Classical Conditioning In High School

Much of what we do, we learn from experience. We behave the way we do because of our learning associations with the environment. Thus, through college life and its requirements, students naturally feel anxious while speaking in front of a group. This behavior is called a classically conditioned behavior, in other words, a learned response from experience. I feel anxious while giving a speech and I have learned by experience that I will always be anxious, so I can anticipate my natural response when speaking in front of a group.

I learned to feel nauseous when I ate broccoli and cheese soup through classical conditioning. It’s an example of classical conditioning because a connection was created between two stimuli, bacteria and broccoli and cheese soup, that resulted in a response, nausea, that was biologically out of my control (text, p. 254). Furthermore, operant conditioning involves an existing behavior being either encouraged or discouraged, and in this case, there was not a preexisting behavior (text, p. 263).

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Classical conditioning is a type of associative learning which occurs when two stimuli are paired together repetitively and therefore become associated with each other eventually producing the same response. Classical conditioning was developed from the findings of Ivan Pavlov to account for associations between neutral stimuli and reflexive behavior such as salivation. Pavlov (1927) accidently discovered that dogs began to salivate before they had tasted their food. To support his theory, he carried out experiments using dogs which involved measuring the amount of saliva they produced. In his experiments, food started off as an unconditioned stimulus (UCS) which produced salivation, an unconditioned response (UCR). They are both unconditioned as they occur naturally without being learned. The dogs were presented with a bell (NS), this provided no salivation. The bell and food were presented together and after many trails an

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

My example of classical conditioning would be the time I had gotten into a car accident on the highway. Now the accident wasn’t serious, but it left me scared. After the incident, every time I got into a car my body would tense up. I also would feel like I was unable to breathe. As of now I still have miniature panic attacks at the thought of riding in a car or getting on the highway.

Is it possible to rouse fear from a stimulus that at first caused no such response? Classical conditioning is a type of learning where a response is produced from combining a conditioned stimulus with an unconditioned stimulus to produce an unconditioned response. Ivan Pavlov did a famous study, pairing the sound of a bell with food to produce salivation. After a while, just the sound alone would produce salivation. “Little Albert”, an infant that belonged to a wet nurse at the Harriet Lane Home was experimented on by John B. Watson and Rosalie Rayner. Watson and Rayner claim that “Little Albert” was a healthy, unemotional, and stable child. The experiment began with the introduction of a white rat, which alone, produced no fear response. At 11 months and 3 days, the rat was paired with a loud noise. The loud noise frightened “Little Albert”. He began to associate the fear he experienced with the white rat since it was paired with the loud noise.

The preliminary idea is testing the theory of Pavlov’s Theory. I will be testing on my boyfriend. The condition stimulus will be a doorbell noise that I will play and then right after I play the noise I will through a piece of chocolate at him. I am testing to see how long it will take his brain to get trained that when I play the doorbell noise he will know that the piece of chocolate is going to get thrown at him. He will soon learn the relationship of the sound effect and the chocolate.

For this Psychology Field Journal, you will demonstrate your understanding of the components of classical conditioning by labeling two classical conditioning scenarios and reflecting on examples of classical conditioning in everyday life.

Some ideas cannot be learned while asleep and must be associated with feelings. The way the government in Brave New World manipulates feelings is through a process called classical conditioning. This process was first made famous by a man, which the book alludes to quite frequently, Ivan Pavlov. Classical conditioning is the process of associating a negative or positive feeling with a specific action. The more complex ideas can be taught to children using classical conditioning, which the Director explains as he gives students a tour of the Hatchery. After children of the Delta class are shown books and flowers, the Director initiates an electric shock and a series of sirens, explosions, and other unpleasant noises in order to make the children

As early as I can remember, my house growing up was always free of bell peppers. My mother is allergic to them; even the smell makes her sick to her stomach. I always wondered if I was allergic to them as well, but never took any chances as a child and didn’t eat them either. Even to this day when dining out with my parents my mother always asks “are there bell peppers in this” her face would always have that crinkled up nose, that look of disgust on her face when she says it, as would anyone who has a food allergy especially to a common food like bell peppers. From this experience I learned not to like bell peppers either, as a young a child develops that sense

Oreos, a snap of my fingers, and my cousin which turned into several other cousins is what my experiment was all about. In the past there was a psychologist named Pavlov who formed one of the most famous classical conditioning studies in todays era. It started with a dog showing salivation for just food in which he soon correlated with a neutral stimulus, a bell. After looking at more classical conditioning examples I decided that I would try it for myself on my younger cousin, Tommy; who is seven years old. All kids love oreos and would forever want one and that is how I started off. A couple of days of seeing him I then realized that the conditioning process worked but I wanted to keep pushing the experiment and I then turned it into social learning with all of my other cousins who were not originally involved.

John’s simple annoyance tactic turned into a full blown Classical Conditioning experiment when he realized that he could condition his subject to react almost subconsciously to air being blown in its face. Though it was not originally planned to be an experiment it is a great example of Classical Conditioning.

Classical conditioning involves an unconditioned stimulus that unfailingly elicits a instinctive, unlearned response. For example, if I were to buy my roommate a twix bar every time she helped me study, then eventually, she would associate eating a twix bar with helping me study. I will be training my significant other to wash, dry, and fold any dirty laundry by leaving him a bag of skittles after the laundry is done correctly. I will begin by asking my significant other to wash, dry, and fold a basket of laundry. When the task is done successfully, I will reward him with a bag of skittles. Henceforth, every time he does the laundry, I will reward him with a bag of skittles. The unconditioned stimulus is the dirty laundry.

Classical conditioning is defined in the book as a component of behaviorism that explains how we learn involuntary emotional or physiological responses that are similar to instinctive or reflexive responses. One example listed in our text was test anxiety. Another example based off of common knowledge and past experiences can be classroom anxiety in general. Growing up being shy and socially awkward made classroom environments a lot harder than they should have been. My past experience of having to leave the classroom for extensive help and not connecting the same as others effected the way I communicated with peers, and sometimes still does. Not being able to connect at an early age made connecting at later stages much harder.