Who is Pavlov What is Learning Theories of Learning The "Pavlov's Dog" Experiment What is Classical Conditionin Definition of Stimulus Key Concepts of Classical Conditioning Define Conditioning Key principles of Classical Conditioning Conclusion Classical Conditioning in the Classroom My Own Teaching

1. PAVLOV’S CLASSICAL
CONDITIONING

3. WHO IS PAVLOV?
 Pavlov, full name – Ivan
Petrovich Pavlov , was the
Russian Physiologist
 Born on September 14, 1849
 He made many discoveries in
the psychology field
 He was the first who gained
Nobel Prize for Physiology or
Medicine in 1904 for his
discovery in digestive system.
 Classically conditioned dogs
using the Salivary Reflex.
 Died Feb 27, 1936

4. LEARNING
• Learning is a process of acquiring and stabilizing
successful or rewarded responses and of
eliminating the unsuccessful or unrewarded
responses.
• Learning is acquisition of knowledge, attitudes
and values, emotional responses and motor skills.
• Learning is a modification of behaviour through
experiences and instruction for future life.

5. THEORIES OF LEARNING
Different approaches to learning in the form of theories or models
have been established to explain the phenomenon of learning.
Learning to link two
stimuli in a way that
helps us anticipate an
event to which we have
a reaction
:
Changing behavior
choices in response to
consequences
Acquiring new behaviors
and information through
observation and
information, rather than by
direct experience

6. The “Pavlov’s Dog” Experiment
In the 1890s, Russian Scientist Ivan Pavlov was studying aspects of
the digestive process by observing salivation in dogs, when he made
the observation that dogs began to salivate before the food arrived .

7. WHAT IS CLASSICAL
CONDITIONING?
• Classification Conditioning can be defined as
a type of learning in which a
acquires the capacity to evoke a
response that was originally evoked by a
different stimulus.
• This occurs when the two stimuli have been
associated with each other.

9. KEY CONCEPTS OF CLASSICAL
CONDITIONING
( ) : A
stimulus that elicits a response without
conditioning.
( ) :
Automatic response elicited by the
unconditioned stimulus.
( ) : A neutral
stimulus that when paired with an
unconditioned stimulus (UCS) elicits a
similar response.
( ) : A
response that is learned by pairing the
originally neutral conditioned stimulus
(CS) with the unconditioned stimulus
(UCS).

11. KEY PRINCIPLES OF CLASSICAL
CONDITIONING
Behaviorists have described a number of different phenomena
associated with classical conditioning. Some of these elements
involve the initial establishment of the response while others describe
the disappearance of a response. These elements are important in
understanding the classical conditioning process.
Five key principles of classical conditioning are as follows:-
Acquisition
Extinction
Spontaneous Recovery
Stimulus Generation
Stimulus Discrimination

12. CONCLUSION
• According to Pavlov, conditioned reflexes were
temporary or unstable.
• Pavlov himself said that it is not an ideal
education theory.
• Classical conditioning is not a change in the
behaviour but a similar response to a different
stimulus.
• Classical conditioning = Ineffective for classroom
purposes.

13. CLASSICAL CONDITIONING IN
THE CLASSROOM
• Classical conditioning is a type of learning that
had a major influence on the school of thought in
psychology known as behaviorism.
• Teachers can use classical conditioning to quiet
down the students.
• Students will be conditioned in a positive
manner.
• Students will learn the expectations of the
teachers
• Students will learn the expectation of their school

14. MY OWN TEACHING
• I think that classical conditioning can be beneficial when
used correctly.
• Only to be used to maintain positive authority in the
classroom

15. Thank you