A) Classical Conditioning

CLASSICAL CONDITIONING

“Never think that you already know all. However highly you are appraised, always have the courage to say to yourself - I am ignorant.” - Ivan Pavlov

Try this first!

HOW DO YOU RESPOND? Direction: Identify and analyze your response to the situation described in each box.

1. You're strolling around the mall when you notice a wonderful aroma emanating from the flower and perfume shops. How do you respond in this situation?

2. You are in your bedroom when you hear a sound coming from the telephone in the living room. How do you respond in this situation?

CLASSICAL CONDITIONING

3. Someone is knocking on your door, and you recognize it as a delivery man carrying your parcel from last week. How do you respond in this situation?

SYNOPSIS

Ivan Petrovich Pavlov, a Russian psychologist, is the one who developed classical conditioning. Classical conditioning is a process of learning that happens when two stimuli are repeatedly paired together and produce a response. It has five key elements, namely: Neutral Stimulus (NS), Unconditioned Stimulus (US), Unconditioned Response (UR), Conditioned Stimulus (CS), and Conditioned Response (CR). The process has 3 phases: before conditioning, during conditioning, and after conditioning. Some aspects can also occur in different phases; these are acquisition, extinction, spontaneous recovery, stimulus generalization, and stimulus discrimination.

LEARNING OUTCOMES

After this lesson, the learners are expected to:

Process of responding to stimuli. Reason why we respond to stimuli. When and where we can observe the process of responding to stimuli in our daily lives.

CLASSICAL CONDITIONING

WHAT IS CLASSICAL CONDITIONING?

Classical conditioning was embraced by the branch of psychology known as behaviorism. It was discovered by Ivan Pavlov, a Russian physiologist, who conducted a series of classic experiments with dogs. It holds that if a naturally occurring stimulus and an environmental stimulus are frequently matched, the environmental stimulus will eventually evoke a response identical to the natural stimulus. Classical conditioning, in other words, refers to the process through which we become accustomed to our response to stimuli that we have encountered repeatedly.

WHO IS IVAN PAVLOV?

Ivan Pavlov is a Russian physiologist best known for his work on the salivation of dogs in response to a stimulus. Pavlov noticed that when dogs see food or hear that you are preparing food for them, they salivate. In his experiment, he fed dogs while flashing a light in a dark room while ringing a bell. When the meal was placed in its mouth, the dog immediately salivated. The dog began salivating when it saw the light or heard the bell when the meal was frequently presented with the light or bell. In other words, the dog was taught to correlate previously neutral stimuli with salivation. This experiment had a profound impact on psychology.

IMPORTANT TERMS:

Stimulus - Something that causes you to respond. This response could be automatic or conditioned.

Response - Reaction to the stimuli.

CLASSICAL CONDITIONING KEY ELEMENTS:

Neutral stimulus (NS)- it doesn’t produce any response and acts as a trigger to a response without specific attention.

Unconditioned stimulus (US) - It is a stimulus that will produce a response that happens automatically.

Unconditioned Response (UR) - it is an involuntary action/response of a naturally occurring stimulus.

Conditioned Stimulus (CS) - It is a stimulus that produces any response with consciousness (knows what response they need to act).

Conditioned response (CR) - It is a learned response to a conditioned stimulus

CLASSICAL CONDITIONING

PROCESS OF CLASSICAL CONDITIONING

PROCESS OF CLASSICAL CONDITIONING

Phase 1: Before Conditioning In order for Classical Conditioning to work, the first step needs a natural stimulus that will cause a response automatically or without being told to. The natural stimulus will be called the Unconditioned Stimulus (US), and the automatic response will be called the Unconditioned Response (UR).

From the example of Classical Conditioning [figure 1], the smell of food (US) automatically causes the dog to drool (UR).

In this phase, there is also a Neutral Stimulus, which is the bell, but this has not yet had any effect.

CLASSICAL CONDITIONING

Phase 2: During Conditioning In this phase, the Unconditioned Stimulus (US) is paired over and over again with the Neutral Stimulus (NS). Because of this, the Unconditioned Stimulus and the Neutral Stimulus are connected. The Neutral Stimulus is now the Conditioned Stimulus (CS) because the person has been trained or conditioned to react to it. The Conditioned Stimulus was once a Neutral Stimulus, but when it is linked to the Unconditioned Stimulus, it causes a Conditioned Response (CR). We can see from the earlier example [figure 1], suppose that the dog smelled the food (US), and also heard the sound of the bell (NS). While the sound of the bell is unrelated to the smell of the food, if the sound of the bell was paired a lot of times with the smell of the food, the bell sound would eventually trigger the Conditioned Response, which is drooling or salivating. In this case, the sound of the bell is the conditioned stimulus.

