Changes in Synapses That Happen During Classical Conditioning

After reading through chapter six, I began reading chapter seven of our psychology text titled, Learning. Learning is something we do everyday even we don’t realize it. While reading chapter seven, I learned that there are three different types of learning, classical conditioning, operant conditioning, and cognitive learning. Classical conditioning stands for two types of stimuli linking providing us the tools to have a reaction; this is the type of learning that involves automatic behaviors. Operant conditioning is the type of learning that causes a change in behavior, in reaction to consequences; this is the behavior that involves choosing of choices. Lastly, cognitive learning is the obtaining of new skills, behaviors, and information through

The purpose of this research paper is to discuss how we learn. How does learning correlate with the hindbrain, midbrain, and forebrain. Also, I discussed how the different structures work in relation to the learning process. Furthermore, I have discussed how disease and injury may affect learning. I used several different resources to gather my information including: educational video, scholarly journals, and my textbook.

The cell body comprises of the nucleus and other organelles (Ward, 2010). The nucleus contains the genetic code, and this is involved with protein synthesis (He, 2013). The dendrites receive information from other neurons which are located in a close proximity (Kalat, 1995). The terminal of an axon compresses into a disc-shaped structure (Gross, 2010). This is where chemical signals also known as a neurotransmitter permit interaction amongst neurons, by means of a minute gap named a synapse (Martin, Carlson & Buskit, 2013). Both neurons which form the synapse are referred to as a presynaptic synapse (prior to the synapse) and postsynaptic (after the synapse), reflecting the direction of information flow (from axon to dendrite), (He, 2013).

Patterns are also a key point in self-organizing systems and are found in both the development of artificial intelligence and the traumatized brain through classical conditioning. Classical conditioning is a learning process in which two stimuli become associated with each other, causing a neutral stimulus, which is a stimulus normally not perceived as noteworthy, to be conditioned to cause an involuntary response. In order for the learning system of the AI to form, a pattern must first be set for the program to follow and build off of. Once the pattern has been

From birth throughout adulthood, our behavior changes as we learn new things. For example, I am going 65 mph on the I-95 towards Philadelphia and a car in the right lane cuts short in front of me, I am able use my fast reflexes to step on the brakes just in time so that I do not hit the back of the car. There are three different types of learning: associative, non-associative, and observational. Associative learning is when we form connections between stimuli, and behaviors. This type of learning helps us to predict the future based on past history. Associative learning is broken down into two subcategories: conditioning and operant conditioning. In classical conditioning, connections are made between pairs of stimuli that happen sequentially in time. For example, if someone sees a bee of the first time and then gets stung, a connection is made between seeing the bee and the pain of the sting. In order to understand the method of classical conditioning, you must know the difference between conditioned and unconditioned stimulus. A conditioned stimulus deals with an important environmental event that is

The existence of the associative learning is used to contend that there may be no evidence that the process does indeed undergo change.

Learning is the act of changing an organism’s behavior in response to an experience. Associative learning is when an organism links two events that occur close in time. When an organism learns to make associations, it is being conditioned. There are two types of conditioning. Operant conditioning is when an organism associates an action and the consequence of that action. It results in the organism adapting its behavior to maximize rewards and minimize punishment (Skinner). On the other hand, classical conditioning is a type of learning where an organism associates a certain stimulus and the response to it with a different stimulus. A neutral stimulus is associated with an unconditioned response to an unconditioned

Explain the initial pairing of the banging bar and the rat in terms of learning through classical conditioning.

In the presented review, I aim to critically discuss this paper. I start with criticising Mackintosh’s approach of treating cognitive and associative processes as two distinct. Then, I examine Mackintosh’s point of view on animal learning. I conclude that Machintosh’s (1997) main claim about the importance of the associative learning is supported by subsequent research. Nevertheless, it is important not to neglect either associative, or cognitive approach, because they are not fundamentally different, and, at least in humans, both of them play a significant role.

