Classical Conditioning Definition

There are two learning processes that are used, classical condition and operant conditioning. One learning process used is classical conditioning. Classical conditioning is a learning process in which a neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response. I found two TV commercials that are excellent examples for classical conditioning. The first commercial I found is an Old Spice commercial. The ad starts off with an attractive man in a bathroom telling women to compare the men in their lives to him, stating that if men would stop using girl body wash they could be like him. The ad then moves to a boat where the man in the commercial offers the women in the audience two tickets to something they would enjoy and diamonds and then states that anything is possible if men used Old Spice as a body wash to smell like a man, not a lady. The second commercial I chose is a Nike advertisement. Throughout the advertisement there are young, attractive, fit, and famous people working hard to succeed.

While learning to drive a car, I have experienced the elements of classical conditioning. Conditioned stimulus was a car that rapidly stopped in front of me.

The example used in this paper goes back to when I was around seven or eight years old, and I ate some spoiled broccoli and cheese soup. I ended up getting food poisoning from the bad bacteria in the soup, and I was sick for two days. Ever since then, broccoli and cheese soup has made me feel nauseous.

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Classical conditioning effects everyday life especially in relation to phobias and addiction which will be discussed in this essay. Classical conditioning was founded by Ivan Pavlov. He believed that if a behaviour can be learned, it can also be unlearned too. This essay will highlight the importance of conditioning principles in explaining and treating problem behaviours. Classical conditioning has revolutionised behavioural therapies, such as flooding and systematic desensitisation to treat phobias, and aversion therapies to treat addictive behaviour.

1. Which of the following best describes how classical conditioning might be used to treat a fear of heights?

Explain the initial pairing of the banging bar and the rat in terms of learning through classical conditioning.

First of all, I would like to begin by describing my experience of learning to fear roller coasters, with regards to classical conditioning. To give some context to the situation, I was a brave girl wanting to tame a structure much larger than herself because I had the belief that I was invincible. I strongly believe that my fear of roller coasters can be explained using Pavlov’s “classical conditioning.” Classical conditioning is the type of learning that occurs via making associations. In other words, classical conditioning is a type of learning by which a natural stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response (Feist, 2008, p.449).

I am scared of dogs, cats, rats, hamsters, pretty much any animal that moves. Now I was not born with this phobia, I learned it through classical conditioning. Classical conditioning is when one thing leads to another. So for instance, you probably heard of the joke of dripping water (unconditioned stimuli) makes you want to pee (unconditioned response). Well your brain made a connection that whenever it hears dripping water (conditioned stimuli); your bladder muscle is relaxed (conditioned response). So every time you have to pee, hearing dripping water makes your bladder want to release the tension automatically. Now unlike other type of learning, classical conditioning is automatic and it generalizes to many things meaning it is hard to

Consider you decided to join the military. You depart for Marine Corps Recruit Depot (MCRD) Parris Island. You get off the bus and there is screaming and yelling and chaos is unleashed. Two weeks in you begin basic martial arts training. You don protective, given a pugil stick, and instructed to go through a tunnel and go head to head with another recruit. You move through the tunnel and, without warning, you are knocked to the ground. Your initial response is to place the stick between your body and the opponent and attempt to flee the situation. This is a natural response to the stimulus, someone trying to knock you out. The situation is simple, no training, little instructions, hurt them before they hurt you.

In classical conditioning, a physical event (stimulus) that initially does not evoke a particular response gradually acquires the capacity to evoke that response as a result of repeated pairing with a stimulus that can evoke a response. Learning of this type is quite common and seems to play a role in such varied reactions as strong fears, taste aversions and even racial or ethnic prejudice. Russian physiologist Ivan Pavlov discovered this method of learning while he was experimenting on the digestive systems of dogs. He noted that the dogs would naturally salivate after seeing the food, but that eventually the dogs also began to salivate whenever they saw the experimenter’s white lab coat.

Classical conditioning is a process in which individuals learn to associate stimuli and, consequently to anticipate events. The story of the child, Antonio who used a false illness to get the attention and love from his parents is a great example of how an individual can use conditioned stimulus by associating the state of not feeling well with the love and affections from his parents. Due to the initial illness, which can be an unconditioned stimulus the child learned that the reaction of love and adornment he was experiencing was a conditioned response.

Classical conditioning says that we learn behaviours by associating the response to the stimulus. An example of this can be found from the work of Ivan Pavlov. In the 1890s Pavlov, a Russian physiologist, carried out some experiments with a dogs. He noticed that when a dog eats food, they salivate: this is an unconditional response to an

Learning theories are the structural foundation used to label how information is processed, stored and encoded during learning. Retention of knowledge is subjective and influenced by outside factors such as, an individual’s cognitive ability to process or retain information. Other influences are environmental, emotional or preexisting experiences or associations (Andreassi, 2000). To gain a better understanding of behaviorism in correlation to learning theories it is crucial to understand and grasp the meaning of associative learning. This process involves the association between two stimuli or a behavior and a learned stimulus. Associative learning is divided in to two central techniques, classical conditioning and operant condition. Classical and operant conditioning are basic methods of learning and conditioning is used to adapt a behavior or association through a stimuli or consequence (Ciccarelli, 2012). While classical conditioning and operant conditioning are key elements in associative learning, they have significant differences. A clear contrast between the two theories is whether the behavior or response produced is considered to be voluntary or involuntary.

Operant and classical conditioning plays a big role in education. The difference between these conditions is that operant conditioning when a teacher uses behavioral techniques to reinforce learning. It involves rewards and punishments. When a behavior is rewarded it cases that behavior to increase; on the other hand, if the behavior is punished then it causes the behavior to decrease. In contrast, classical conditioning does not take in account behavior, but classical conditioning occurs when a situation brings out a response without any previous learning. For example, timed exams, anxiety and high pressure can cause a student to not perform as well as they could have. Teachers can solve this by creating a learning or test environment, where students are comfortable, and feel calm and focus. Mr. Mike has many rules for his class; one of them is that students are not allowed to use their phone in class. He makes sure that every student understands that he does not want to see their phone at all even if they are not using it. The consequences for violating this rule is that he would confiscate the phone for the whole class period, and if it happens a second time he will keep the phone for the whole day. And the third time their parents will have to come get the phone. Most students understand clearly the rules of his class. But once in a while some students would try to use their phone and with no mercy Mr. Mike would