Phase 3: After Conditioning Once the Unconditioned Stimulus and Conditioned Stimulus are connected, delivering the Conditioned Stimulus alone will eventually trigger a response even without the Unconditioned Stimulus. The learned response to the Conditioned Stimulus, which was initially a Neutral Stimulus is known as a Conditioned Response. In the example [figure 1], the Conditioned Reaction would be the dog will drool when it hears the sound of the bell.

Examples Of Classical Conditioning Process

1. Every time someone rings the doorbell, it attracts attention by making a sound that causes one member of the family to run out the door to check who rang the doorbell. Over time, if a member of the family heard the sound of the bell, he/she automatically ran out the door to check who rang the doorbell.

Doorbell rings (NS) + It produces a sound (US) One member of the family run-out the door to check (UR) Doorbell rings (CS) One member of the family run-out the door to check (CR)

CLASSICAL CONDITIONING

2. A girl saw a majestic flower that produced a lovely scent, so she picked it up. Every time the girl saw a majestic flower with a lovely scent, she always picked it up.

Majestic flower(NS) + Lovely scent of flower (US) picked it up (UR) Majestic flower (CS) Picked it up (CR)

3. At the University of San Agustin, there is a teacher with a warm and lovely disposition who makes all the students attentive in the class. Therefore, every time the teacher facilitates the class, all of the students become attentive.

Teacher (NS) + Warm and lovely approach (US) student attentive in the class. (UR) Teacher (CS) student attentive in the class. (CR)

4. At the classroom set-up of Teacher Cruz,she always gives candy to students who participate in class. Therefore, every student in class participates in class.

Teacher Cruz (NS) + Giving a candy (US) participating in class. (UR) Teacher Cruz (CS) participating in the class. (CR)

Organize your thoughts

Direction: Gather your thoughts regarding the lesson and identify how the process of classical conditioning operates.

Question 1:

The phone was always kept in the cabinet, and whenever Ana received a call, she immediately ran to answer it. Complete the process:

Phone ringing (NS) receives a call (US) ___________(UR) ____________(CS) Runs and answer (CR)

CLASSICAL CONDITIONING

Question 2: Create your own situation and Identify its process of classical conditioning.

Your own situation: Identify its own process of of classical conditioning:

Question 3: Complete the diagram by Identifying the process of classical conditioning.

While you were walking in a park, you saw a lovely dog, and the dog wags its tail while looking at you, which means he/she wants you to come closer to hug him/her. Because of the tail, you identified that it was a calm and friendly dog, so you hugged the dog. Every time you are walking in the same park, you always see that dog wagging its tail. _________ ( NS ) + _____________ (US) ___________ (UR)_________( CS) ______________ (CR )

Let yourself explore

Direction: Analyze the given situation. Put your answer on the table.

Your school suffered a great casualty and injured some students when the earthquake hit your city three years ago. Since then, the school officials are encouraging everyone to participate in an earthquake drill and practice the "Duck, Cover, and Hold" strategy.

One day, during class, your teacher's discussion was interrupted by the sudden shake of the ground and heard a loud ring from an alarm that you usually hear whenever you practice earthquake drill.

Given this situation, which are your personal neutral stimuli, unconditioned stimuli, and conditioned stimuli? Provide a picture for each and describe your unconditioned response and conditioned response in a paragraph form.

CLASSICAL CONDITIONING

Neutral Stimuli

Unconditioned Stimuli

Conditioned Stimuli

Conditioned and Unconditioned Response

sQUIZ your Mind

Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number.

___1. You always disobey your mother's commands. That's why she became enraged at you and got you terrified. Which of the following is the best CONDITIONED RESPONSE (CR)? A. You will still disobey her because you have the freedom to do whatever you want. B. You will never defy her again, so she won't be mad. C. You will just reduce the times that you’re not following her. D. None of the above.

___2. Your dog was conditioned to go straight to your door once he/she sees you holding the leash, which indicates that you will let him/her go for a walk. Which of the following is the

CONDITIONED STIMULUS (CS)?

A. You as the owner. B. The door. C. The dogs are excited for a walk. D. The leash.

CLASSICAL CONDITIONING

___3. You have a crush on Jeon Jungkook. That’s why every time you see him in advertisements, you start gushing and your heart is beating really fast. Which of the following can be considered a NEUTRAL STIMULUS (NS)? A. The neutral stimulus is Jungkook because I have a crush on him. B. The neutral stimulus is the advertisement, because if Jungkook is not in the advertisement, I don’t have any reaction. C. The neutral stimulus is when I start to gush and my heart starts beating fast. D. I don’t think there is a neutral stimulus in this case.

