What is classical conditioning?
Dictionary – a learning process that occurs when two stimuli are repeatedly paired: a response which is at first elicited by the second stimulus is eventually elicited by the first stimulus alone.
John Watson proposed that the process of classical conditioning (based on Pavlov’s observations) was able to explain all aspects of human psychology. Everything from speech to emotional responses were simply patterns of stimulus and response. Watson denied completely the existence of the mind or consciousness.
Watson believed that all individual differences in behaviour were due to different experiences of learning. He famously said:
“Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and the race of his ancestors” (Watson, 1924, p. 104).
Here is an example of real life classical conditioning
Classical Conditioning Examples
Classical conditioning theory involves learning a new behaviour via the process of association. In simple terms two stimuli are linked together to produce a new learned response in a person or animal. There are three stages of classical conditioning. At each stage the stimuli and responses are given special scientific terms:
Stage 1: Before Conditioning:
In this stage, the unconditioned stimulus (UCS) produces an unconditioned response (UCR) in an organism. In basic terms, this means that a stimulus in the environment has produced a behaviour / response which is unlearned (i.e. unconditioned) and therefore is a natural response which has not been taught. In this respect no new behaviour has been learned yet.
This stage also involves another stimulus which has no effect on a person and is called the neutral stimulus (NS). The NS could be a person, object, place, etc. The neutral stimulus in classical conditioning does not produce a response until it is paired with the unconditioned stimulus.
Stage 2: During Conditioning:
During this stage a stimulus which produces no response (i.e. neutral) is associated with the unconditioned stimulus at which point it now becomes known as the conditioned stimulus (CS).
For example a stomach virus (UCS) might be associated with eating a certain food such as chocolate (CS). Also perfume (UCS) might be associated with a specific person (CS).
Often during this stage the UCS must be associated with the CS on a number of occasions, or trials, for learning to take place. However, one trail learning can happen on certain occasions when it is not necessary for an association to be strengthened over time (such as being sick after food poisoning or drinking too much alcohol).
Stage 3: After Conditioning:
Now the conditioned stimulus (CS) has been associated with the unconditioned stimulus (UCS) to create a new conditioned response (CR).
For example a person (CS) who has been associated with nice perfume (UCS) is now found attractive (CR). Also chocolate (CS) which was eaten before a person was sick with a virus (UCS) is now produces a response of nausea (CR).
Classical conditioning case study
Example – Little Albert Experiment (Phobias)
Ivan Pavlov showed that classical conditioning applied to animals. Did it also apply to humans? In a famous (though ethically dubious) experiment, Watson and Rayner (1920) showed that it did.
Little Albert was a 9-month-old infant who was tested on his reactions to various stimuli. He was shown a white rat, a rabbit, a monkey and various masks. Albert described as “on the whole stolid and unemotional” showed no fear of any of these stimuli. However, what did startle him and cause him to be afraid was if a hammer was struck against a steel bar behind his head. The sudden loud noise would cause “little Albert to burst into tears.
When Little Albert was just over 11 months old the white rat was presented and seconds later the hammer was struck against the steel bar. This was done 7 times over the next 7 weeks and each time Little Albert burst into tears. By now little Albert only had to see the rat and he immediately showed every sign of fear. He would cry (whether or not the hammer was hit against the steel bar) and he would attempt to crawl away.
In addition, the Watson and Rayner found that Albert developed phobias of objects which shared characteristics with the rat; including the family dog, a fur coat, some cotton wool and a Father Christmas mask! This process is know as generalization.
Watson and Rayner had shown that classical conditioning could be used to create a phobia. A phobia is an irrational fear, i.e. a fear that is out of proportion to the danger. Over the next few weeks and months Little Albert was observed and 10 days after conditioning his fear of the rat was much less marked. This dying out of a learned response is called extinction. However, even after a full month it was still evident, and the association could be renewed by repeating the original procedure a few times.
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