Classical conditioning in English

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00:00hello everyone and assalamu alaikum this is introversion psychology part 2 by dear knowledge

00:08okay so we have started the chapter 2 and it's all about learning and if i just give you a bit

00:16chapter overview you can see right here this is a chapter overview and we have already covered the

00:22lesson 1 which was about the definition of learning in which we have learned about the

00:27definition of learning with the help of a case study and we also discussed that is any kind

00:34of change learning or not because there is a big difference between learning and maturation so

00:42in order to remove all those confusion and in order to clear the concept so we discussed all these

00:51points in the lesson 1 if you have missed the lesson 1 i have given a link in the description

00:56section go ahead click on that link and watch that video because it is very important if you are very

01:03serious to learn about the chapter of learning now in this video we will be starting with the lesson 2

01:11which will be about the types of learning and in types of learning we will be covering the classical

01:18conditioning in this video so this is going to be the chapter 2 learning lesson 2 types of

01:26learning part 1 classical conditioning so it makes your mouth water the classical conditioning

01:37in the early 1900s when fruit was just becoming famous in the europe and the structuralist and the

01:46functionalist were arguing over consciousness in the ivy halls of american universities research scientists

01:53were unhappy with the psychologists focus on mental activity even many were looking for a way to bring

02:00some kind of objectivity and scientific research to the field and it was not a psychologist who

02:10accomplished that goal it was a russian physiologist physiologist a person who studies the working of the

02:16body so it was a russian physiologist named evan pavlov who accidentally stumbled across the basic principles

02:24of a particular kind of learning now if we talk more about what is classical conditioning and who first

02:33studied it so studying the digestive system in his dogs pavlov had built a device that would actually

02:42or that would accurately measure the amount of saliva produced by the dogs when they were fed a measured

02:49amount of food now normally even food is placed in the mouth of any animal the salivary gland

02:56or the salivary glands automatically start releasing saliva to help with tubing and digestion so this is normal

03:04reflects involuntary response in both animals and humans so the food causes a particular reaction the salivation

03:15now a stimulus can be defined as any object event or experience that causes a response the reaction of

03:23an organism now in the case of pavlov's dog the food is stimulus and the salivation is the response

03:31now let's talk more about the pavlov and the salivating dogs so what first annoyed and then

03:40intrigued pavlov was his dogs began salivating when they weren't supposed to be salivating now some dogs

03:48would start salivating when they saw the lab assistant bringing their food others when they heard the clatter of

03:54the food wall from the kitchen and still others when it was time of the day they were usually fed so pavlov

04:03spent the rest of his career studying what he eventually termed classical conditioning which means

04:12learning to make a reflex response to a stimulus other than the original natural stimulus that normally

04:19produces it so this was all about the pavlov and his salivating dog we will be learning more about it

04:26but before moving towards his experiment let us discuss some of the elements of the classical conditioning

04:33so there are basically four elements of the classical conditioning which needs to be covered

04:41unconditioned stimulus unconditioned response conditioned stimulus and conditioned response

04:49so pavlov eventually identified several key elements that must be present and experienced in a

04:57particular way for conditioning to take place so we will be discussing these elements one by one in this

05:05video let's start with the unconditioned stimulus now the original naturally occurring stimulus mentioned in

05:14the preceding slides you can see uh you have already heard uh so the original naturally occurring stimulus

05:24is called the unconditioned stimulus and the term unconditioned means unlearned or naturally occurring

05:31so this is the stimulus that ordinarily leads to the reflex involuntary response now in the case of pavlov's

05:39dog the food served is the unconditioned stimulus now if you talk about the unconditioned response the reflex

05:48response to the unconditioned stimulus is called the unconditioned response so for much the same reaction

05:56and it is unlearned and occurs because of genetic wiring in the nervous system now for example in pavlov's

06:03experiment the food given to the dog is the unconditioned stimulus and the slivation is to that food is the

06:11unconditioned response now the next element is conditioned stimulus before moving towards the

06:19conditioned stimulus i would like to start it with definitions so the definition of the conditioned stimulus

06:27is stimulus that becomes able to produce a learned reflex response by being paired with the original

06:36unconditioned stimulus and if you talk about the neutral stimulus so neutral stimulus is stimulus that has

06:46no effect on the desired response now pavlov determined that almost any kind of stimulus could become

06:54associated with the unconditioned stimulus if it is paired with the unconditioned stimulus

07:01often enough so in his original study for example the side of the food dish itself became a stimulus for

07:10slivation before the food was given to the dogs every time they got food to which they naturally slivated

07:17they saw the dish and at this point the dish was a neutral stimulus because it has no effect on slivation

07:24but after being paired with the food so many times the dish came to produce the same slivation response

07:29although a somewhat weaker one as did the food itself when previously neutral stimulus through

