Classical conditioning is a learning process theorized by Ivan Pavlov in which a neutral stimulus that elicits no response comes to elicit a response after being paired with an unconditioned stimulus that naturally elicits a response. Through repeated pairings, the neutral stimulus becomes a conditioned stimulus that elicits a conditioned response from the organism. The three main stages of classical conditioning are before conditioning when no response occurs to the neutral stimulus, during conditioning when the neutral and unconditioned stimuli are paired, and after conditioning when the now conditioned stimulus elicits the conditioned response alone. Classical conditioning has implications for developing habits, interests, eliminating undesirable behaviors, and language learning.
Classical conditioning is a learning process discovered by Ivan Pavlov where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a new conditioned response. Pavlov's famous experiment involved ringing a bell before giving dogs food, causing the dogs to salivate in response to the bell alone. Classical conditioning involves three stages: before conditioning where the unconditioned stimulus produces an unconditioned response, during conditioning where the neutral stimulus is paired with the unconditioned stimulus, and after conditioning where the now conditioned stimulus elicits the conditioned response. This theory has implications for understanding reward, punishment, language learning, removing superstitions, developing attitudes, and using audiovisual aids in education.
- The unconditioned stimulus naturally elicits an unconditioned response. Pavlov's research involved dogs salivating in response to food.
- Through repeated pairing of a neutral stimulus (like a bell) with the unconditioned stimulus (food), the neutral stimulus takes on the properties of a conditioned stimulus that comes to elicit the same response (salivation) as the unconditioned stimulus.
- Classical conditioning involves learning the association between the conditioned stimulus and unconditioned stimulus/response through repeated exposure.
Pavlov's classic experiments on classical conditioning demonstrated that organisms can learn to associate neutral stimuli with biologically significant stimuli, as when his dogs learned to salivate to a tone that predicted food. Later research expanded on Pavlov's work to show the importance of cognitive processes and biological predispositions in conditioning, and that conditioning principles can help explain diverse phenomena like drug addiction, immune responses, phobias, and advertising effectiveness. Pavlov's work established classical conditioning as a fundamental form of learning and influenced the development of behaviorism.
This document discusses several theories of learning, including:
- Pavlov's classical conditioning theory involving conditioning stimuli to elicit responses.
- Skinner's operant conditioning theory involving reinforcing or punishing behaviors to shape learning through rewards and punishments.
- Bandura's social learning theory which emphasizes how observation, modeling, and imitation of others influences learning behaviors and reactions. Bandura's experiments showed learning through observing consequences to others.
1) The document discusses classical conditioning theory as proposed by Ivan Pavlov. It explains the key elements of classical conditioning including unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.
2) Several principles of classical conditioning are covered, such as acquisition, extinction, spontaneous recovery, stimulus generalization, and stimulus discrimination.
3) Pavlov's famous experiment with dogs is described, where he conditioned dogs to salivate when they heard a tone, based on its association with food.
Learning is the process of acquiring new information or behaviors through experience or practice that results in relatively permanent changes to behavior. There are two main types of learning:
Classical conditioning involves learning associations between stimuli through experiences, where a neutral stimulus becomes associated with an unconditioned stimulus to elicit the same response. Operant conditioning involves changing behavior through reinforcement or punishment in response to the consequences of an action.
Classical conditioning is a learning process theorized by Ivan Pavlov in which a neutral stimulus that elicits no response comes to elicit a response after being paired with an unconditioned stimulus that naturally elicits a response. Through repeated pairings, the neutral stimulus becomes a conditioned stimulus that elicits a conditioned response from the organism. The three main stages of classical conditioning are before conditioning when no response occurs to the neutral stimulus, during conditioning when the neutral and unconditioned stimuli are paired, and after conditioning when the now conditioned stimulus elicits the conditioned response alone. Classical conditioning has implications for developing habits, interests, eliminating undesirable behaviors, and language learning.
