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1. DISCOVER . LEARN . EMPOWER
GROWTH AND DEVELOPMENT
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UNIVERSITY INSTITUTE OF
TEACHERS TRAINING AND RESEARCH
DEPARTMENT-UITTR
Educational Psychology
EDT-101

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LEARNING
CO
Number
Title Level
CO1 Explain The Meaning Of Learning Remember
CO2 Explain the features of learning Understand
CO3 Explain the factors of learning Understand
CO4 Explain the trial and error theory Understand
Course Outcome
LEARNING

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EXPLAINING THE CONCEPT OF LEARNING
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THE CONCEPT OF LEARNING

4. Classical Conditioning Theory
• Definition: The Classical Conditioning Theory was proposed by a Russian Physiologist Ivan Pavlov. According
to this theory, behavior is learnt by a repetitive association between the response and the stimulus.
• The classical conditioning theory is based on the assumption that learning is developed through the
interactions with the environment. Also, the environment shapes the behavior and internal mental state
Here, an organism learns to transfer response from one stimulus to a previously stimulus.
• Classical conditioning is comprised of four elements:
• Unconditioned Stimulus (US): Which invariably causes to react in a way.
• Unconditioned Response (UR): Takes place when the US is presented.
• Conditioned Stimulus (CS): The object that does not bring about the desired response
• Conditioned Response (CR): a particular behavior that an organism learns to produce, when the CS is
presented.
• has thoughts, feelings, emotions do not explain the human behavior.
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5. Characteristics
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6. Principles of Classical Conditioning Theory
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• Acquisition: This is the starting stage of learning during which a response is established firstly and then
gradually strengthened. During the acquisition phase, a neutral stimulus is paired with an unconditioned
stimulus which can automatically or naturally trigger or generate a response without any learning. Once this
association is established between the neutral stimulus and unconditioned stimulus, the subject will exhibit
a behavioural response which is now known as conditioned stimulus. Once a behavioural response is
established, the same can be gradually strengthened or reinforced to make sure that the behaviour is learnt.
• Extinction: Extinction is expected to take place when the intensity of a conditioned response decreases or
disappears completely. In classical conditioning, this occurs when a conditioned stimulus is no longer
associated or paired with the unconditioned stimulus.
• Spontaneous Recovery: When a learnt or a conditioned response suddenly reappears after a brief resting
period or suddenly re-emerges after a short period of extinction, the process is considered as a spontaneous
recovery.
• Stimulus Generalization: It is the tendency of the conditioned stimulus to evoke the similar kind of
responses once the responses have been conditioned, which occurs as a result of stimulus generalization.
• Stimulus Discrimination: Discrimination is the ability of the subject to discriminate between stimuli with
other similar stimuli. It means, not responding to those stimuli which is not similar, but responding only to
certain specific stimuli.

7. Stages of Pavlovian conditioning
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Before conditioning: Before conditioning is when the unconditioned stimulus and
unconditioned response come into play. This is the natural response that wasn’t
taught.For instance, food produces salivating, or a stomach virus produces nausea.
At this point, the conditioned stimulus is still called the neutral stimulus because it
currently has no effect.
During conditioning: We begin to associate the neutral stimulus with the
unconditioned response. For instance, you may associate a specific type of food with
a stomach virus, or the bell ringing before getting food may be associated with
receiving food.