07:38repeated pairing with the unconditioned stimulus began to cause the same kind of reflexive response

07:45and learning has occurred now the neutral stimulus can now be called a conditioned stimulus

07:55now unconditioned means unlearned and conditioned means learn so now let's come to the conditioned response

08:07the conditioned response is the response that is given to the conditioned stimulus

08:13is not usually as quite as the original as quite as not usually quite as strong as the original

08:22unconditioned response but it is essentially the same response however because it comes as a response to

08:32the conditioned stimulus it is called the conditioned response or sometimes the conditioned reflex

08:43response now putting it all together pavlo's canyon classic or ding dong bell what was pavlo's classic

08:51experiment in conditioning now the whole idea of classical conditioning is not as complex as it sounds

09:01what gets tough is keeping all the letters straight the unconditioned stimulus the unconditioned response

09:08condition stimulus and the conditioned response so you have to keep all the letters straight

09:16now pavlo's did a classical or classic experiment in which he paired the ringing of the bell

09:22with the presentation of food to see if dogs would eventually slivate to the sound of the bell

09:30now since the bell did not normally produce slivation it was the neutral stimulus before

09:37any conditioning took place so the repeated pairing of the neutral stimulus and the unconditioned stimulus

09:46is usually called acquisition because the organism in this process or because the organism is in the

09:54process of requiring learning

09:59now here you can see a chart of how each element of the conditioning relationship worked in the pavlo's

10:06experiment you can notice that the responses the conditioned response and the unconditioned response are

10:13the same slivation and they simply differ in what they are responding to now an unconditioned stimulus is

10:25always or is always followed by unconditioned response and a conditioned stimulus is always followed by a

10:35conditioned response so you must keep this in mind so if you talk about the classical conditioning

10:43uh in more detail so before conditioning takes place the sound of the bell does not cause slivation

10:53and it's a neutral stimulus r and s so during conditioning the sound of the bell occurs just because

11:02or just before the presentation the food which is the unconditioned stimulus now the food causes slivation

11:10which is the unconditioned response

11:15and when conditioning has occurred after several pairing of the bell with the food the bell will

11:23begin to elicit a slivation or slivation response from the dog without any food so

11:31so this is learning and the sound of the bell is now a classical or it's now a conditioned stimulus

11:39and slivation to the bell is the conditioned response so the bell is now conditioned stimulus and slivation is

11:47now a conditioned response now is this some kind of a rocket science no not really classical conditioning is

11:56actually one of the simplest forms of learning it is so simple that it happens to people all the time

12:03without their even being aware of it so if i ask a question does your mouth water when you merely see an

12:12advertisement of your favorite food on television or does your stomach get upset every time you're hearing a

12:21high pitch wine of the dentist drill so these are both examples of the classical conditioning

12:29after all the dog stories the slivation to the tv ads probably needs no explanation but what about the

12:36dentist drill over the course of many visits to the body comes to associate the sound with the anxiety of

12:45the fear the person has felt by receiving a painful dental treatment and so the sound

12:52produces a feeling of anxiety so the body comes to associate the sound that sound which is the conditioned

13:02stimulus with the anxiety or fear which is the unconditioned response so the person has which which the person has

13:11felt by receiving a painful dental treatment which is again the unconditioned stimulus and so the sound

13:18produces a feeling of anxiety which is the conditioned response whether that person is in the chair or just

13:26in the outer waiting area you can also share some other related examples of the classical conditioning with

13:36us in the comment section and it will also help other weavers in clearing their concepts so this was all

13:46about the examples of the classical conditioning although classical conditioning happens quite easily there

13:52are few basic principles that researchers have discovered so there are some of the basic principles few

14:01basic principles which i would like to share with you the first one is the classical um the first one about

14:09the class condition the first principle the conditioned stimulus must come before the unconditioned stimulus

14:18now if pavlov rang the bell just after he gave the dogs the food they did not become conditioned

14:25two number two the conditioned stimulus and the unconditioned stimulus must come very close together in time

14:35ideally only several seconds apart now uh when pavlov tried to try to stretch the time between the

14:44potential conditioned stimulus and the unconditioned stimulus to several minutes no association was made and

14:51too much could happen in the longer interval of time to interfere with the conditioning and number three is

15:00the neutral stimulus must be paired with unconditioned stimulus several times often many times before

15:07conditioning can take place and the fourth basic principle of the classical conditioning is

15:14the conditioned stimulus is usually some stimulus that is distinctive or stands out from other competing

15:24stimulus or other competing stimuli now in pavlov experiment the bell was a sound that was not

15:32normally present in the laboratory and therefore it was distinct so this was all about today's video if your

15:42concept is clear you can like the video if there was any point that was a bit confusing you did not get it

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