Classical conditioning is a learning process discovered by Ivan Pavlov where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a new conditioned response. Pavlov's famous experiment involved ringing a bell before giving dogs food, causing the dogs to salivate in response to the bell alone. Classical conditioning involves three stages: before conditioning where the unconditioned stimulus produces an unconditioned response, during conditioning where the neutral stimulus is paired with the unconditioned stimulus, and after conditioning where the now conditioned stimulus elicits the conditioned response. This theory has implications for understanding reward, punishment, language learning, removing superstitions, developing attitudes, and using audiovisual aids in education.
- The unconditioned stimulus naturally elicits an unconditioned response. Pavlov's research involved dogs salivating in response to food.
- Through repeated pairing of a neutral stimulus (like a bell) with the unconditioned stimulus (food), the neutral stimulus takes on the properties of a conditioned stimulus that comes to elicit the same response (salivation) as the unconditioned stimulus.
- Classical conditioning involves learning the association between the conditioned stimulus and unconditioned stimulus/response through repeated exposure.
Pavlov's classic experiments on classical conditioning demonstrated that organisms can learn to associate neutral stimuli with biologically significant stimuli, as when his dogs learned to salivate to a tone that predicted food. Later research expanded on Pavlov's work to show the importance of cognitive processes and biological predispositions in conditioning, and that conditioning principles can help explain diverse phenomena like drug addiction, immune responses, phobias, and advertising effectiveness. Pavlov's work established classical conditioning as a fundamental form of learning and influenced the development of behaviorism.
This document discusses several theories of learning, including:
- Pavlov's classical conditioning theory involving conditioning stimuli to elicit responses.
- Skinner's operant conditioning theory involving reinforcing or punishing behaviors to shape learning through rewards and punishments.
- Bandura's social learning theory which emphasizes how observation, modeling, and imitation of others influences learning behaviors and reactions. Bandura's experiments showed learning through observing consequences to others.
1) The document discusses classical conditioning theory as proposed by Ivan Pavlov. It explains the key elements of classical conditioning including unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.
2) Several principles of classical conditioning are covered, such as acquisition, extinction, spontaneous recovery, stimulus generalization, and stimulus discrimination.
3) Pavlov's famous experiment with dogs is described, where he conditioned dogs to salivate when they heard a tone, based on its association with food.
Learning is the process of acquiring new information or behaviors through experience or practice that results in relatively permanent changes to behavior. There are two main types of learning:
Classical conditioning involves learning associations between stimuli through experiences, where a neutral stimulus becomes associated with an unconditioned stimulus to elicit the same response. Operant conditioning involves changing behavior through reinforcement or punishment in response to the consequences of an action.
Classical conditioning involves learning through associations between stimuli. It was discovered by Ivan Pavlov through his experiments with dogs where he found they learned to associate food with the presence of stimuli like a bell. There are different types of classical conditioning including delay, trace, and simultaneous conditioning which vary based on the timing of the conditioned and unconditioned stimuli. Operant conditioning, studied by B.F. Skinner, involves reinforcement and punishment to modify behavior. Reinforcers like food increase behaviors while punishers decrease them. Shaping uses reinforcement to gradually modify behaviors towards a target behavior through successive approximations.
Learning involves relatively permanent changes in behavior or understanding that result from experience. There are two main types of learning - classical conditioning, where organisms learn to associate stimuli through repeated pairings, and operant conditioning, where behavior is modified by its consequences. Both types involve cognitive processes and can be influenced by observation, reinforcement schedules, attention, and other factors. Research on learning principles can help improve teaching methods and skill acquisition.
1) The document provides an overview of the learning approach, outlining key assumptions and describing three types of learning: classical conditioning, operant conditioning, and social learning theory.
2) Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning uses reinforcement and punishment to shape behaviors. Social learning emphasizes learning from others through observation and imitation.
3) Examples are described to illustrate classical and operant conditioning principles, including Watson and Rayner's experiment conditioning fear in a baby, and Skinner's study on superstitious behaviors in pigeons. Evaluations note both practical applications and limitations of animal studies to human behaviors.
