Hello, welcome back to my blog! The topic for this week four was classical conditioning and the topic was initially explained by the students through an activity in which we had to make a presentation of the concept or concepts assigned to each group.
Definition of classical conditioning:
Classical conditioning, also known as Pavlovian conditioning, is a form of associative learning in which a neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response. In classical conditioning, the neutral stimulus is paired with an unconditioned stimulus (US) that naturally elicits a reflexive, unlearned response known as the unconditioned response (UR). Through repeated pairings, the neutral stimulus becomes a conditioned stimulus (CS), eliciting a learned response called the conditioned response (CR), similar to the original UR.
(Resource obtained from in class presentation made by the students)
Basic Phenomena of conditioning:
Acquisition: This refers to the development of a conditioned response as a result of CS-US trials
Extinction: Is the presentation of an already conditioned CS alone, but without the US. The result is a decrease and maybe the eventual disappearance of the CR
Generalization: Stimuli that are similar to the CS will often also trigger a conditioned response, even though the stimuli have never been paired with the US
Discrimination: It refers to the ability to differentiate between a conditioned stimuli and another similar stimulus
Second-order conditioning: This concept is a phenomenon where a neutral stimulus (NS) become a conditioned stimuli through its association with an established CS
Contiguity:
In psychology, contiguity refers to the temporal or spatial proximity between two events or stimuli. It is a fundamental concept in associative learning theories, particularly in classical and operant conditioning. Contiguity plays a crucial role in associative learning by facilitating the formation of associations between stimuli and responses or between behaviors and their consequences. However, it's important to note that contiguity alone may not always be sufficient for learning to occur, as other factors such as contingency and reinforcement strength also influence the effectiveness of learning.
Important!
Classical conditioning principles can be applied in teaching to enhance learning experiences and improve student outcomes by creating positive associations since teachers can use classical conditioning to create positive associations with learning environments, materials, and activities. By pairing enjoyable or rewarding experiences (such as interactive activities, praise, or small rewards) with learning tasks, students are more likely to develop positive attitudes towards learning and engage actively in the educational process.
Question for classmates:
How do you think teachers can effectively use classical conditioning principles to enhance student motivation and engagement in the classroom? Can you share any examples of classroom practices or strategies that you've found particularly effective in creating positive associations with learning?
Thank you for reading, hope you have an amazing day!
References:
Terry, W. S. (1999). Learning and Memory: principles, processes, and procedures (5th ed.).
Cambridge Dictionary. (2024). https://dictionary.cambridge.org/dictionary/english/memory
Comentarios
Publicar un comentario