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Classical Conditioning & Applications

Classical Conditioning & Applications. Dr. Arra PSY 202. Classical Conditioning. Involuntary responses to particular stimuli US is made contingent (dependent) on the CS and, as a consequence, the new CS acquires the capacity to elicit the CR

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Classical Conditioning & Applications

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  1. Classical Conditioning & Applications Dr. Arra PSY 202

  2. Classical Conditioning • Involuntary responses to particular stimuli • US is made contingent (dependent) on the CS and, as a consequence, the new CS acquires the capacity to elicit the CR • Conditioned = learned Unconditioned = unlearned • Pavlov (1904) -Digestion of dogs -looking for a change in behavior due to experience (Behaviorist theory) • Present neutral stimulus before a UCS>UCR - UCS/UCR: organism responds unconditionally/without learning • UCS and NS are paired; NS elicits a response • Therefore NS becomes a CS and the organism has learned a CR

  3. Classical Conditioning - classical cond. most likely to occur when CS is presented before US • Signal learning - Some psychologists refer to class. cond. as signal learning (linear) - because CS is presented first and serves as a signal that the US is coming (bell indicates that meat powder is on its way) - organism expects CS to be followed by US; emits CR in anticipation of US (signal learning)

  4. Classical Conditioning in Humans • Conditioning of the Eye Blink in Humans • US: puff of air • UR: eye blink • NS/CS: light • Moore and Gormezano (1961) • CS was followed by US (500 m/sec) • CR learned after 10 trials • CR extinguished after 5 trials w/out pairing • Conditioning Curve

  5. Classical Conditioning • Types of Associations • S-R Associations (CS>CR, US>UR) • S-S Associations (US + CS) • Contingency (dependent upon) and Contiguity (together in time and space) are both factors

  6. Classical Conditioning: CC can generalize to a range of stimuli How fears, phobias generalize • Siegel, Hearst, George, & O’Neil (1968) • CS- specific tone • found that rabbits responded (CR) to many different pitched tones • Not a one-to-one correspondence between CS and CR: generalization gradients • Ex: child bit by dog has fear of different types of animals

  7. Classical Conditioning • Discrimination Learning- restrict the range of stimuli to which one responds - Gynther (1957) - CS - dim light to the right - US - puff of air - CR - eyeblink - to avoid CR to a dim light to the left, the CS was not coupled with US; only CS presented

  8. Concepts in Classical Conditioning • Extinction- achieved when CS is repeatedly presented without US - can be unpredictable • Spontaneous Recovery- reappearance of (CR) response after it has been extinguished and a period of rest - weaker response, extinguishes more quickly

  9. Classical Conditioning - evidence that conditioning still exists at some level - speed of extinction relies upon strength of association and how CS-US presented ( if CS-US not always paired together- extinction slow - we can never be sure if it will happen, therefore better to extinguish response in many settings (generalization of response)

  10. Theoretical Underpinnings of a Therapeutic TX – Systematic Desensitization (Wolpe, 1982) • Counterconditioning – replacing a CR with a new, more adaptive CR, incompatible • Steps: 1. I.D. a stimulus that elicits the desired response (relaxation, imagery, breathing) 2. present relaxing stimulus to individual and gradually introduce CS that produces undesirable CR Key: stimulus eliciting + response should be stronger than stimulus that elicits – response (or – response might prevail) • Provide example of Systematic Desensitization

  11. Systematic Desensitization • “In Office” Treatment vs. “in vivo exposure” • In Office > imagery • Gradual exposure vs. flooding

  12. Other Practical Applications of Classical Conditioning-Counterconditioning • Condition negative rxns. to taste of alcohol, formerly assoc. with + rxns. (replace CR with more adaptive CR) • Raymond (1964) • Alcoholic injected w/ drug (S) that induced vomiting after drinking (R) (taste-aversion) • Eliminated drinking habit

  13. More Practical Applications • Food Aversions • Cancer patients undergoing chemo. Develop strong aversions to foods because chemo. produces nausea • Therefore, they don’t eat adequately • Bernstein et al. (1982) - children received distinctive tasting food before chemo. Therefore, taste aversion is conditioned only to the chemo. stimulus

  14. Implications of Classical Conditioning in the Classroom • Students engaging in activities that evoke positive responses/feelings • Activities that students’ associate with negaitivity, failure, punishment can be sources of anxiety (can lead to avoidance behaviors) • Therefore, set students up for success; prepare, plan, suggestions, • School should be a successful, positive environment • Don’t want to condition behaviors that evoke anxiety or fear • School failure leads to anxiety (BASC, ACH)

  15. Higher-order Conditioning • US + CS > UR ( tone + food > salivation) • CS >CR (tone > salivation) • CS + New US > CR ( tone + light; stimuli association; 8-10 times) • New CS >CR ( light > salivation)

  16. Sensory Preconditioning Any 2 neutral stimuli repeated together can get associated Brogden (1940’s) • NS1 + NS2 = (tone + light) • NS1 + US = UR (tone + food > salivation) • CS1 = CR (tone > salivation) • CS2 = CR (light > salivation) • 8-10 times • Only in higher vertebrates

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