Classical conditioning is a learning process discovered by Ivan Pavlov where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. Pavlov's famous experiment involved ringing a bell before giving dogs food, causing the dogs to salivate upon hearing the bell alone. There are three phases to classical conditioning: pre-conditioning where only the unconditioned stimulus causes an unconditioned response; conditioning where the neutral stimulus is paired with the unconditioned stimulus; and post-conditioning where the now conditioned stimulus elicits the conditioned response without the unconditioned stimulus present. Five principles of classical conditioning are acquisition, extinction, spontaneous recovery, stimulus generalization, and stimulus discrimination.
This document provides an overview of classical conditioning. It defines classical conditioning as a type of learning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. The document discusses Pavlov's famous experiments with dogs and the salivation response. It covers principles of classical conditioning like acquisition, extinction, generalization, and discrimination. Applications to behavior therapy and the neural basis are also mentioned.
1. Learning is a relatively permanent change in behavior resulting from experience. There are three main types of learning: classical conditioning, operant conditioning, and observational/social learning.
2. In classical conditioning, organisms learn to associate stimuli through processes like Pavlov's dog experiment. In operant conditioning, behaviors are strengthened or weakened by their consequences, as shown through Skinner's experiments with reinforcement and punishment.
3. Observational learning involves learning new behaviors by watching others, as demonstrated by Bandura's Bobo doll experiment where children imitated an adult's aggressive behavior toward the doll.
- Learning is a relatively permanent change in behavior due to experience. Classical conditioning is a type of learning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response.
- Pavlov's dog experiment demonstrated classical conditioning, where dogs learned to salivate at the sound of a bell, which was previously a neutral stimulus but was paired with the unconditioned stimulus of food.
- Operant conditioning is a type of learning involving voluntary responses that are strengthened or weakened through consequences - responses followed by reinforcement are likely to be repeated.
This document provides an overview of classical and operant conditioning. It discusses classical conditioning, including Pavlov's experiment with dogs, the components of classical conditioning (unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response), and key principles like acquisition, extinction, and stimulus generalization. It then covers operant conditioning, explaining that it involves associating behaviors with consequences through reinforcement or punishment. It discusses B.F. Skinner's pioneering work in this area and concepts like primary and secondary reinforcers as well as different reinforcement schedules used to teach behaviors.
Learning can occur through classical conditioning, instrumental conditioning, and other forms of associative and non-associative learning. Classical conditioning involves forming an association between an unconditioned stimulus that naturally elicits a response and a neutral conditioned stimulus, so that the conditioned stimulus comes to elicit the response. Instrumental conditioning occurs when voluntary behaviors are strengthened or weakened based on their consequences. Learning theories aim to explain how learning takes place through various processes like acquisition, extinction, generalization, and discrimination.
Learning is the acquisition and development of knowledge and behaviors through experience or education. It results in relatively permanent changes in behavior. Classical conditioning is a form of learning where a previously neutral stimulus is repeatedly paired with an unconditioned stimulus that naturally elicits a reflexive response, resulting in the neutral stimulus also producing the response. The process involves an unconditioned stimulus that triggers an unconditioned response, and through repeated pairing, a previously neutral stimulus becomes the conditioned stimulus that elicits the conditioned response.
These slides are about different methods and types of learning and basically concerned about classical conditioning. Classical conditioning and its whole process is described here briefly.
Learning is defined as a relatively permanent change in behavior due to experience. Classical conditioning links a neutral stimulus to an unconditioned stimulus that elicits a natural response, forming an association. Ivan Pavlov's famous experiments on dogs demonstrated classical conditioning. Operant conditioning associates responses with consequences, such as reinforcement or punishment, shaping behavior. Both types of associative learning are important ways organisms learn about their environment.
Principles and Applications of Classical and operant conditioningppt.pptxsarahfauzna
Classical conditioning involves forming associations between stimuli and responses. Ivan Pavlov's famous experiments with dogs demonstrated this, showing that dogs could associate the sound of a bell (conditioned stimulus) with the delivery of food (unconditioned stimulus) and learn to salivate in response to the bell alone. Three key principles of classical conditioning are acquisition, where the association is formed; extinction, where the response weakens without reinforcement; and spontaneous recovery, where an extinguished response briefly returns. Stimulus generalization also occurs, where similar stimuli to the original conditioned stimulus can elicit the same response.
