Classical conditioning – Eve teasing episodeClassical conditioning – Eve teasing episode

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LEARNINGLEARNING

LEARNINGLEARNING

In In PsychologyPsychology “learning” is defined as a relatively “learning” is defined as a relatively permanent change in, or acquisition of, knowledge or permanent change in, or acquisition of, knowledge or behaviour.behaviour.

For example, your friend teaches you how to play For example, your friend teaches you how to play tennis, but later you get a qualified instructor who tennis, but later you get a qualified instructor who modifies and improves your technique. modifies and improves your technique.

Stimulus Response

Ivan Pavlov (1849 – 1936)Ivan Pavlov (1849 – 1936)

CLASSICAL CONDITIONINGCLASSICAL CONDITIONING

In this simple experiment, Pavlov showed how a In this simple experiment, Pavlov showed how a reflex (reflex (salivation, a natural bodily responsesalivation, a natural bodily response) could ) could become conditioned (become conditioned (modifiedmodified) to an external ) to an external stimulus (stimulus (the bellthe bell) thereby creating a conditioned ) thereby creating a conditioned reflex/response.reflex/response.

Components Involved In Classical ConditioningComponents Involved In Classical Conditioning

The Unconditioned Stimulus (food)The Unconditioned Stimulus (food)

Conditioned Stimulus (bell)Conditioned Stimulus (bell)

Unconditioned Reflex (salivation)Unconditioned Reflex (salivation)

Conditioned Reflex (salivation in response to bell)Conditioned Reflex (salivation in response to bell)

Classical Conditioning ProcedureClassical Conditioning ProcedureClassical Conditioning ProcedureClassical Conditioning Procedure

Before ConditioningBefore Conditioning

Unconditioned Stimulus (UCS)Unconditioned Stimulus (UCS)

||Incapable of producing

conditioned response (CR)

Incapable of producing

conditioned response (CR)

During ConditioningDuring Conditioning

Conditioned Stimulus (CS)Conditioned Stimulus (CS)

Unconditioned Stimulus (UCS)Unconditioned Stimulus (UCS)

Unconditioned

Response (UCR)

Unconditioned

Response (UCR)

After ConditioningAfter Conditioning

Conditioned Stimulus (CS)Conditioned Stimulus (CS)

ConditionedResponse (CR)

ConditionedResponse (CR)

Using Classical Conditioning to Develop Classroom ProcedureUsing Classical Conditioning to Develop Classroom ProcedureUsing Classical Conditioning to Develop Classroom ProcedureUsing Classical Conditioning to Develop Classroom Procedure

Before ConditioningBefore Conditioning

Morning Bell (UCS)Morning Bell (UCS)

Start ClassIncapable of

producing (CR)

Start ClassIncapable of

producing (CR)

During ConditioningDuring Conditioning

Morning Bell Conditioned Stimulus (CS)

Morning Bell Conditioned Stimulus (CS)

Start Class Unconditioned Stimulus (UCS)

Start Class Unconditioned Stimulus (UCS)

Students sit down, look at teacher and

listen for directions

(UCR)

Students sit down, look at teacher and

listen for directions

(UCR)

After ConditioningAfter Conditioning

Morning Bell Conditioned Stimulus (CS)

Morning Bell Conditioned Stimulus (CS)

Start ClassConditioned

Response (CR)

Start ClassConditioned

Response (CR)

Using classical conditioning, we have the ability to:Using classical conditioning, we have the ability to:

Affect students likes/dislikesAffect students likes/dislikes

Influence our student’s attitudesInfluence our student’s attitudes

Develop a respect for authorityDevelop a respect for authority

Affecting Students Likes/DislikesAffecting Students Likes/Dislikes

Classical Conditioning Theory indicates that Classical Conditioning Theory indicates that

people develop a taste for pleasant experiences and people develop a taste for pleasant experiences and

aversions to experiences they find unpleasantaversions to experiences they find unpleasant

Therefore, we must intentionally provide learning Therefore, we must intentionally provide learning experiences for which the experiences for which the studentsstudents find pleasant if we want find pleasant if we want

students to enjoy learning.students to enjoy learning.

Therefore, we must intentionally provide learning Therefore, we must intentionally provide learning experiences for which the experiences for which the studentsstudents find pleasant if we want find pleasant if we want

students to enjoy learning.students to enjoy learning.

Influencing students’ attitudes toward learningInfluencing students’ attitudes toward learning

Classical Conditioning Theory suggests that students Classical Conditioning Theory suggests that students

will develop a positive attitude toward learning simply will develop a positive attitude toward learning simply

by presenting content along with words and images that by presenting content along with words and images that

evoke positive feelings such as “excellent”, evoke positive feelings such as “excellent”,

“awesome,” and “good work.”“awesome,” and “good work.”

Therefore, we must intentionally incorporate Therefore, we must intentionally incorporate words and images in our classrooms that evoke words and images in our classrooms that evoke

positive feelings for positive feelings for students.students.

Therefore, we must intentionally incorporate Therefore, we must intentionally incorporate words and images in our classrooms that evoke words and images in our classrooms that evoke

positive feelings for positive feelings for students.students.

Classical Conditioning Theory

For example, the school, classroom, teacher, or subject matter are initially neutral stimuli that gain attention.

Activities at school or in the classroom automatically elicit emotional responses and these activities are associated with the neutral or orienting stimulus

After repeated presentations, the previously neutral stimulus will elicit the emotional response

Classical Conditioning Theory

Example:

Child is harassed at school

Child feels bad when harassed

Child associates being harassed and school

Child begins to feel bad when she thinks of school

In order to extinguish the associated of feeling bad and thinking of school, the connection between school and being harassed must be broken.

CHARACTERSCHARACTERS

A GirlA Girl

2 drunken boys2 drunken boys

SecuritySecurity

WardenWarden

From the case classify, Conditioned stimuli, From the case classify, Conditioned stimuli, unconditioned stimuli, conditioned response and unconditioned stimuli, conditioned response and

unconditioned response unconditioned response

QuestionsQuestions

What is the learning that would have taken place What is the learning that would have taken place for the girl student, the security guard and the for the girl student, the security guard and the

drunken boys?drunken boys?

What are its short-term and long-term What are its short-term and long-term implicationsimplications

If some of the unconditioned responses now established If some of the unconditioned responses now established are ‘Negative’ and if they have to be converted into are ‘Negative’ and if they have to be converted into

‘Positive’ oriented unconditioned responses, what type of ‘Positive’ oriented unconditioned responses, what type of pairing of stimuli would you recommend?pairing of stimuli would you recommend?

What’s your Opinion ?What’s your Opinion ?