Classical Conditioning Study Notes

Classical Conditioning

  1. Definition of Key Terms: Classical conditioning is a learning process that involves creating an association between a previously neutral stimulus and an unconditioned stimulus to elicit a conditioned response. Below are the definitions of the key terms involved:

    • Unconditioned Stimulus (UCS): This refers to a stimulus that naturally and automatically triggers a response without any prior learning. An example would be food (UCS) that provokes salivation in dogs.
    • Unconditioned Response (UCR): This is the natural, unlearned reaction to the unconditioned stimulus. For instance, the salivation of a dog in response to food is the UCR.
    • Conditioned Stimulus (CS): A previously neutral stimulus that, after being associated with an unconditioned stimulus, eventually triggers a conditioned response. For example, if a bell rings every time food is presented, the bell becomes a conditioned stimulus after several associations.
    • Conditioned Response (CR): This is the learned response to the previously neutral stimulus (now a conditioned stimulus). Continuing with the dog example, salivating at the sound of a bell, which was previously neutral, is the conditioned response.

  2. Classical Conditioning Practice Problems: In this section, we analyze a scenario involving classical conditioning by identifying the different components:

    • Scenario: Mary got pulled over by the police last week. She was terrified and started shaking when the police approached her window. Now, every time she is driving and sees a police car, she starts shaking.

    • Unconditioned Stimulus (UCS): The police approaching her window. This event produced a natural reaction (fear, shaking).

    • Unconditioned Response (UCR): Mary shaking in response to the police approaching her window (the natural reaction).

    • Conditioned Stimulus (CS): The sight of a police car; this was previously neutral but became associated with the fear response after the initial traumatic experience.

    • Conditioned Response (CR): Mary shaking when she sees a police car (the learned response based on past experience).

    • Acquisition: This represents the initial stage of learning when a response is first established. For Mary, acquisition would be the process where she begins to associate the sight of police cars with her earlier fear response.

    • Discrimination: This is the ability to differentiate between similar stimuli and respond only to the conditioned stimulus. If Mary only shakes at police cars but not at other emergency vehicles (like ambulances), this illustrates discrimination.

    • Generalization: This involves the tendency of a conditioned response to occur in response to stimuli that are similar to the conditioned stimulus. If Mary begins to shake when she sees any law enforcement vehicle (not just police cars), this would be an example of generalization.

    • Extinction: This refers to the gradual weakening of the conditioned response when the conditioned stimulus is presented without the unconditioned stimulus repeatedly. If Mary were to see police cars several times without experiencing any fear or being pulled over, her response of shaking would diminish.

    • Spontaneous Recovery: This is the re-emergence of a previously extinguished conditioned response after a period of rest. For instance, if after a time of not seeing police cars Mary suddenly sees one and feels herself shaking again, this would be an example of spontaneous recovery.