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Second Order Conditioning

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Extinction means that a response elicited by an UCS will not continually work up to infinity. For extinction to occur it is not even necessary for the UCS to stop occurring, only that it stops occurring at the right time relationship (Hill, 1981, p.65). Extinction can be produced by extending the time interval between the CS and the UCS that would allow conditioning. Conditioning is more durable than extinction this is suggested by the phenomenon of spontaneous recovery(paraphrase). The occurrence of spontaneous recovery means that extinction is forgotten more rapidly than the original conditioning (Hill, 1981, p.65) and the subject is once more able to elicit a response. If one were to continue to extinguish the response, without periodically …show more content…

Pavlov realised that he could further extend this process and go for third order conditioning but he figured it would be difficult to obtain the desired outcome. In one experiment a dog was conditioned to salivate to a bell and once this was established he paired the bell alone with a black box (neutral stimulus) and after a number of trials, the black square alone produced salivation (Crain, 1992, …show more content…

Here the teacher wanted to introduce a red flag as a neutral stimulus. After she was sure that she had solidly conditioned the learners to the CS she the does the process of conditioning by making the clapping of hands as a UCS and raising the flag as a CS. She first raises the flag and the learners do not respond she then claps her hands and the children responds after a number of attempts the learners now elicit a response to the red flag alone that would then be referred to as second order conditioning. In conclusion I am going to make a few observations regarding the theory of classical conditioning. In order for conditioning to occur the UCS must follow the CS. It has been found that any stimulus can be used for conditioning but in order for the stimulus to be effective it has to be more noticeable to the subject that it will be conditioned upon ( i.e. physical stimuli, sound stimuli etc.). Furthermore the two stimuli being the CS and UCS have to be presented in close succession meaning that the UCS must be presented immediately after the CS is presented so that the process is

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Chapter 6 Question E In classical conditioning, whether we are human beings or animals, our first learning is acquisition. Classical conditioning happens upon the appearance of 2 stimuli put together, this occurs effortlessly and unconsciously. Acquisition is the link of the unconditional stimulus and a conditioned stimulus. US, stimulus that produces a reply without previous knowledge.

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You see twenty dollar's fall out of a person's pocket, are you going to keep it for yourself or give it back to the unknowing person? The decision is your to make...not quite. In Lauren Slater's book, Opening Skinner’s Box, Slater studies B.F Skinner's experiments on reactions. In Slater's own research she meets Jerome Kagan who believes free will exist and even jumps under his desk to prove it. However, I disagree with Kagan's claim that by diving under his desk he is proving he has free will because he overlooks the fact that he was trained by his society to do so, people react based off operant conditioning and finally, determinism.

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1.Classical conditioning is a learning process first discovered by the Russian physiologist Ivan Petrovich Pavlov in the early 1900s. The theory of Classical Conditioning deals with the learning process leading us to gain a new behavior via the process of association. Internal mental thoughts and brain mechanisms play a huge role in associative learning. Classical Conditioning works by pairing involuntary response with stimulus. After which, unconditioned response becomes conditioned response.

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05.06 Discussion-Based Assessment The first thing we discussed was classical conditioning. It sort of all started after Pavlov’s experiment with the dogs. John B. Watson, a psychologist, began his testing on emotional conditioning. John’s theory was that people are not born with a fear of objects.

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Fetishism and paraphilia can be defined as a longstanding and persistent sexual interest that describes a powerful eroticization of a part of another person’s body (feet, hair, breasts), non-living objects (shoes, clothing, objects), (Kafka, 2010) or activities and experiences (sadism, masochism, voyeurism, and pedophilia) (Friedman & Downey, 2000). Many individuals view their fetishes to be a healthy expression of sexuality; however, it is considered a paraphilia disorder if it produces significant psychological distress or impairment of functioning (Dawson, Bannerman, & Lalumière, 2016). For the purpose of this paper, fetishism and paraphilia are defined as one in the same. Many fetishes are accepted by society such as seductive clothes,

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Nevertheless, Pavlov 's theory of classical conditioning is somehow extreme, as it reduces

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My coach for soccer has taught me how to play soccer from a young age and in order for my coach to be able to coach me successfully the coach would need a ball and soccer training methods. My version of playing soccer was just passing a ball and the soccer ball was the object I made an association with and when I was starting to take soccer seriously it meant I would need a coach and I did not know how a coach was and how it would enable me to be able to play soccer and it classical conditioning terms it would be called unconditioned association. The unconditioned stimuli (UCS), which is the coach, is going to enable me to emit a response which is to be able to play soccer and the behaviour I emit is known as the unconditioned response (UCR) because the coach has not yet taught me how to play soccer. When the coach starts coaching me to become a good soccer player, the coach moves from being the unconditioned stimulus (UCS) to the neutral stimulus (NS), the coach becomes the conditioned stimulus (CS) because she has been training me on a regular basis which results in my unconditioned response (UCR) becoming the conditioned response (CR) which is to play soccer the proper way by; passing, dribbling, defending and shooting.

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Chapter three deals with procedures based in the principles of “respondent conditioning”, also known as Classical or Pavlovian conditioning. Classical conditioning is different than “operant conditioning”, in which a behavior is modified through its consequences, known as a reinforcer or punisher. These behaviors are called operant behaviors or voluntary. However, this chapter focuses on “respondent behavior”.

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His work mainly revolves around social learning theory. He also acknowledges with behaviourist learning theories of "classical conditioning" and "operant conditioning." He further accumulates 2 concepts: 1) " Mediating process happens between stimuli and responses." 2)

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Conclusion Operant conditioning is a theory which was developed by an American psychologist named B.F. Skinner. This theory has been known as a learning process. It applies to four different methods, that consists of positive reinforcement, negative reinforcement, positive punishment and negative punishment. In this case positive is seen as something being added and negative as something being taken away.

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The major key findings that were discovered in this study include the idea that it is possible that after being conditioned to react to a certain stimulus, the subject could possibly begin to generalize different objects that may cause the subject to react the same way towards the generalized stimuli as the subject did to the original stimulus. Another finding is that classical conditioning is something that could potentially have a long lasting effect on someone, especially if the subject formed a generalization to the original stimulus. The researchers felt that because of the lack of experimental evidence provided about the subject before this experiment prompted them to research it

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Watson proposed that the process of classical conditioning (based on Pavlov’s observations) was able to explain all aspects of human psychology. The theory of classical conditioning involves learning a new behavior through a process of association. Meaning that two stimuli are linked together to create a newly learned response. There are three stages of classical conditioning, before conditioning, during conditioning and after conditioning (Mc Leod, 2014). Watson’s theory also involved the conditioning of emotions.

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Link to reality: Both Skinner’s theory of operant conditioning and Pavlov’s theory of classical conditioning can be used every day in an ECCE setting. Today many school systems and childhood authorities follow Skinner’s and Pavlov’s theory by using the approach of positive reinforcement. This encourages good behaviour in the child making the behaviour more likely to be repeated again as they are rewarded and praised for their efforts in reading, writing and general learning. It is important that children’s efforts in a learning setting are rewarded as this will encourage the child to perform to the best of their ability.

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Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response. 2. Operant conditioning Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that

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INTRODUCTION Have you ever thought on how people explain about behaviour? How do we know when learning process has occurred? Learning is permanent change that happened in the way of your behaviour acts, arises from experience one’s had gone through. This kind of learning and experience are beneficial for us to adapt with new environment or surrounding (Surbhi, 2018). The most simple form of learning is conditioning which is divided into two categories which are operant conditioning and classical conditioning.

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