EDF 6215 Learning Principles

Module 3 -- Classical Conditioning

Learning Objectives 

• Identify the early contributions of Bekheterev, Pavlov, Watson, and Thorndike, and describe similarities as well as differences
• Provide examples of a Pavlovian S-R interaction in classroom and other settings
• Identify methods to increase resistance to extinction of desired behaviors
• Describe "classic" laboratory experiments which demonstrate the key principles of classical conditioning
• Compare and contrast Hull and Guthrie's S-R models

Content Overview 

• From dogs to little Albert -- important steps in scientific inquiry

Practice 

Below are several questions and 1 experiment. Take the time to answer each question on paper -- then try the experiment.
 

(1) Classical conditioning was essentially stimulus substitution to evoke reflex responses by new stimuli.

What are some examples of classical conditioning in everyday life?

(2) Edward Thorndike described learning as connections between stimuli and responses.

An example is "1 + 1 = 2." What are some other examples in school learning?

(3) Edwin Guthrie described three methods of breaking habits by breaking established associations between cues (eliciting stimuli) and the responses.

What are some examples of the incompatible response method that may be used in the classroom?

(4) Select television commercials and/or magazine advertisements that represent classical conditioning.

Why are they effective?

An experiment to do at home .... You will need a dark room, a bright light, a whistle, and a friend.

• Take your friend into a walk-in closet or other very dark room. Blow the whistle and immediately turn off the light. Wait at least 20 seconds.
• Turn the light back on and watch your friends pupils slowly constrict.
• Repeat this process at least 6 times, allowing enough time in each cycle for your friend's eyes to adjust both to the dark and the light.
• After at least 6 pairings, blow the whistle and DO NOT turn off the lights. Watch your friends eyes.
• What happens?

Links to Resources 

• Some good classical conditioning experiments you can do at home!
• A few notes to peruse
• One more place to visit
• 
   

Homework 

Review the chapter questions on page 30 of your book. If you have answered the practice questions and the chapter questions and are confident of your answers, then respond to the questions below. If you are unsure of your answers -- please post a note on the class bulletin board seeking clarification on points that are unclear.  Then respond below.

E-mail the professor to respond to the following questions.

1) Assume that you are an elementary teacher. It is the first day of school and you want all your students to have a positive experience. What steps will you take in the classroom to "condition" a positive response to school? Your response should clearly detail one of the models discussed in your reading and apply that model to an early elementary setting.

(TIP: remember that early behaviorism stresses a cause then an effect. Whatever you do should occur prior to the response you want from students.)

2) As a teacher you are preparing to introduce your H.S. class to trigonometry. Experience suggests that many students initially have a negative emotional reaction to advanced math. What specific steps can you take to increase positive reactions? Remember, this module is built around behavioral theory. Use one or more of the models from this module in constructing your response.

3) What are the major differences between Hull and Guthrie's S-R models?

Communication  

E-mail the instructor

Connect to the class bulletin board

Connect to the class mail list

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