1) The study aimed to apply Pavlovian classical conditioning to everyday life in the Mizo population. Participants were shown a demonstration of Pavlovian conditioning and asked to provide examples from their own lives.
2) Several participants provided examples of learned associations forming between neutral stimuli and responses in daily routines, such as feeling hungry at 12:00pm from eating lunch daily at that time in university or expecting food upon hearing a bell that preceded meals at a hostel.
3) The investigator found that classical conditioning can be observed in everyday experiences across cultures, as the participants demonstrated conditioned responses to previously neutral stimuli without conscious awareness of the learned associations.
The document discusses various theories of learning, including:
- Non-associative learning (habituation, sensitization) vs. associative learning (classical and instrumental conditioning)
- Classical conditioning experiments by Pavlov showing that a neutral stimulus can become associated with an unconditioned stimulus through repeated pairing
- Instrumental or operant conditioning experiments by Skinner showing that behaviors are reinforced or weakened by their consequences
- Cognitive learning involves understanding cause-and-effect relationships through mental strategies like mapping internal representations
Learning theories provide frameworks for understanding how human and animal behavior is acquired and changed through experience.
This document summarizes different theories and experiments on how learning occurs. It discusses classical conditioning by Pavlov and operant conditioning by Skinner. It also covers observational learning through Bandura's Bobo doll experiment. Later sections extend these theories by considering cognition, biological constraints, and real-world applications of conditioning principles.
Learning is defined as a relatively permanent change in behavior or behavior potential that results from experience. It became a major focus of study in psychology in the early 20th century with the rise of behaviorism. Maturation is a developmental process that brings about changes in a person over time through coping with emotional situations, rather than just physical aging. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, as shown in Watson's famous "Little Albert" experiment which conditioned a fear response in the infant.
This document provides an overview of classical and operant conditioning. It defines classical conditioning as learning through association, where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a response. Operant conditioning is defined as changing behavior through consequences, where behaviors followed by reinforcement increase in likelihood. Examples of classical and operant conditioning are described, including Pavlov's experiments with dogs and Skinner's research using operant chambers.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Classical conditioning involves learning through associations between stimuli. It was discovered by Ivan Pavlov through his experiments with dogs where he found they learned to associate food with the presence of stimuli like a bell. There are different types of classical conditioning including delay, trace, and simultaneous conditioning which vary based on the timing of the conditioned and unconditioned stimuli. Operant conditioning, studied by B.F. Skinner, involves reinforcement and punishment to modify behavior. Reinforcers like food increase behaviors while punishers decrease them. Shaping uses reinforcement to gradually modify behaviors towards a target behavior through successive approximations.
Learning involves relatively permanent changes in behavior or understanding that result from experience. There are two main types of learning - classical conditioning, where organisms learn to associate stimuli through repeated pairings, and operant conditioning, where behavior is modified by its consequences. Both types involve cognitive processes and can be influenced by observation, reinforcement schedules, attention, and other factors. Research on learning principles can help improve teaching methods and skill acquisition.
1) The document provides an overview of the learning approach, outlining key assumptions and describing three types of learning: classical conditioning, operant conditioning, and social learning theory.
2) Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning uses reinforcement and punishment to shape behaviors. Social learning emphasizes learning from others through observation and imitation.
3) Examples are described to illustrate classical and operant conditioning principles, including Watson and Rayner's experiment conditioning fear in a baby, and Skinner's study on superstitious behaviors in pigeons. Evaluations note both practical applications and limitations of animal studies to human behaviors.
Classical conditioning is a learning process discovered by Ivan Pavlov where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. Pavlov's famous experiment involved ringing a bell before giving dogs food, causing the dogs to salivate upon hearing the bell alone. There are three phases to classical conditioning: pre-conditioning where only the unconditioned stimulus causes an unconditioned response; conditioning where the neutral stimulus is paired with the unconditioned stimulus; and post-conditioning where the now conditioned stimulus elicits the conditioned response without the unconditioned stimulus present. Five principles of classical conditioning are acquisition, extinction, spontaneous recovery, stimulus generalization, and stimulus discrimination.