8. Stages of Pavlovian conditioning
• After conditioning: Once you’ve learned to associate the
conditioned stimulus with the unconditioned response, it
becomes the conditioned response.
• So, the specific type of food now produces nausea (even if it
wasn’t necessarily what caused the stomach virus), and the
bell creates salivation
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9. Experimental of Pavlov’s Classical Conditioning Theory
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10. Experimental Evidences of Pavlov’s Classical Conditioning
Theory:
• Expt. 1:
• The Russian Psychologist Ivan Pavlov experimented for long on dogs to study how the stimuli and
responses are associated with different types of the stimuli of bell, different colours or lights and
established conditioned response of salivation in the dog. In his experiment, he took a dog, kept him in
a room and repeatedly gave the ringing of the bell, as a stimulus, soon followed by food (piBell and
food were presented in a sequence over a number of times (about seven days) and at every trial there
was the bell. A stage reached when ringing of the bell led to normal salivation even when there was no
food supplied. Neurologically it could be explained that the stimulus bell followed by food led to the
response of salivation in this manner.
• This process is by making the nerves carrying the stimulus of the food which leads to the response of
salivation, coming closer and closer, with every trail to the nerves carrying the stimulus of the bell that
a stage reached that there was an over lapping reinforcement of the nerves carrying the stimulus of
food with the nerves carrying stimulus of the bell.ece of meat) which led to salivation. In other words,
a stage reached when the bell meant the food and the natural response of salivation was there to the
unnatural stimulus of the bell. Such establishment of the nervous connections was the conditioned
reflex. Here ‘sight of food’ was termed as UCS, the ringing of the bell as ‘CS’ and the ‘salivating’ on the
ringing of the bell only was termed as CR.
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11. Types of classical conditioning
• 1. Forward conditioning: Learning is fastest in forward conditioning. During forward conditioning the onset of the
conditioned stimulus (CS) precedes the onset of the unconditioned stimulus (US). Two common forms of forward
conditioning are delay and trace conditioning.
• 2. Delay conditioning: In delay, conditioning the conditioned stimulus (CS) is presented and is overlapped by the
presentation of the unconditioned stimulus (US).
• 3. Trace conditioning: During trace conditioning, the conditioned stimulus (CS) and US do not overlap. Instead, the
conditioned stimulus (CS) is presented, a period is allowed to elapse during which no stimuli are presented, and then the
unconditioned stimulus (US) is presented. The stimulus-free period is called the trace interval. It may also be called
the conditioning interval.
• 4. Simultaneous conditioning: During simultaneous conditioning, the conditioned stimulus (CS) and unconditioned
stimulus (US) are presented and terminated at the same time.
• 5. Backward conditioning: Backward conditioning occurs when a conditional stimulus (CS) immediately follows an
unconditional stimulus (US). Unlike traditional conditioning models, in which the conditional stimulus (CS) precedes the
unconditional stimulus (US), the conditional response (CR) tends to be inhibitory. This is because the conditional stimulus
(CS) serves as a signal that the unconditional stimulus (US) has ended, rather than a reliable method of predicting the
future occurrence of the unconditional stimulus (US).
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12. Types of classical conditioning
• . Temporal conditioning: The unconditioned stimulus (US) is presented at regularly timed intervals, and CR acquisition is
dependent upon correct timing of the interval between unconditioned stimulus (US) presentations. The background, or
context, can serve as the conditioned stimulus (CS) in this example.
• 7. Unpaired conditioning: The conditioned stimulus (CS) and unconditioned stimulus (US) are not presented together.
Usually they are presented as independent trials that are separated by a variable, or pseudo-random, interval. This
procedure is used to study non-associative behavioral responses, such as sensitization.
• 8. CS-alone extinction: The conditioned stimulus (CS) is presented in the absence of the unconditioned stimulus (US).
This procedure is usually done after the conditional response (CR) has been acquired through “forward conditioning”
training. Eventually, the conditional response (CR) frequency is reduced to pre-training levels. Essentially, the stimulus is
presented until habituation occurs
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13. Limitations of Classical Conditioning
• 1. Classical conditioning does not account for the idea of free will.
Pavlov and Watson both suggest that the classical conditioning process changes how we approach every situation
in life. Watson even goes to the extent to say that consciousness is only a reflection of the outcomes we push
toward through this process. If this learning setup has an element of truth to it, then we do not have the levels of
free will that we think are available to us.
• 2. This learning process underestimates how unique human beings really are.
There are three specific traits which we can find in humanity that make us absolutely unique as a species with our
current knowledge of the universe: symbolic abstract thinking, structure building, and a higher consciousness. The
fact that you can read and comprehend this content right now is evidence that there is a background “mind”
operating in the background while your brain takes care of the biological functions of your body.
• 3. There is no predictive quality to classical conditioning.
People will respond in different ways to the stimulus they encounter in the environment around them. The smell of
one food all of the time can cause one person to feel hungry all of the time while another becomes ill from it.
Encountering negative information about airplanes can cause someone to become fearful of flying, while it inspires
someone else to become a pilot to make changes to the industry. Although there are relevant moments for each
one of us where someone or something influences the way we see the world, the actual reaction is still up to every
person.
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14. APPLICATIONS (size:44)
• Students will have better understanding of Learning
• Students will be acquainted with the knowledge of different factors affecting learning and its theories
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15. REFERENCES (size:44)
TEXT BOOKS
• Mangal, S.K., &Mangal, Uma (2010).Essentials of Educational Psychology New
• Delhi: PHI Learning Pvt. Ltd.
• Mehra, V. (2004).Educational Psychology New Delhi: S.S. Publishers
REFERENCE BOOKS
• 1. Abbott, C. (2001). ICT: Changing Education. UK: Psychology Press.
• 2. Huang, R., and Kinshuk, Jon K. Price (2014). ICT in Education in Global Context:
• Emerging Trends Report 2013-2014. Heidelberg: Springer.
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16. THANK YOU
For queries
Email: vandana.aggarwal@cumail.in