered many factors that could affect the strength of the conditioned response. One factor discovered was the more frequently the conditioned stimulus were paired, the association between the two became stronger. Another factor that affected the strength of the conditioned response was the timing, of stimulus presentations he believed that conditioned was most effective when the conditioned stimulus was presented immediately before the unconditioned stimulus. Later, Pavlov along with other researchers found that the “optimal time interval varies in different conditioning situations” (Hockenbury & Hockenbury, 2006, p. 194), but it is rarely more than a few seconds.
Four Basic Phenomena of Classical Conditioning The four basic phenomena of conditioning are acquisition, extinction, generalization, and discrimination.
These phenomena help explain how conditioning occurs and how the classical conditioning works. The results of conditioned stimulus (CS) – unconditioned stimulus (US) trials are the conditional response development considered to be acquisition. For other reasons the conditioned response may occur with controlled procedures. In conditioning groups controlled procedures are used as a way to build a baseline in the experiment. During experiments the CS and US are stimulated in different ways, sometimes they are randomly controlled using separate programs at different times giving different responses. The extinction of a response is the decrease or disappearance altogether of already conditioned CS alone and without the US. This causes an extinction of the conditioning. Several psychologists have thought extinction to be the opposite of acquisition. Extinction does not eradicate CS-US connection only restrains it. This is seen when the conditioning returns after the believed extinction takes place. Example of this would be an experiment takes the fear of a dog away from a child. After the child shows no fear of the dog for several weeks and is taken away from the dog and reintroduced several weeks later and the fear returns. The child would need to go back through the therapy of removing the fear
again. Generalization of conditioning occurs when CS in comparable reverberation and pitches extract a controlled response. The controlled response is found when generalization is assessed presenting a test of CS without the use of US to see how large the response occurs in them (Terry, 2009). Generalization arises among objects of similar shapes and colors. For example if a CS is the color blue and is associated with the sky, the subject of the experiment will always associate the word sky with the color blue. Discrimination is the fourth phenomena of conditioning. Discrimination occurs when the stimuli in an environment are not all paired with unconditioned stimuli. Discrimination is said to be the opposite of generalization. It opposes the inclination to generalize and unequivocally distinguishes among CSs.

Role of Awareness in Classical Conditioning The role of awareness in classical conditioning has been an issue of debate in which, some theorists may argue that, the subject’s awareness violates his or her existence, or the subject’s awareness is consequently attributed to the subject’s demands (Shimp, 1991). Behaviorism rejecting mentalist construct argue that, subject’s awareness cannot be accommodated by the classical conditioning theory, and conditioning occurs without awareness (Shimp, 1991). On the other hand, Neo-Pavlovians argue that, awareness is a necessary conditioning, and survival and goal achievement requires the awareness of the relationship between information and environmental events (Shimp, 1991). For example, humans are fully aware that smoke precedes fire, or that the presence of certain animal tracks indicate either food or danger. Classical conditioning can develop several levels of awareness in the subject like contingency awareness (subject knows a positive feedback will follow the conditioned stimulus), demand bias (subjects alter responses according to expectations of the experimenter), and demand awareness (subject infers the kind of response the experimenter expects) (Shimp, 1991). According to Terry (2009), awareness plays a significant role in how a participant responds to a conditions stimulus and unconditioned stimulus in that, participants can often explain his or her experience with the conditioned stimulus and unconditioned stimulus allowing him or her to respond in a certain way. In other instances, by using deterrents like a second stimulus, the participant’s awareness is removed and his or her awareness becomes unconscious, thus causing the participant to respond differently (Terry, 2009). In other words, the role of awareness in classical conditioning determines how a participant will respond to a conditioned stimulus and unconditioned stimulus, either consciously or unconsciously responding to a stimulus and unconditioned stimulus performing different responses in either case.
Application of Classical Conditioning
Ivan Pavlov a Russian physiologist discovered classical conditioning. Classical conditioning is a learning process that occurs between an environmental stimulus and a naturally occurring stimulus. Several theories provide information on what is learned in classical conditioning, and the most common theory is the stimulus-response theory (S-R). In theory the conditioned stimulus (CS) becomes associated with the unconditioned response (UR) (Terry, 2009). The CS either is elicit or a portion of it to the UR. In the classroom teachers use a method of flashcards; the child observes the word and pronounces the word, and in the future when a child sees the word the child will be able to pronounce the word, the stronger the connection between the stimulus and response the more effective learning (Coker, 2011).
The second theory is the stimulus –stimulus theory, which learning is the formation of memory representations of the CS and the US. The conditioning further involves the formation of an association between the two representations (Terry, 2009). An example would be to acquire an association between a seatbelt to a car. The stimulus may be conditioned or unconditioned, but either way there is an association that occurs. Second order conditioning is once the CR has been established the CS produces a response to the US. The response can serve to strengthen responses to the original stimuli.
The third theory is the preparatory theory, which is based on operant conditionings and introduced by the behaviorist B.F. Skinner. Operant (instrumental) conditioning is the method of learning that occurs through rewards or punishment for behavior. An example of operant conditioning is a teacher rewarding or punishing a preschool student for behavior. Those children that received green smiling faces for the week were rewarded by going to the treasure chest. The privilege can be quickly taken away if the child exhibits unacceptable behavior. Each three theories emphasize a different pair of elements. Although each is superior, none of these theories appears to be sufficient for all situations (Terry, 2009).

Conclusion Classical conditioning is a basic form of learning often known as associative learning. Classical conditioning is the process by which a subject learns a new association between two paired stimuli. Russian physiologist Ivan Pavlov conducted experiments discovering classical conditioning. His experiments led to the “conclusion that classical conditioning is today founded on: namely, that any neutral stimulus (subject) can perceive and can be used to produce any response by the subject to a stimulus with a reflexive response” (2011). Awareness plays a significant role in classical conditioning in that, participants can often explain his or her experience with a CS and US, allowing him or her to respond in a certain way. Today the concept of classical conditioning is considered a fundamental part of behavioral school of psychology. Research continues to provide the psychological community with information on how classical conditioning influences learning process.

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