By presenting the CS repeatedly in the absence of the UCS, the theory posits that the CR will be extinguished. The theory also suggests a mechanism for intervention. As such, the theory helps to explain why some psychological problems, particularly anxiety disorders, may develop. In this experiment, Albert's fear of the white rat generalized to other objects such as rabbits, fur coats, and a Santa mask.Ĭlassical conditioning represents a pathway for learning behavioral responses to a variety of stimuli.
Albert's fear in the face of the rat represents the conditioned response. After this pairing was repeated, Albert cried and attempted to escape when the rat was presented without the sound. A white rat (CS) was placed in front of a toddler and as he reached for it, the experimenters struck a steel bar behind him with a hammer producing a loud sound (the UCS). Over numerous repetitions, the sounds alone elicited salivation (i.e., the CR).Ī classic example demonstrating the classical conditioning paradigm is the ‘Little Albert’ experiment conducted by John B. Again, in Pavlov's example, sounds were used as a CS, played before presenting the food (i.e., the UCS). When this happens, the response is referred to as the conditioned response (CR). When a conditioned stimulus (CS) is paired with the UCS, the CS will eventually elicit the UCR. In Pavlov's case, food (the UCS) led to a dog salivating (the UCR). The connection between the UCS and the UCR is innate and thus is not learned. The unconditioned stimulus (UCS) leads to the unconditioned response (UCR). There are four key terms: (a) unconditioned stimulus, (b) unconditioned response, (c) conditioned stimulus, and (d) conditioned response. Classical conditioning focuses the process of learning by which new behaviors are acquired via repeated pairings with unconditioned stimuli and responses. Ivan Pavlov is credited with the classical conditioning paradigm. Avny, in Encyclopedia of Adolescence, 2011 Classical conditioning
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