Classical Conditioning

Classical Conditioning

Behaviorist began studying learning with the theory of classical conditioning and of course this is why the theory is classical. Classical conditioning (CC) is still an accepted theory because of the support of empirical evidence from experimentation. Perhaps CC is unconsciously in use in our daily life but with a thorough understanding of CC the method can be of use in training animals or humans for that matter. This short essay will explore the possibilities of using CC to bring out the desire to eat in children at different times. However, before outlining the case scenario a good working explanation of the theory is necessary.

What is the theory of Classical Conditioning?

According to Huitt and Hummel (1997) the primary theorist in CC is Ivan Pavlov a scientist of Russian birth. Pavlov was a psychologist but of important note is the fact that he had education in both the fields of medicine and biology. Pavlov first came up with the theory of CC during a study of digestion systems in dogs. When the dogs were hungry Pavlov saw they were salivating when his assistants came into the room. Pavlov's observation led to his study of a type of learning he called respondent conditioning. He called CC respondent because CC is a response to something in the environment. CC is S (a stimulus) gives a R (response) which is a reflex or behavior that is not voluntary. This response has no conscious control. The stimulus is not a conditioned one nor is the response which led to the model being formulated as a unconditioned stimulus gives an unconditioned response or (US to UR). The thorough formulation of CC is a neutral stimulus (one that does not bring forth a specific response) is again and again put with an "US" ( a non-conditioned natural stimulus). The neutral or stimulus of orientation after being repeatedly put with the "US" transforms into a conditioned stimulus (CS) and then brings out a conditioned response (CR). An important point of CC is a new behavior is not brought out or learned but instead an association is created to bring out the same behavior that happens naturally.

According to Hergenhahn and Olson (2005) classical conditioning is conditioning that takes the place or enhances normal unconditioned stimulus. An example is reaction to food. A normal unconditioned response is salivation from the smell or sight of food. By introducing a stimulus with the smell or sight of food and pairing this conditioned stimulus with the unconditioned stimulus many times a test subject will begin to salivate from this new stimuli. This response through association is directly related and controlled by the producer of the stimuli and not in control by the subject.

The Experiment

The test group consists of 13 teenagers ranging in age from 12 to 18. The test group are all ethnically Japanese. Ethnicity is significant in this experiment due to the rather strict regulation of eating times for Japanese youth. The subject group will live in one house together for a duration of three weeks. The subject group generally have little variation in eating schedule because of their age and because of rigid schedules with little change from day to day. This test of CC is very similar to Pavlov's experimentation with hungry dogs.

The test will begin by applying a strict start of cooking and eating each day for one week. The start of cooking will begin at 6 AM, 12 PM and 6PM followed by the start of eating 20 minutes later. This will apply a natural stimulus (US) to the feeling of hunger (UR). After one week a bell will be paired with the start of cooking. This tone will continue for one week at the exact time designated for the start of cooking. After one week the bell or tone will be introduced at different times to control the effect of hunger. The hypothesis is that hunger and the conditioning of timing can be changed to produce hunger with the Neutral Stimulus of the bell which will then become a CS producing a CR.

Conclusion

Classical Conditioning is a natural occurrence for humans. The normal or natural unconditioned stimuli and unconditioned responses are influenced by environmental antecedents through association. This causes neutral stimuli to become conditioned stimuli and thus produce a conditioned response. The importance of classical conditioning is not its existence but our ability to manipulate this conditioning. As Watson (1924, quoted by Benoit, 2001 p. 1) wrote,

Give me a dozen health infants, well-formed, and my own specified world to them up in and I'll guarantee to take any one of them at random and train him to become any type of specialist I might select--doctor, lawyer…beggar man…thief.

References

Benoit, A.G. (2001). Learning, what is learning?. Retrieved August 11, 2008 from

http://environmentalet.org/psy111/learning.htm

Hergenhahn, B.R.& Olson, M.H.(2005). Theories of learning, 7th Edition, Pearson-Prentice Hall.

Huitt, W., & Hummel, J. (1997). An introduction to classical (respondent) conditioning. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved August 11, 2008 from http://chiron.valdosta.edu/whuitt/col/behsys/classcnd.html