When learning, the use of memory is important in order for the development of knowledge and skill, and in psychology, the term “blocking” is used to describe a failure to develop knowledge or skill during learning. A well-recognized experiment in which the blocking effect is seen to occur in animals is Kamin’s blocking effect (Kamin L.J., 1969), in which a series of experiments were conducted wherein it was proved that prior conditioning

Kandel would then take two neurons from the slug and preserve them in broth. He then manipulated the neurons so they communicated to each other. Kandel’s results showed that the slug’s gill could be modified by habituation, sensitization, and classical conditioning. Kandel also showed that when the slugs were learning a new task a change was apparent in their neurons. Kandel found out that the synapses became stronger when signals that reinforced relation went through.

Do you remember how you learned how to ride a bike, read a book, or read a book? These and many more activities you are allowed to do are all cause of procedural memory. Procedural memory are the motor skills that you have developed from repeated times. These things, such as walking, talking, eating, start when you are born. You do these motor skills and actions so much that they become more of a habit and you do not notice that you are actually do them. People do not stop and say to their selves “Remember to breath, in, then out” or “to walk, you put your right foot out first, then your left”. That would make life a little more difficult than it already is. Humans and animals can learn with feedback. For example, when we start driving, we will learn the amount of pressure we have to put on the peddle for the car not to go to fast or too slow. “Perceptual learning training with feedback is not formally different from that experienced by a rat required to choose between a triangle and circle, say, when one of these is followed by a given outcome (e.g., access to food) and one is not. Contemporary associative theories of animal discrimination learning (e.g., that proposed by Rescorla & Wagner, 1972) provide an explanation of such learning” (Mitchell & Hall, 2014). Another habit we have as humans are is superstitious learning. Superstitious learning is “actions performed even when there is no causal relationship between the action and its consequences” (Eichenbaum, 2008). For

A biological constraint in learning theory refers to an inherited tendency to learn and create certain relationships, and it has been said that some species are much more readily than others in learning such behaviour. Therefore it involves the factors which make populations resistant to evolutionary change and the animals biological make up. In this paper I will attempt to explain the bases of the original biological approaches to learning in classical conditioning in humans and animals, make comparison between animals and the association of fears

Learning theories are the structural foundation used to label how information is processed, stored and encoded during learning. Retention of knowledge is subjective and influenced by outside factors such as, an individual’s cognitive ability to process or retain information. Other influences are environmental, emotional or preexisting experiences or associations (Andreassi, 2000). To gain a better understanding of behaviorism in correlation to learning theories it is crucial to understand and grasp the meaning of associative learning. This process involves the association between two stimuli or a behavior and a learned stimulus. Associative learning is divided in to two central techniques, classical conditioning and operant condition. Classical and operant conditioning are basic methods of learning and conditioning is used to adapt a behavior or association through a stimuli or consequence (Ciccarelli, 2012). While classical conditioning and operant conditioning are key elements in associative learning, they have significant differences. A clear contrast between the two theories is whether the behavior or response produced is considered to be voluntary or involuntary.

Psychology is a broad subject filled with many different theories, several theories of which that were particularly interesting fall under the topic “The Learning Perspective”. In fact, Learning is described as the acquisition of knowledge or skills through experience, study, or by being taught. This paper takes a leap further into the psychology and true meaning behind the Learning Perspective, as well as its Biological Importance in our everyday lives. The ideology behind his perspective basically revolves around the idea that behavior is trained, conditioned, reinforced and essentially reflexive. Two of the main theories are listed as follows; The Behaviorism theory and The Cognitive theory. Each theory draws a clear distinction about its differences and similarities with its connection to stimuli. For example, in both sub theories, such as Classical Conditioning and Operant Conditioning, an action is done and a specific response is given. What sets both theories apart are the positivity or negativity of the reward for the action. From this paper, the importance of Learning is discussed as well as the effectiveness of the different theories and its principles that define and set each other apart.