This document provides an overview of classical conditioning. It defines classical conditioning as a type of learning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. The document discusses Pavlov's famous experiments with dogs and the salivation response. It covers principles of classical conditioning like acquisition, extinction, generalization, and discrimination. Applications to behavior therapy and the neural basis are also mentioned.
1. Learning is a relatively permanent change in behavior resulting from experience. There are three main types of learning: classical conditioning, operant conditioning, and observational/social learning.
2. In classical conditioning, organisms learn to associate stimuli through processes like Pavlov's dog experiment. In operant conditioning, behaviors are strengthened or weakened by their consequences, as shown through Skinner's experiments with reinforcement and punishment.
3. Observational learning involves learning new behaviors by watching others, as demonstrated by Bandura's Bobo doll experiment where children imitated an adult's aggressive behavior toward the doll.
- Learning is a relatively permanent change in behavior due to experience. Classical conditioning is a type of learning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response.
- Pavlov's dog experiment demonstrated classical conditioning, where dogs learned to salivate at the sound of a bell, which was previously a neutral stimulus but was paired with the unconditioned stimulus of food.
- Operant conditioning is a type of learning involving voluntary responses that are strengthened or weakened through consequences - responses followed by reinforcement are likely to be repeated.
This document provides an overview of classical and operant conditioning. It discusses classical conditioning, including Pavlov's experiment with dogs, the components of classical conditioning (unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response), and key principles like acquisition, extinction, and stimulus generalization. It then covers operant conditioning, explaining that it involves associating behaviors with consequences through reinforcement or punishment. It discusses B.F. Skinner's pioneering work in this area and concepts like primary and secondary reinforcers as well as different reinforcement schedules used to teach behaviors.
Learning can occur through classical conditioning, instrumental conditioning, and other forms of associative and non-associative learning. Classical conditioning involves forming an association between an unconditioned stimulus that naturally elicits a response and a neutral conditioned stimulus, so that the conditioned stimulus comes to elicit the response. Instrumental conditioning occurs when voluntary behaviors are strengthened or weakened based on their consequences. Learning theories aim to explain how learning takes place through various processes like acquisition, extinction, generalization, and discrimination.
Learning is the acquisition and development of knowledge and behaviors through experience or education. It results in relatively permanent changes in behavior. Classical conditioning is a form of learning where a previously neutral stimulus is repeatedly paired with an unconditioned stimulus that naturally elicits a reflexive response, resulting in the neutral stimulus also producing the response. The process involves an unconditioned stimulus that triggers an unconditioned response, and through repeated pairing, a previously neutral stimulus becomes the conditioned stimulus that elicits the conditioned response.
These slides are about different methods and types of learning and basically concerned about classical conditioning. Classical conditioning and its whole process is described here briefly.
Learning is defined as a relatively permanent change in behavior due to experience. Classical conditioning links a neutral stimulus to an unconditioned stimulus that elicits a natural response, forming an association. Ivan Pavlov's famous experiments on dogs demonstrated classical conditioning. Operant conditioning associates responses with consequences, such as reinforcement or punishment, shaping behavior. Both types of associative learning are important ways organisms learn about their environment.
Principles and Applications of Classical and operant conditioningppt.pptxsarahfauzna
Classical conditioning involves forming associations between stimuli and responses. Ivan Pavlov's famous experiments with dogs demonstrated this, showing that dogs could associate the sound of a bell (conditioned stimulus) with the delivery of food (unconditioned stimulus) and learn to salivate in response to the bell alone. Three key principles of classical conditioning are acquisition, where the association is formed; extinction, where the response weakens without reinforcement; and spontaneous recovery, where an extinguished response briefly returns. Stimulus generalization also occurs, where similar stimuli to the original conditioned stimulus can elicit the same response.
1) The study aimed to apply Pavlovian classical conditioning to everyday life in the Mizo population. Participants were shown a demonstration of Pavlovian conditioning and asked to provide examples from their own lives.
2) Several participants provided examples of learned associations forming between neutral stimuli and responses in daily routines, such as feeling hungry at 12:00pm from eating lunch daily at that time in university or expecting food upon hearing a bell that preceded meals at a hostel.
