Lesson 11 Pavlov’s Classical Conditioning Theory

  


     Ivan Pavlov is a Russian physiologist who won the Nobel Prize in 1904 for his outstanding study on the physiology of digestion. While experimenting on the rate of salivation of dogs, out of serendipity, discovered the idea of classical conditioning.

            Pavlov found out that if meat was brought near the dog, it would salivate. Because the meat provoked this response automatically, without any prior training/conditioning, meat is referred to as unconditioned stimulus (UCS). Similarly, since salivation occurred automatically without the need of any training or experience it is referred to as unconditioned response (UCR). His experiment showed that if previously neutral stimulus like the ringing bell is paired with UCS, it becomes conditioned stimulus (CS) and gains the power to elicit similar response with the unconditioned stimulus. Thus, if the bell was ring alone even without the presence of meat the dog will still salivate, this response of the dog to the CS is known as the conditioned response (CR).

            In this classical conditioning theory, as Lucas and Corpuz (2013) explained, Pavlov also drawn the following findings:

  •  Stimulus Generalization. Once the dog has learned to salivate at the sound of the bell, it will salivate at other similar sounds.
  •     Extinction. If you stop pairing the bell with the food, salivation will eventually cease in response to bell.
  •      Spontaneous recovery. Extinguished responses can be “recovered” after an elapsed time but will soon extinguish again if the dog is not presented with food.
  •      Discrimination. The dog could learn to discriminate between similar bells (stimuli) and discern which bell would result in the presentation of food and which would not.


Teaching Implications of Pavlov’s Classical Conditioning Theory

Bulusan, et al. (2019), stated implications of this theory in teaching. Some of which are stated below:

  1. Pre-school teachers can diminish the anxiety among kindergarten and early elementary pupils.
  2. In classroom management, teacher can condition the class in passing papers quietly and systematically and on performing daily routines.
  3. Exposing students to the presence of viewers to deal with jittery feelings and stage fright.

References

  • Aquino, A. M. (2009). Facilitating human learning (First Edition). Rex Book Store, Inc.
  • Bulusan, F., Raquepo, M. R., Balmeo, M. L., & Gutierrez, J. C. (2019). Facilitating learner-centered teaching (First Edition). Rex Book Store, Inc.
  • CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 39
  • CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 24
  • Lucas, M. R. D., & Corpuz, B. B. (2013). Facilitating learning: a metacognitive process (3rd Edition). LORIMAR Publishing, Inc.
  • Ornos, P. S., Gonzaga, E. P., Esgra, C. B., Gomez, N. G., Tarinay, A. R., & Verde, S. P. (2008). Facilitators of the learning process. Grandwater Publications.
  • Vega, V. A., & Prieto, N. G. (2012). Facilitating learning (Revised Edition). Books Atbp. Publishing Corp.

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