The document discusses classical conditioning theory, initially developed by Ivan Pavlov, who focused on the connection between stimulus and response. It outlines key terminology, processes during conditioning such as generalization, discrimination, extinction, and spontaneous recovery, as well as educational implications and limitations of the theory. Notably, it highlights the challenges in explaining learning processes for gifted children and the lack of focus on factors like insight and understanding.

1. Classical
Conditioning
Theory

2. Classical Conditioning
• Pavlov was a physiologist.
• He was studying digestive system. .
• It is a behaviorist theory.
• It talks about connection between
stimulus and response.
• Being the first, it is also known as
classical. Ivan Pavlov

3. Main Terminology
Natural stimulus
Conditioned Response
Natural response
Neutral stimulus Conditioned Stimulus

4. PAVLOV’S EXPERIMENT
Source: https://www.simplypsychology.org/pavlov.html

9. Processes During Conditioning
• Behavior occurs in presence of
other stimulus similar to the
conditioned one
Generalization
• Learning to discriminate
between main conditioned
stimulus and other related
stimulus
Discrimination

10. Processes During Conditioning
• Fading of desired behavior on repeated
presentation of conditioned stimulus
without associating with unconditioned
one
Extinction
• If after extinction, the unconditioned
stimulus is being associated again with
conditioned stimulus, the behavior
reoccurs immediately.
Spontaneous
Recovery

11. Educational Implications
•For developing good habits
•Developing positive attitude
towards learning
•To eradicate tension and fear
among children
•Re-adjustment of maladjusted
children in classroom

12. LIMITATIONS
• No explanation of learning of
gifted/intelligent children
• Too much stress on repetition
• Generally, learnt facts are not stable
• Sometimes, student forget when
reinforcement is withdrawn
• No clarity on role of insight,
understanding, interests, aptitude, etc.

13. THANKS