3) The investigator found that classical conditioning can be observed in everyday experiences across cultures, as the participants demonstrated conditioned responses to previously neutral stimuli without conscious awareness of the learned associations.
The document discusses various theories of learning, including:
- Non-associative learning (habituation, sensitization) vs. associative learning (classical and instrumental conditioning)
- Classical conditioning experiments by Pavlov showing that a neutral stimulus can become associated with an unconditioned stimulus through repeated pairing
- Instrumental or operant conditioning experiments by Skinner showing that behaviors are reinforced or weakened by their consequences
- Cognitive learning involves understanding cause-and-effect relationships through mental strategies like mapping internal representations
Learning theories provide frameworks for understanding how human and animal behavior is acquired and changed through experience.
This document summarizes different theories and experiments on how learning occurs. It discusses classical conditioning by Pavlov and operant conditioning by Skinner. It also covers observational learning through Bandura's Bobo doll experiment. Later sections extend these theories by considering cognition, biological constraints, and real-world applications of conditioning principles.
Learning is defined as a relatively permanent change in behavior or behavior potential that results from experience. It became a major focus of study in psychology in the early 20th century with the rise of behaviorism. Maturation is a developmental process that brings about changes in a person over time through coping with emotional situations, rather than just physical aging. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response, as shown in Watson's famous "Little Albert" experiment which conditioned a fear response in the infant.
This document provides an overview of classical and operant conditioning. It defines classical conditioning as learning through association, where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a response. Operant conditioning is defined as changing behavior through consequences, where behaviors followed by reinforcement increase in likelihood. Examples of classical and operant conditioning are described, including Pavlov's experiments with dogs and Skinner's research using operant chambers.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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1. LEARNING
Learning is defined as any relatively permanent change in behaviour or
behavioural potential produced by experience
Changes due to practice and experience, which are relatively permanent are
illustrative of learning.
One must remember that some behavioural changes occur due to the use of
drugs, or fatigue these changes are temporary and They are not considered
learning.
FEATURES OF LEARNING
The first feature is that learning always involves some kinds of
experience.
We experience an event occurring in a certain sequence on a
number of occasions.
If an event happens then it may be followed by certain other
events.
They must be distinguished from the behavioural changes that
are neither permanent nor learned.
The change due to continuous exposure to stimuli is called
habituation and It is not due to learning
2. Conditioning
The simplest kind of learning is called
conditioning.
Two types of conditioning have been
identified:
Classical conditioning
Instrumental/operant conditioning
In addition, observational learning, cognitive
learning, verbal learning, concept learning &
skill learning are there.
3. Classical Conditioning
• Classical conditioning is a type of learning
that happens unconsciously. When you
learn through classical conditioning, an
automatic conditioned response is paired
with a specific stimulus. This creates a
behaviour.
• Classical conditioning involves placing a
neutral signal before a naturally occurring
reflex.
4. How Classical Conditioning
Works
In order to understand how more about
how classical conditioning works, it is
important to become familiar with the
basic principles of the process. Classical
conditioning involves forming an
association between two stimuli resulting
in a learned response.
5. EXAMPLES OF CLASSICAL
CONDITIONING
Ivon Pavlov designed an
experiment to understand
this process in detail in
which dogs were used. In
the first phase, a dog was
placed in a box and
harnessed. The dog was
left in the box for some
time. This was repeated a
number of times on
different days. In the
meantime, a simple
surgery was conducted,
and one end of a tube was
inserted in the dog’s jaw
and the other end of the
6. Phase 1: Before Conditioning
o The first part of the classical
conditioning process requires
a naturally occurring stimulus
that will automatically elicit a
response. Salivating in
response to the smell of food
is a good example of a
naturally occurring stimulus.
o During this phase of the
processes, the unconditioned
stimulus (UCS) results in an
unconditioned response
(UCR). For example, presenting
food (the UCS) naturally and
automatically triggers a
salivation response (the UCR).
o At this point, there is also a neutral
stimulus that produces no effect—
yet. It isn't until this neutral stimulus
is paired with the UCS that it will
come to evoke a response
o In the second phase of the
experiment, the dog was kept
hungry and placed in harness with
one end of the tube ending in the
jaw and the other end in the glass
jar. A bell was sounded and
immediately thereafter food (meat
powder) was served to the dog. The
dog was allowed to eat it. For the
next few days, everytime the meat
powder was presented, it was
preceded by the sound of a bell.
