Classical/Pavlovian Conditioning: Factors that Influence Pavlovian Conditioning

Salience of the Stimulus

The prominence or noticeability of a stimulus that affects its ability to become associated with a response.

Example: A loud, bright bell (high salience) will be more effective in conditioning than a faint, quiet one (low salience).

US Intensity

The strength or magnitude of the unconditioned stimulus, which influences the learning process.

Example: A stronger shock (high intensity) will condition a fear response more effectively than a mild one (low intensity).

Temporal Spacing

The timing and arrangement of the presentation of the conditioned stimulus (CS) and unconditioned stimulus (US) that affects learning.

Delayed Conditioning

GOOD LEARNING

A conditioning method where the CS is presented just before the US, leading to good learning outcomes.

Example: A bell rings (CS) right before food is given (US), resulting in effective salivation (CR).

Trace Conditioning

OKAY LEARNING

A conditioning method where the CS is presented and then removed before the US is presented, leading to moderate learning.

Example: A bell rings (CS), then stops, and after a short delay, food is given (US). The association is weaker than in delayed conditioning.

Simultaneous Conditioning

POOR LEARNING

A method where the CS and US are presented at the same time, often resulting in poor learning.

Example: The bell (CS) and food (US) are given together. This leads to a weaker association because the animal can't link the two effectively.

Backwards Conditioning

POOR LEARNING (sometimes inhibitory)

A method where the US is presented before the CS, often leading to poor learning or sometimes inhibitory effects.

Example: Food (US) is given first, followed by the bell (CS). This can confuse the association and may even inhibit the CR.