1. Classical conditioning theories by Pavlov and Watson are discussed. Pavlov's dog experiment showed that a neutral stimulus paired with an unconditioned stimulus can elicit a conditioned response. 2. Watson's experiment on "Little Albert" demonstrated emotional conditioning by pairing a white mouse with a loud noise, causing the child to fear the mouse. 3. Implications for teaching include using positive reinforcement to condition desirable behaviors and relating concepts systematically to help students learn and generalize skills.

1. THEORIES OF LEARNING
Nur Shafiqah Mohamad Shukri
Nur Syafiqah Abd Kadar
Khartika Balachandran
Jeisri Vijian
Nur Atikah Manan

2. CLASSICAL CONDITIONING

3. PAVLOV’S CLASSICAL CONDITIONING
 Ivan Petrovich Pavlov (1849 – February 27, 1936)
 Famous Russian physiologist.
 Classical conditioning - a type of learning in which an
organism learns to connect or associate, stimuli.

4. PAVLOV‟S DOG EXPERIMENT

5.  Tofully understand Pavlov‟s (1927) theory of
classical conditioning we need to understand
two types of stimuli and two types of
responses:
Unconditioned Unconditioned
Stimulus response
(UCS) (UCR)
Conditioned Conditioned
Stimulus Response
(CS) (CR)

7. Unconditioned Stimulus (UCS)
A stimulus that automatically produces a response without
any prior learning.
(Food was the UCS in Pavlov‟s esperiment)
Unconditioned Response (UCR)
An unlearned response that is automatically elicited by the
UCS. (the dog‟s salivation in response to food was the UCR)
Conditioned Stimulus (CS)
A previously neutral stimulus (NS) that eventually elicits
a conditioned response after being associated with the UCS.
Conditioned Response(CR)

8. CLASSICAL CONDITIONING IN THE REAL WORLD
 In reality, people do not respond exactly like Pavlov‟s
dogs. There are, however, numerous real-world
applications for classical conditioning.:
e.g.
 In Training Animals:
Training a cat to come to it‟s food when it hears it‟s food
bowl being tapped.
 In Advertising:
Walking past the Mc Donnalds golden arches and feeling
hungry because you associate the golden arches sign
with the food they serve in the Mc Donnalds restaurant.

9. 1. ACQUISITION : FORMING NEW RESPONSES.
 Pavlov : acquisition of a conditioned
response depends on the time factor that
linked between two events.
 Kamin (1965) : discovered that
conditioning is most likely to occur when
the conditioned stimulus (CS) begins
about a half-second before the
unconditioned stimulus (UCS) and stops
at the same time as UCS.

10. Not every linking of CS and USC will
produce acquisition of classical
conditioning.
Only stimuli that are,
- SPECIAL
- NOVEL
- INTENSE

11. 2.EXTINCTION : WEAKENING CONDITIONED
RESPONSES
 a conditioned response (salivation) will disappear over
time when the conditioned stimulus (bell) is no longer
presented.
 The response is the result of gradual weakening and
vanishing of a conditioned response.
 As an example, after conditioning, the bell continues to
ring at certain intermission without any meat powder
given, and the rate of salivation would gradually reduce
and finally stop after a period of time.

12. 3. SPONTANEOUS RECOVERY : RESURRECTING
RESPONSES.
 The reappearance of salivation which was extinct
after a long period of non appearance of the bell.
 Pavlov‟s observation :
EXTINGUISHED REST RETEST

13. 4. STIMULUS GENERALIZATION.
 refers to the conditioned response of an organism that
applies not only to the real, original conditioned stimulus,
but also to other stimuli that are alike.
 after conditioning, there are possibilities for Pavlov‟s dog
to respond to different kind of bell sound in different
situation.
 stimulus generalization occurs when an individual is able
to respond the same way to any other stimuli that are
similar with the original stimuli.