7. Phase 2: During Conditioning
During the second phase of the classical conditioning process, the previously
neutral stimulus is repeatedly paired with the unconditioned stimulus. As a
result of this pairing, an association between the previously neutral stimulus
and the UCS is formed.
At this point, the once neutral stimulus becomes known as the conditioned
stimulus (CS). The subject has now been conditioned to respond to this
stimulus. The conditioned stimulus is a previously neutral stimulus that, after
becoming associated with the unconditioned stimulus, eventually comes to
trigger a conditioned response.
In our earlier example, suppose that when you smelled your favourite food,
you also heard the sound of a whistle. While the whistle is unrelated to the
smell of the food, if the sound of the whistle was paired multiple times with
the smell, the whistle sound would eventually trigger the conditioned
response. In this case, the sound of the whistle is the conditioned stimulus.
The during conditioning phase involves pairing a neutral stimulus with an
unconditioned stimulus. Eventually, the neutral stimulus becomes the
conditioned stimulus.
After a number of such trials, a test trial was introduced in which everything
was the same as the previous trials except that no food followed the
sounding of the bell. The dog still salivated to the sound of the bell,
expecting presentation of the meat powder as the sound of bell had come to
be connected with it.
8. Phase 3: After Conditioning
Once the association has been
made between the UCS and the
CS, presenting the conditioned
stimulus alone will come to evoke a
response even without the
unconditioned stimulus. The
resulting response is known as the
conditioned response (CR).
The conditioned response is the
learned response to the previously
neutral stimulus. In our example,
the conditioned response would be
feeling hungry when you heard the
sound of the whistle.
In the after conditioning phase,
the conditioned stimulus alone
triggers the conditioned response.
9. FEAR RESPONSE
John B. Watson's experiment with Little Albert is a
perfect example of the fear response. The child initially
showed no fear of a white rat, but after the rat was
paired repeatedly with loud, scary sounds, the child
would cry when the rat was present. The child's fear
also generalized to other fuzzy white objects.
Prior to the conditioning, the white rat was a neutral
stimulus. The unconditioned stimulus was the loud,
clanging sounds, and the unconditioned response was
the fear response created by the noise.
By repeatedly pairing the rat with the unconditioned
stimulus, the white rat (now the conditioned stimulus)
came to evoke the fear response (now the conditioned
response).
This experiment illustrates how phobias can form
through classical conditioning. In many cases, a single
pairing of a neutral stimulus (a dog, for example) and a
frightening experience (being bitten by the dog) can
lead to a lasting phobia (being afraid of dogs).
10. DETERMINANTS OF CLASSICAL CONDITIONING
@ Time relations between Stimuli:
• When the CS and US are presented together, it is called simultaneous conditioning.
• In delayed conditioning, the onset of CS precedes the onset of US. The CS ends before
the end of the US. In trace conditioning, the onset and end of the CS precedes the onset
of US with some time gap between the two.
• In backward conditioning, the US precedes the onset of CS. It is now well established that
delayed conditioning procedure is the most effective way of acquiring a CR.
• In trace conditioning, the onset an end of the CS precedes the onset of US with some time
gap between the two.
@ Type of Unconditional Stimuli:
• The unconditioned stimuli used in studies of classical conditioning are basically of two types,
i.e. appetitive and aversive.
• Appetitive unconditioned stimuli automatically elicits approach responses, such as eating,
drinking, caressing, etc. These responses give satisfaction and pleasure.
• Aversive US are painful, harmful, and elicit avoidance and escape responses. It has been
found that 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.
@ Intensity of conditioned stimuli:
• This influences the course of both appetitive and aversive classical conditioning. More
intense conditioned stimuli are more effective in accelerating the acquisition of conditioned
responses. It means that the more intense the conditioned stimulus, the fewer are the
number of acquisition trials needed for conditioning.