The document defines learning as a permanent change in behavior resulting from experience or practice, and details various paradigms of learning, including classical conditioning, which was famously demonstrated by Ivan Pavlov. It describes the concepts of unconditioned and conditioned stimuli and responses, along with factors influencing classical conditioning such as time relations and the type of stimuli. Applications of classical conditioning principles in treating phobias, addictions, and hypertension are also discussed.

2. LEARNING
Definition:
“Learning is defined as any relatively
permanent change in behavior, which is due
to experience or practice."
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3. • Learning involves change in behavior
• Change is due to experience or
practice
• The change must last for a fairly long
time.
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4. Paradigms of learning
• Conditioning:
 Classical Conditioning
 Instrumental/Operant Conditioning
• Observational Learning
• Cognitive Learning
• Verbal Learning
• Concept
• Learning
• Skill Learning
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5. Conditioning
“…a process by which people or animals are
trained to behave in a particular way
when particular things happen.”
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6. Classical Conditioning
Proposed by: Dr. Ivan Pavlov (1849-1936), a
famous Russian physiologist. He had won
Nobel Prize for this discovery.
Other names of CC: Respondent Conditioning/
Pavlovian Conditioning.
Definition: “…learning that takes place when a
conditioned stimulus is paired with an
unconditioned stimulus.”
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7. How Pavlov Discovered CC?
• Actually Pavlov was studying the digestive
system of dog. During his studies he noticed
that his dogs, started secreting saliva as soon
as they saw the empty plate in which food
was served.
• Ideally, plate is not a stimuli that is sufficient
to activate hunger drive and secrete saliva. So
he designed the experiment to see if other
neutral stimuli can also do the same job.
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8. The Experiment
Setup: Dog is kept hungry on experimental table
fitted with mechanically controlled devices
observer is hidden from dog but he can see the
dog through mirrors .
Procedure:
1.Bell sound Food is produced.
2.Dog Sees food Salivates.
3.Step 1 is repeated several times.
4.Bell Sound Dog Salivates.
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9. What Actually happened During The
Experiment??
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10. Concept of US, UR, CS, CR
• Unconditioned Stimulus (US): produces response
without prior learning (eg. Food)
• Unconditioned Response (UR): the response to US.
This is not due to learning. (eg., salivation on seeing
food).
• Conditioned Stimulus (CS): it is that stimulus which was
previously neutral. It produces response after learning/
Classical Conditioning has occurred. (eg., sound of
bell).
• Conditioned Response (CR): the response to CS. This is
due to learning. (eg., salivation on hearing bell).
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11. Before conditioning US UR
(Food) (Salivation on seeing food)
During conditioning CS+US UR
(Food + Bell) (Salivation on seeing food)
After Conditioning CS CR
(Bell)
(Salivation on hearing bell
sound.)
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12. Determinants of Classical Conditioning
1. Time Relations between Stimuli:
a) Simultaneous Conditioning
b) Delayed Conditioning
c) Trace Conditioning
d) Backward Conditioning
a), b), c) are also called as forward conditioning.
1. Type of Unconditioned Stimuli:
a) Appetitive
b) Aversive.
2. Intensity of Conditioned Stimuli
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13. Time Relations between Stimuli:
a) Simultaneous conditioning: CS and US are
presented and terminated together.
b) Delayed conditioning: CS is presented, leave
it for a while present US and terminate CS &
US together. This is most effective way.
c) Trace conditioning: CS begins and ends
before US is presented.
d) Backward conditioning: CS is presented after
US is terminated.
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15. NOTE:
 Delayed conditioning is found to be most effective way
of producing a strong conditioned response.
 According to Ross & Ross (1971), whichever sequence
is used, the time between the stimuli may be critical.
The optimal interval between the onset of CS and the
onset of US is very short, Typically between one- half
and one second. As this interval increases, CS usually
weakens. When this gap is more than several seconds,
no learning is achieved. Except in learning aversions to
certain tastes.
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16. Type of Unconditioned Stimuli :
The US used in studies of CC are basically of two types:
i. Appetitive US automatically elicits approach responses, such as
eating, drinking, caressing, etc. These responses give
satisfaction and pleasure.
ii. Aversive US such as noise, bitter taste, electric shock, painful
injections, etc. are painful, harmful, and elicit avoidance and
escape responses.
Appetitive classical conditioning is slower and requires greater
number of acquisition trials, but aversive classical conditioning
is established in one, two or three trials depending on the
intensity of the aversive US.
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17. Intensity of Conditioned Stimuli
• This influences the course of both appetitive
and aversive classical conditioning.
• More intense CS are more effective in
accelerating the acquisition of CR.
• The more intense the CS, the fewer are the
number of acquisition trials needed for
conditioning.
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18. Some important concepts
• Extinction: Repetition of CS without US
vanishes CR.
• Spontaneous Recovery: After extinction, if CS
is repeatedly followed by US, CR will once
again be produced. (Re-learning)
• Stimulus Generalization : CR is produced on
stimuli that are similar to CS.
• Stimulus Discrimination: CR is produced on
specific CS only.
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19. Application
• Most fears are produced by CC.
Therefore, CC techniques are used to
eliminate phobia. Most of the treatments
for phobia are based on CC principles.
• Addictions are also developed by CC
itself. Like phobia, CC principles are used
to treat addiction as well.
• CC plays an important role in
hypertension as well. Research says that
high B.P. is easily conditioned to stressful
events. Thus, a person who has
experienced many stressful events at
home/workplace, shows high B.P. by
simply walking into that environment.
• Systematic desensitization is a form of
therapy which was used to treat anxiety
disorders. Its no more used now-a-days.
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