Running Head: Classical Conditioning

Classical Conditioning

Miyiah Davis

June 8, 2010

Professor: Tonie Heath

Classical Conditioning

Introduction

Classical conditioning was first theorized by Ivan Pavlov, a famous Russian physiologist who

inadvertently discovered this method of learning through association when conducting an

experiment on the digestive system using dogs. It was after his discovery that classical

conditioning became widely notarized as a method of learning and is often used in today’s time

to explain human behavior. In the following paragraphs a more involved explanation will be

used to discuss classical conditioning along with a sample that classical conditioning is used to

explain how the behavior of sitting quietly during lunch results in receiving a sticker for a

reward.

Theory of Classical Conditioning

Classical conditioning is used to form associations between stimuli and responses that can

either be voluntary or conditioned. The goal in classical conditioning is to create awareness

through learning how certain behaviors lead to a particular event. This is carried out by creating

an association with the unconditioned stimulus (US) and the neutral stimulus (NS), which in

turns modifies an unconditioned response (UCR) into a conditioned response (CS). During

classical conditioning the subject undergoes trials that involve acquisition that allows learning to

take place through the repetition and the act of reinforcement to strengthen the association

between the stimulus and the presented subject (Atkinson, Atkinson, Smith & Bem, 1993).

Through classical conditioning an individual also has the ability to react to novel stimuli that are

similar to familiar stimuli one has been exposed to, referred to as generalization (Atkinson,
 Classical Conditioning 3
Classical Conditioning

1993). There are also situations in classical conditioning in which an individual can discriminate

between similar stimuli through the process of differential reinforcement (Atkinson, 1993).

Not only is classical conditioning used to explain human behavior, classical conditioning is

also used to answer questions about health and explain how the body reacts to viruses. When the

body is exposed to sickness blood cells are produced to attack the germs invading one’s body.

An experiment conducted by Robert Ader explains the how the immune system responses can be

classically conditioned (Lahey, 2001). Robert Ader paired a drug to suppress the immune

system in his subjects along with saccharin-sweetened water to show that after several pairings

suppression in the immune cell production occurred from only drinking the saccharin-sweetened

water (Lahey, 2001). The ability to suppress an important cell within the immune system known

as the NK cell (cells essential to fighting off tumors and viruses) through classical conditioning

has also been have also been shown to be effective in studies done by Dennis Dyck and

associates at the University of Manitoba (Lahey, 2001).

Sexual arousal is also influenced by classical conditioning; this was shown by an observing

sexual arousal in laboratory rats. A portion of male rats were placed in a cage that included a

sexually receptive female rat along with a dividing screen to prevent sexual intercourse. Even

though the rats were separated they still became sexually aroused because the female rat was the

unconditioned stimulus that leads to the unconditioned response in the male rats. When

confronted with the question of whether or not the pairing of the female with the distinctive cage

actually lead to sexual arousal in the male rats, male rats were placed in the same cage that had

not undergone the classical conditioning experience. The results concluded male rats that

received classical conditioning experienced more sexual arousal and engaged in sexual
Classical Conditioning

intercourse quickly (Lahey, 2001). Thus, it was concluded that sexual arousal can be classically

conditioned and provides an explanation of the origins of unusual sexual fetishes.

In the chart below classical conditioning is used to develop an awareness of what events

one’s behavior may lead to. Day after day eating lunch has been similar to recess, so the goal is

to have the children sit quietly at the table during lunch. Stickers are very motivating to this

group of preschoolers, so issuing stickers as the neutral stimulus when arriving at the lunch table

and periodically throughout lunch will create a conditioned response of sitting quietly at the table

during lunch.

Neutral Stimulus (table) No sitting quietly At first, the table does not
elicit the response to sit
quietly.

Unconditioned Stimulus Sitting quietly When the sticker is

(Sticker) presented the
unconditioned response is
elicited.
 Classical Conditioning 5
Classical Conditioning

Neutral Stimulus (table) Unconditioned Response

of sitting quietly is elicited
+ and the children are now
sitting at the table quietly.
Unconditioned Stimulus The neutral stimulus
(sticker) (table) is now a
conditioned stimulus and
= elicits the conditioned
response of sting at the
Conditioned Stimulus table quietly.
(table)

+
Conditioned Response
(sitting quietly)

Conclusion

In conclusion classical conditioning is a strong learning technique that involves association

between two stimuli. Classical conditioning has not only been used in the explanation of human

behavior, but also serves a purpose in explaining health and sexual fetishes. There are many

variables involved in classical conditioning to make this form of learning possible. Acquisition

is experienced through the repetitive pairing process and also serves the purpose of creating a

stronger association between the presented stimuli. In addition, a person has the ability to react

through to novel stimuli that are familiar (generalization) and discriminate between similar

stimulus through differential reinforcement. Classical conditioning is a learning technique that is

broad in its findings and concrete in its evidence in learning by association.

Classical Conditioning

References

Atkinson, R.L., Atkinson, R.C., & Smith, E.E., Bem, D.J. (1993). Introduction to Psychology

(11th ed.). Orlando, Fl.: Harcourt Brace Jovanovich.

Google Images. (2010). Children sitting quietly. Retrieved June 8, 2010 from, http://google.com

Lahey, B.B. (2001). Psychology; an introduction (7th ed.). New York, NY: McGraw-Hill

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