___4. Based on the lesson, the ____________ causes an individual’s automatic or conditioned response. A. Response B. Stimuli C. Food D. None of the above

___5. You went to a seafood restaurant and ate shrimp for the first time, then suddenly you felt dizzy and wanted to vomit. Someone said that you might be allergic to it. Therefore, you never eat shrimp again. The highlighted text is the _________. A. Unconditioned Response (UR) B. Neutral Stimulus (NS) C. Conditioned Response (CR) D. Conditioned Stimulus (CS)

___6. You went to a seafood restaurant and ate shrimp for the first time, then suddenly you felt dizzy and wanted to vomit. Someone said that you might be allergic to it. Therefore, you never eat shrimp again. Which of the following is the CONDITIONED STIMULI (CS)? A. The shrimp B. You are allergic to shrimp. C. You never eat shrimp again. D. You felt dizzy and wanted to vomit.

___7. It’s your first time meeting your strict professor. While she was discussing you felt so nervous and anxious to the point you’re starting to experience stomach cramps. That’s why every time you’re meeting her you always experience the same pain. Which of the following is the CONDITIONED RESPONSE (CR)? A. Your strict professor. B. Feeling nervous and anxious. C. Stomach Cramps. D. You don’t feel nervous and anxious anymore.

CLASSICAL CONDITIONING

REFERENCES

___8. Annually as ‘ber’ months start you always hear Christmas songs everywhere which signifies that Christmas is approaching that’s why you always put christmas decorations at home in ‘ber’ months. Which of the following is the NEUTRAL STIMULI (NS)? A. Christmas songs in ‘ber’ months. B. Putting Christmas decorations in ‘ber’ months. C. You get excited receiving gifts on Christmas. D. All of the above

___9. While walking on the street a dog suddenly bite you. You screamed out loud asking for help, good thing there are bystanders who helped you and brought you to the nearest clinic. After that, you started to have a fear of dogs and never walked on that street again. Which of the following is the UNCONDITIONED RESPONSE (UR)? A. Screamed to seek help. B. The dog that bit you. C. Developed fear of dogs. D. The bystanders.

___10. You went to a public place and suddenly you heard the same phone ringtone as yours. That's why you checked your phone if that sound was yours and found out that it’s from another person. After that everytime you hear the same ringtone as yours you always check your phone. Which of the following is the CONDITIONED RESPONSE (CR)? A. Cellphone B. Public place C. Ringtone from another person. D. Check your phone whenever you hear the phone ringtone.

Cherry, K. (2005, October 23). How classical conditioning works, with examples. Verywell Mind. https://www.verywellmind.com/classical-conditioning-2794859

Cherry, K. (2021, November 16). What is classical conditioning? Explore Psychology. https://www.explorepsychology.com/classical-conditioning/

Vinney, C. (2018, November 30). Classical conditioning: Definition and examples. ThoughtCo. https://www.thoughtco.com/classical-conditioning-definition-examples4424672

CONNECTIONISM AND OPERANT CONDITIONING STORY

Guide Question: How do you help your students succeed in their scientific experiments?

CHAPTER 3: CONNECTIONISM AND OPERANT CONDITIONING Teacher Arkin’s POV

As I heard the bells ring, I immediately prepared my stuff and headed to the school’s main auditorium. I was invited as a guest speaker to a seminar. Although nervous, I am excited to share my experience to my students and fellow teachers.

While walking in the hallway, three students approached me, “Good day, Teacher

Arkin! Can we interview you? We just want to know how you help your students succeed in their scientific experiments.”

I looked at them and smiled because of the peculiar coincidence, “I am actually about

to speak right now at a seminar concerning that topic. Why don’t you just lend me your ears as I discuss them?”

“Wow, that is strange!” they chuckled. “That is a good idea, Teacher! Good luck

and thank you!”

We parted and I sat on my seat as I waited for the hosts to call me onstage. I prepared my script and took a deep breath.

CONNECTIONISM AND OPERANT CONDITIONING STORY

“Greetings, everyone! Today we will be having Sir Arkin as our guest speaker. He is the head of the Science Department at the University of Education. He is currently teaching Junior High School students. Let us give him a virtual hand! Hi, Sir Arkin, how are you?”

“I am doing good. Thank you for that wonderful introduction, Sir John! Greetings to everyone in this auditorium!”

“Greetings, indeed. The floor is now yours, Sir”

“Thank you. Today, I will just share how I handle different types of students on a

daily basis.” I chuckled a bit.

