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    1. The document discusses classical conditioning, a type of learning discovered by Pavlov where a neutral stimulus becomes associated with an unconditioned stimulus to produce a new conditioned response. Pavlov's experiments with dogs are described. 2. Key concepts in classical conditioning like unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response are explained. The roles of extinction and generalization are also discussed. 3. Some educational implications of classical conditioning are provided, like how habits and behaviors can be learned through association and conditioning principles. Examples of conditioning in the classroom are given, like using rewards to encourage good behavior.

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    1. The document discusses classical conditioning, a type of learning discovered by Pavlov where a neutral stimulus becomes associated with an unconditioned stimulus to produce a new conditioned response. Pavlov's experiments with dogs are described. 2. Key concepts in classical conditioning like unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response are explained. The roles of extinction and generalization are also discussed. 3. Some educational implications of classical conditioning are provided, like how habits and behaviors can be learned through association and conditioning principles. Examples of conditioning in the classroom are given, like using rewards to encourage good behavior.

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    467 views19 pages

    Classical Conditioning and Education

    Uploaded by

    LEVY PENULIAR
    1. The document discusses classical conditioning, a type of learning discovered by Pavlov where a neutral stimulus becomes associated with an unconditioned stimulus to produce a new conditioned response. Pavlov's experiments with dogs are described. 2. Key concepts in classical conditioning like unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response are explained. The roles of extinction and generalization are also discussed. 3. Some educational implications of classical conditioning are provided, like how habits and behaviors can be learned through association and conditioning principles. Examples of conditioning in the classroom are given, like using rewards to encourage good behavior.

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    of 19

    CLASSICAL CONDITIONING

    AND EDUCATION
    Levy P. Coronel
    INTRODUCTION
    In this lesson, we will learn about learning. It might not be
    “learning” as you typically think of the word, because we are not
    talking about going to school, or studying, or even effortfully trying to
    remember something. Instead, you will see that one of the main types
    of behavioral learning that we do is simply through an automatic
    process of association, known as classical conditioning.
    Learning Outcomes:

    1 2 3 4
    Describe how Pavlov’s Review the concept of Explain the roles that Share some
    early work in classical classical conditioning, extinction, and classroom/educational
    conditioning including unconditioned generalization, play in implications of Pavlov’s
    stimulus (US), conditioned
    influenced the stimulus (CS), conditioned learning. classical conditioning
    understanding of unconditioned response theory.
    learning. (UR), and conditioned
    response (CR).
    Activity: Watch a short video related to classical conditioning and share reactions
    /thought about it.
    LEARNING CONTENT:
    1. Pavlov’s Classical Conditioning Theory & Experimental
    Evidence
    Classical conditioning is learning through association and was discovered
    by Pavlov, a Russian physiologist. In simple terms, two stimuli are linked
    together to produce a new learned response in a person or animal.

    Classical conditioning is a type of learning that had a major influence on


    the school of thought in psychology known as behaviorism.
    In a similar manner, John B. Watson performed the “Little Albert Experiment” in the 1920s in which he classically
    conditioned a human baby to experience fear at the sight of white rats.
    2. The Persistence and Extinction of
    Conditioning
    Pavlov also experimented with presenting new stimuli that were similar, but not identical, to the original
    conditioned stimulus. For instance, if the dog had been conditioned to being scratched before the food arrived,
    the stimulus would be changed to being rubbed rather than scratched. He found that the dogs also salivated upon
    experiencing the similar stimulus, a process known as generalization. Generalization refers to the tendency to
    respond to stimuli that resemble the original conditioned stimulus. The ability to generalize has important
    evolutionary significance.

    , and as a result of
    stimulus generalization,
    at the sight of other
    small furry animals. He
    achieved this by
    creating loud, painful
    noises whenever Albert
    touched the rat. Albert
    began to associate
    small animals with the
    trauma of the noise.
    3. Educational Implications of Pavlov’s
    Classical Conditioning Theory
    Many things of the school-subjects are learnt more adequately through
    this process. Reading, writing, spelling, or habits are learnt more
    effectively through the process of conditioning. Direct method of teaching
    English is just a process of conditioning. We learn many things in a better
    way through this process; and that is perhaps the reason why language is
    more efficiently learnt by living in the society in which it is spoken.
    Teaching through visual aids also implies the same principle. Discipline may
    also be caused through conditioning. Good sentiments, good habits,
    virtues, and ideals etc., which are the components of discipline, are
    effectively learnt through the process of conditioning, and they are learnt
    surely, in a society in which they are actually lived and manifested.
    4. Examples in classroom implications of Pavlov’s
    Classical Conditioning Theory
    Plays the alphabet song
    Evaluation
    1. A teacher places gold stars on the chalkboard when
    the students are quiet and attentive. Eventually, the
    students start becoming quiet and attentive
    whenever the teacher approaches the chalkboard.
    Can you explain the students’ behaviour in terms of
    classical conditioning?
    2. Recall a time in your life, perhaps when you were a
    child, when your behaviours were influenced by
    classical conditioning. Describe in detail the nature of
    the unconditioned and conditioned stimuli and the
    response, using the appropriate psychological terms.
    References:
    • Bourret, J. (2015). Classical Conditioning in the Classroom (
    https://www.slideshare.net/JamieRBourret/classical-conditioning-in-the-classroo
    m15195207?from_action=save#
    )
    • Kendra, C. (2019). What Is Classical Conditioning?A Step-by-Step Guide to How
    Classical Conditioning Really Works
    https://www.verywellmind.com/classical-conditioning-2794859
    • McLeod, S. (2018). Classical Conditioning
    https://www.simplypsychology.org/classical-conditioning.html
    • Elmer, J. (2020). Classical Conditioning and ow it Relates to a Dog
    https://www.healthline.com/health/classical-conditioning#examples
    • Walinga, J. & Stangor, C. (2020) Learning by Association: Classical Conditioning

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