Learning Targets:

Understand and describe the concept of learning along with some fundamental forms of learning.
Explain the principles of behaviorism and its viewpoint on how learning occurs.
Recognize Ivan Pavlov and explain the core components of classical conditioning.
Explain the stages of classical conditioning, including acquisition, extinction, spontaneous recovery, generalization, and discrimination.
Discuss the significance and lasting impact of Pavlov's research on the field of psychology.

Courtesy of the AP psychology course and exam description, effective fall 2024. (n.d.).

Understanding Learning

As humans, we have the incredible ability to learn and adapt to our surroundings. Learning is a fundamental aspect of our lives, allowing us to develop new behaviors that help us navigate the changing world. For example, we learn to anticipate important events like receiving food or experiencing pain. Through learning, we also discover which actions lead to rewards and which result in negative outcomes. Moreover, we can acquire new behaviors by observing events and individuals, even those we have never directly encountered. In AP Psychology, we explore how learning shapes our behaviors and interactions with the environment. From understanding how children learn to examine the influence of culture and social roles on our behavior, this unit offers a comprehensive understanding of the complexities of human learning processes, including associative learning.

Learning is a complex process that involves acquiring new knowledge or behaviors through experiences, interactions, and observations. In psychology, the behavioral perspective emphasizes the importance of conditioning in shaping our learning experiences. Behaviorists who follow this perspective concentrate on studying observable behaviors rather than focusing on internal mental processes. Some basic forms of learning include classical conditioning, where we associate two stimuli together to produce a learned response, and operant conditioning, where behaviors are reinforced or punished to increase or decrease the likelihood of them occurring again. These foundational principles provide insights into learning and adapting to our environment.

Classical Conditioning

The first is Ivan Pavlov's classical conditioning theory. Pavlov accidentally discovered the principles of classical conditioning during his research on dogs' digestive systems. His research helped us understand how we learn to associate noteworthy events with automatic responses. B.F. Skinner later introduced the idea of operant conditioning, which switches the emphasis from reflex-based learning to learning shaped by consequences. Later, Albert Bandura illustrated the power of observational learning in his experiment with the Bobo doll, thus introducing the concept that behavior is learned through the environment.

Ivan Pavlov devoted two decades to studying dogs' digestive systems. In his experiments, he presented the dog with food and measured saliva. Pavlov found that the dogs began salivating before the food presentation and decided to investigate further. His findings showed that the animals created an association between two stimuli, thus producing a reflective response. This accidental discovery was the beginning of classical conditioning.

Please take a few moments to watch this video on the process of Classical Conditioning.

Special Terms Created by Pavlov to describe Classical Conditioning:
Unconditioned Stimulus (UCS)	A stimulus that elicits a natural, reflexive response.
Unconditional Response (UCR)	The natural reflexive response to the UCS.
Neutral Stimulus	A stimulus that by itself elicits no response.
Conditioned Stimulus (CS)	The former neutral stimulus has now acquired the ability to elicit the reflexive response.
Conditioned Response (CR)	The learned reflexive response to a conditioned stimulus.

More Classical Conditioning Terms to Know:

Explore each section in the tabs below to learn more.

Acquisition
Extinction
Spontaneous Recovery
Generalization
Discrimination

Acquisition

The initial phase of learning when the neutral stimulus is paired with the UCS.

During acquisition the neutral stimulus is paired with the UCS over and over again. Timing is important during this phase. It is best to present the neutral stimulus right before the UCS.

Extinction

When the CS is no longer paired with the UCS.

After several pairings in which the CS is not presented with the UCS a loss of association may take place thus causing the CR to decline or become extinct. (It is also important to note that this is NOT a permanent change)

Spontaneous Recovery

After extinction has taken place a random reappearance of the CR after the CS is presented.

After a behavior has been learned and become extinct it is possible for it to reappear after a random presentation of the CS. This illustrates that extinction is really a suppression rather than elimination.

Generalization

The appearance of the CR in response to a stimulus that is similar to the original stimulus.

Generalization occurs when something is so similar to the CS that you evoke the CR. For example the sound of a tuning fork vs. the sound of a bell.

Discrimination

The appearance of the CR only in response to a specific stimulus.

Discrimination is the ability to differentiate between a stimulus that elicits the CR and one that does not.

View the stages of Pavlov's Classical Conditioning of dogs:

Understanding the Significance of Pavlov's Work

Pavlov's work remains crucial in the field of psychology for various reasons. His research on classical conditioning laid the foundation for the behavioral perspective, which focuses on learning through conditioning. Behaviorists, inspired by Pavlov, emphasize observable behavior over mental processes. By demonstrating that psychological phenomena can be objectively studied, Pavlov highlighted the importance of empirical evidence in psychological research. Additionally, his findings on classical conditioning being a fundamental form of learning applicable to all species revolutionized our understanding of behavior and learning processes.

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