“I have three main points: (1) The essence of effective communication, (2) the

three laws of Thorndike, and (3) the reinforcements.” I explained briefly.

I continued, “Now, as we all can say, communication is both ways. As for the

receiver of the message, how will communication be effective if you do not listen? Same goes to the speaker, in what way can you give your message without being misunderstood? How clear is your message to the other person? You see, we are all both a sender and a receiver. To be an effective communicator, we must consider our message and the receiver.”

“As a teacher, it is my duty to be an excellent sender of messages. I must assess what I am going to say before speaking. My students are of value to me. It is my responsibility to guide them and to facilitate their learning. How am I going to do

that if I cannot establish good communication with them?” I smiled.

“I remember one time, I required my Grade 9 chemistry class to conduct a science experiment. Some of them were afraid to participate as they were unfamiliar with the chemicals. They thought it might explode if they combined them altogether. But of course, it is my duty to guide them to do it correctly, so the

campus will not burn in fire.” I laughed a bit.

CONNECTIONISM AND OPERANT CONDITIONING STORY

“So, let us go back to my second main point, the three laws of Thorndike. First is the Law of Readiness. Before conducting our experiments, I first give them a preactivity test to assess their knowledge on the topic. And then, I will introduce them to the lesson. Discussion is essential so they will be familiarized with the concepts of the different chemicals. After that, we will have our written activity so I can test their knowledge once again, to see if they learned something out of the discussion. If I see a number of students who seem to not understand the lesson, I will pair them with the students who aced the activities. So they may help each other out. This creates a higher chance of improvement. This is for the Law of Readiness.”

“The second law is the Law of Effect. During the experiment, I do not pressure my students into doing an excellent output right away. But, I motivate them to do their best, as when they do their best, I will surely give them high remarks. I had this student of mine in the same class who did not seem to be interested in participating with the experiment. I decided to pair him with the top student, and they did the experiment together, and it turns out he was also an excellent student. He just needed a boost of confidence. Months have passed in that class, the good outcome of pairing average students with the top students was reinforced, and the participation of my students in my class turned into habitual responses of participation to every scientific experimental activity.”

“The third and the final law is the Law of Exercise. It states that connections develop in practice and decrease once practice ceases. In my Chemistry class, I require them to conduct experiments once a week. So they may practice to improve their knowledge and skills.”

“My last main point of the discussion today is the Reinforcement. Personally, I use Positive Reinforcement to my students. Whenever they present exemplary outputs in our experiments, I do not hesitate to give them my most genuine compliments because they deserve it! I give them rewards and punishments that will affect the law of readiness, law of effect, and the law of exercise. Upon giving them the final project, I always give them instructions first. It is a Scientific Investigatory Project that requires my students' original ideas. I ensure that my students know the topic well and give examples to let them know what they will do. That would be the Law of Readiness. That is how effective communication also comes in. So, yes, that's about my talk for today. Thank you for listening!”

“Thank you for that wonderful talk Sir Arkin. We can now head to the question-

and-answer portion!” The host announced and some raised their hands.

CONNECTIONISM AND OPERANT CONDITIONING STORY

Henry, one of the hosts, asked a question, “How long do you give your students to

accomplish a project?”

“I usually give them two weeks to finish the project, the first one to finish and submit will get additional credit. Those late will get a deduction point equivalent to the number of days delayed. And lastly, the students who will not be able to finish will get a zero or incomplete (INC) grade, which we can call as Rewards &

Punishment” I elaborated.

One of the audience stood and asked, “Did you feel any difficulties on the part of

the students?”

“At first, some of them had difficulty brainstorming and getting the materials; they often complained. But I always encourage them and try to help them until they achieve the exact thing they want to finish their project. This is the Law of

Exercise.” I answered briefly.

“How do you evaluate your students during the reporting?”

“For every student giving their progress report, I always provide them with recitation points and give them additional merit whenever they present unique ideas. I always see their eyes sparkle whenever I give them the equivalent recitation points of their presentation. It gives them the motivation to finish and do well in their project. Now this is both Rewards and Law of Effect.“

“There you go! That ends our discussion forum. Thank you very much Sir Arkin, for answering all of our questions. Thank you for sharing your experience with us

as a teacher!” One of the hosts said lively.

“It’s a pleasure! I hoped you learned something from it.” I smiled, bowed, and went down the stage. The hosts gave their final words then bid farewell to all of us. That ended the webinar.

Two weeks have passed, and all my students have finished their Scientific Investigatory Project. All of their projects are unique and beautiful, and as promised, they received the equivalent grade for their hard work.