The document outlines Ivan Pavlov's theory of classical conditioning, detailing his experiments with dogs that demonstrated the association between stimuli and responses. Key concepts include unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response, along with principles such as reinforcement, extinction, and spontaneous recovery. The theory has important educational implications, particularly in developing positive behaviors and addressing issues like anxiety and phobias.

1. THEORY OF CLASSICAL
CONDITION
By Ivan Petrovich Pavlov, a Russian
psychologist.
Prepared by Mumthaz PP
1849-1936

2. It was called by the name of classical because it was the first to be
reported in the psychological report. He was the first to perform
experiments to study how stimuli and responses associated. He
conducted a number of experiments to study the connection
between stimulus and responses. Theory of classical conditioning
considers learning has habit formation.

3. EXPERIMENT
Pavlov conducted a number of experiments in dog to
study how the stimulus and responses are associated by
simple surgical operations, a flow of saliva from a dog’s
mouth, was transfered to a glass tube at the sight of food,
the dog salivated then immediately before giving food to
the dog, a bell was rung. This experiment was repeated
for several days. After many days come the bell only but
did not give any food to the dog, still the dog secreated
saliva in the same quantity as before.

5. Salivation at the sound of the bell is an acquired
response and this acquired response is called
as conditioned response(CR).
The process of strengthening a conditioned
response through reinforcement is called
conditioning.
OUTPUT

6. BASIC ELEMENTS OF
CLASSICAL CONDITIONING

7. UNCONDITIONED STIMULUS (US)
Something that automatically causes
a response(naturalistic).

8. UNCONDITIONED RESPONSE (UR)
Automatic reaction to a response.

9. CONDITIONED STIMULUS (CS)
Stimulus to which a subject learns to
respond through repeated pairings
with an unconditioned stimulus.

10. CONDITIONED RESPONSE (CR)
Learned response to a conditioned
stimulus.

11. EXTINGUISHED BEHAVIOR
Faiding of learned behavior due to the
lack of reinforcement.

12. SPONTANIOUS RECOVERY
Reappearance of extinguished behavior
without any provocation.

13. PROCESS OF CONDITIONING
Before conditioning
Before conditioning
During Conditioning
After conditioningUS (food) UR (saliva)
NS (neutral stimulus (bell) ) no
salivation
CS (bell) + US (food) salivation
CS (bell) (salivation) CR

15. PRINCIPLES OF CLASSICAL
CONDITIONING

16. PRINCIPLE OF REINFORCEMENT
According to Pavlov it was only the
reinforcement that lead to conditioning. In
classical conditioning US (food) is stated as
a reinforce.

17. PRINCIPLE OF TIME INTERWAL
There is an optimal time between the presentation
of the CS and US. Conditioning is slower if pairing
follows each other to quickly or too far apart.

18. PRINCIPLE OF EXTINCTION
The strength of CR gradually decreases to no
response at all if the CS is always repeated alone. If
the sound of the bell is not followed by food, the
dog stops to secreate saliva.

19. The reappearance of an extinguished behavior is called
spontaneous recovery. Spontaneous recovery occurs when
a response reappears without any retraining after having
been extinguished.
PRINCIPLE OF SPONTANEUOS
RECOVERY

20. PRINCIPLE OF STIMULUS
GENERALSATION
Reaction to similar stimuli is called stimulus
generalization. Conditioned responses are elicited not
only by the conditioned stimulus but also by similar
stimuli.

21. PRINCIPLE OF STIMULUS
DESCRIMINATION
It occurs when subject learned to respond only to
certain stimulus but not to other stimuli. This is done
by regularly reinforcing stimulus and non reinforcing
the other.

22. PRINCIPLE OF HIGHER
ORDER CONDITIONING
When conditioning is done to a new stimulus on the
basis of a previously conditioned stimulus, it is
designated as higher order conditioning.

23. PRINCIPLE OF PRIMARY AND
SECONDARY REINFORCEMENT
It is used to denote the stimulus connected with the
organisms basic psychological need systems. For example
food.
In secondary reinforcement, stimulus regularly associated
with primary reinforce aqquire the power to strengthen
behavior.

24. PRINCIPLE OF INHIBITION
There are two types of inhibitions external inhibition and internal
inhibition.
External inhibition:
onece the dog was conditioned but it was found not to
give conditioned response in the presence of strangers.
Internal inhibition:
physical health of the organism may block the response.

25. EDUCATIONAL
IMPLICATIONS

26. The principle of classical conditioning can be used
for developing good habit of children such as
cleanliness and punctuality.

27. It can be used for
deconditioning or breaking of
anxiety, fear and fobias.

28. It can be used to develop
positive attitude towards.

29. The theory emphasizes the
important of reinforcement in
learning.

30. THANK YOU
MUMTHAZ PP
STUDENT
KEYI SAHIB TRAINING COLLEGE