Classical theory


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Classical theory

  1. 1. Classical conditioning – Eve teasing episode <ul><li>M.RAVISHANKAR </li></ul><ul><li>MBA(AB) </li></ul><ul><li>2008-2010 BATCH </li></ul><ul><li>NIFT-TEA KNITWEAR FASHION INSTITUTE </li></ul><ul><li>TIRUPUR </li></ul><ul><li>[email_address] </li></ul>LEARNING
  2. 2. LEARNING <ul><li>In Psychology “learning” is defined as a relatively permanent change in, or acquisition of, knowledge or behaviour. </li></ul><ul><li>For example, your friend teaches you how to play tennis, but later you get a qualified instructor who modifies and improves your technique. </li></ul>
  3. 3. Stimulus Response
  4. 4. Ivan Pavlov (1849 – 1936)
  5. 5. Pavlov and Conditioning
  6. 6. Classical Conditioning
  7. 7. CLASSICAL CONDITIONING <ul><li>In this simple experiment, Pavlov showed how a reflex ( salivation, a natural bodily response ) could become conditioned ( modified ) to an external stimulus ( the bell ) thereby creating a conditioned reflex/response. </li></ul>
  8. 8. Components Involved In Classical Conditioning <ul><li>The Unconditioned Stimulus (food) </li></ul><ul><li>Conditioned Stimulus (bell) </li></ul><ul><li>Unconditioned Reflex (salivation) </li></ul><ul><li>Conditioned Reflex (salivation in response to bell) </li></ul>
  9. 9. Classical Conditioning Procedure Before Conditioning Unconditioned Stimulus (UCS) | Incapable of producing conditioned response (CR) During Conditioning Conditioned Stimulus (CS) Unconditioned Stimulus (UCS) Unconditioned Response (UCR) After Conditioning Conditioned Stimulus (CS) Conditioned Response (CR)
  10. 10. Using Classical Conditioning to Develop Classroom Procedure Before Conditioning Morning Bell (UCS) Start Class Incapable of producing (CR) During Conditioning Morning Bell Conditioned Stimulus (CS) Start Class Unconditioned Stimulus (UCS) Students sit down, look at teacher and listen for directions (UCR) After Conditioning Morning Bell Conditioned Stimulus (CS) Start Class Conditioned Response (CR)
  11. 11. <ul><li>Using classical conditioning, we have the ability to: </li></ul><ul><ul><li>Affect students likes/dislikes </li></ul></ul><ul><ul><li>Influence our student’s attitudes </li></ul></ul><ul><ul><li>Develop a respect for authority </li></ul></ul>
  12. 12. <ul><li>Affecting Students Likes/Dislikes </li></ul><ul><ul><li>Classical Conditioning Theory indicates that people develop a taste for pleasant experiences and aversions to experiences they find unpleasant </li></ul></ul>Therefore, we must intentionally provide learning experiences for which the students find pleasant if we want students to enjoy learning.
  13. 13. <ul><li>Influencing students’ attitudes toward learning </li></ul><ul><ul><li>Classical Conditioning Theory suggests that students will develop a positive attitude toward learning simply by presenting content along with words and images that evoke positive feelings such as “excellent”, “awesome,” and “good work.” </li></ul></ul>Therefore, we must intentionally incorporate words and images in our classrooms that evoke positive feelings for students.
  14. 14. Classical Conditioning Theory <ul><li>For example, the school, classroom, teacher, or subject matter are initially neutral stimuli that gain attention. </li></ul><ul><li>Activities at school or in the classroom automatically elicit emotional responses and these activities are associated with the neutral or orienting stimulus </li></ul><ul><li>After repeated presentations, the previously neutral stimulus will elicit the emotional response </li></ul>
  15. 15. Classical Conditioning Theory Example: <ul><li>Child is harassed at school </li></ul><ul><li>Child feels bad when harassed </li></ul><ul><li>Child associates being harassed and school </li></ul><ul><li>Child begins to feel bad when she thinks of school </li></ul>
  16. 16. <ul><li>In order to extinguish the associated of feeling bad and thinking of school, the connection between school and being harassed must be broken. </li></ul>
  17. 17. CHARACTERS <ul><li>A Girl </li></ul><ul><li>2 drunken boys </li></ul><ul><li>Security </li></ul><ul><li>Warden </li></ul>
  18. 18. <ul><li>From the case classify, Conditioned stimuli, unconditioned stimuli, conditioned response and unconditioned response </li></ul>Questions
  19. 19. <ul><li>What is the learning that would have taken place for the girl student, the security guard and the drunken boys? </li></ul><ul><li>What are its short-term and long-term implications </li></ul>
  20. 20. <ul><li>If some of the unconditioned responses now established are ‘Negative’ and if they have to be converted into ‘Positive’ oriented unconditioned responses, what type of pairing of stimuli would you recommend? </li></ul>
  21. 21. What’s your Opinion ?