14. 5. STIMULUS DISCRIMINATION.
 an individual will not respond the same way as the
original stimuli when they met with a new stimuli that are
similar.
 The lesser similarities of the new stimuli is to the original
conditioned stimuli, the greater is the chance for stimulus
discrimination to occur.
 As an example, the sound of the gong compared with the
bell.
 On the other hand, if the new stimulus were quite similar
with the original conditioned stimulus, then stimulus
generalization would take place.

15. 6. HIGHER-ORDER CONDITIONING.
 It refers to a new conditioned response which is built on
the foundation of learned response.
 It is a conditioned response which functions as an
unconditioned stimulus.
 As an example, in Pavlov‟s experiment, he links the
conditioned stimulus (sound of the bell) with red light.

16. During conditioning.
CS : RED LIGHT
CR :
SALIVATION
CS : BELL
SOUND

17. After conditioning.
CS : RED CR :
LIGHT SALIVATION

18. IMPLICATIONS OF PAVLOV‟S CONDITIONING
THEORY IN TEACHING LEARNING

19.  Before Conditioning
Science Teacher (UCS)
Unconditioned response
teaching in the class for the
(pupil‟s attention) towards
first time.
the teaching activities only.
 During Conditioning
Pupils pay attention to
Teacher (CS) teaching in an
teacher‟s teaching (CR).
interesting manner.
 After Conditioning
Pupils pay attention to
Teacher‟s presence (CS).
teacher‟s teaching (CR)

20.  Before Conditioning
“book” verbally expressed
by pupils
(UCS ------------------------------------------------------------>UCR)

21.  During Conditioning
Book (CS) CR
“book” verbally
expressed by the
-- UCS --> students

22.  After Conditioning
Pupils expressed “book”
-------------> verbally
Book

23. HIGHER-ORDER CONDITIONING
 Process of higher-order conditioning.
(a) Before Learning
y
m
c
x
(conditioned stimulus)

24. (b) During Learning
y
m
y = mx + c
c
x
(NEW CONDITIONED STIMULUS + CONDITIONED
STIMULUS)

25. (c) After Learning
 Teacher have to associate practical experience with the
learning task.
 Guide pupils to apply skill to make accurate
generalization by using various related examples.

26.  Guide pupils to use skill to make discrimination such as
determine the different specific characteristics of
parallelogram and rhombus.
 Use secondary reinforcement to sustain conditioned
response to avoid process of extinction.
 Guide pupils to restore their memory by allowing
sufficient resting time until all existing interferences in
learning have been removed.

27. WATSON’S CONDITIONING THEORY

28. J. B. WATSON (1878-1958)
 An American psychologist.
 The first person to use the term „behaviourism‟ to
study human behaviour.
 Research - influenced by Pavlov‟s Classical
Conditioning Theory.
 Famous research – related to children‟s emotion

29. EMOTION LEARNING: STIMULUS
GENERALIZATION
 People inherit three kinds of basic emotions:
 Fear
 Anger
 Love
 Human emotion can be learned through the
process called conditioning.

30. THE EXPERIMENT
 Together with colleague, Rosalie Rayner (1920),
they used a nine-month old baby, named Little
Albert and a white tame mouse to conduct the
experiment.

31. 1. A white mouse was brought to Little Albert whom he
showed interest to play with.
1. As soon as the white mouse was shown to Albert the
second time, a loud, startling sound was emitted all of a
sudden from the back.
1. Immediately, Albert‟s reaction was panic and frightened.
2. After conditioned response was established, Little
Albert began to show fear of the white mouse itself.

32. THE RESULT

33. IMPLICATIONS OF WATSON‟S LEARNING
THEORY IN TEACHING AND LEARNING
1. All types of behaviour can be learned through
conditioning process. Positive behaviour can be taught
by using suitable stimulus.
2. Pupils ought to relate the relationship between all
responses systematically in order to master the skill of
solving problems.

34. 3. More exercises should be carried out after learning in
order to strengthen what has been learned in the
memory
4. Teacher should use suitable stimulus during the
teaching process to motivate pupils in learning, and at
the same time, avoid using stimulus which will produce
negative effect.