Ivan Pavlov- Russian physiologist, well known Discrimination- the dog could learnr to

for his work in classical condition or stimulus discriminate bet. Similar bells (stimuli) and
substitution. discern which bell would result in the
presentation of food and which would not.
- Pavlov’s most renowned
experiment involved meat, a dog , Higher-order conditioning- once the dog has
and a bell. been conditioned to associate the bell with
food, another unconditioned, stimulus
Pavlov’s Experiment- before conditioning,
ringing the bell (neutral stimulus) caused no
respronse from the dog. Placing food
(unconditioned stimulus) in front of the dog
initiated salivation (unconditioned response).

During conditioning, the bell was rung a few

seconds before the dog was presented with
food. After conditioning, the ringing of the bell
(conditioned stimulus) alone produced
salivation (conditioned response). This is a
classical conditioning.

Step 1- BEFORE CONDITIONING

Bell(neutral stimulus)----- no response

Step 2- DURING CONDITIONING

Bell(neutral stimulus) paired with meat

(unconditioned stimulus)----
Salivation(unconditioned response)

Step 3- AFTER CONDITIONING

Bell (conditioned stimules)----Salivation

(conditioned response)

Pavlov also had the following findings

Stimulus Generalization- once the dog has

learned to salivate at the sound o the bell, it will
salivate at other similar sounds.

Extinction- if you stop pairing the bell with the

food, salivations will eventually cease in
response to the bell.

Spontatneous Recovery- extinguished

responses can be “recovered” after an elapsed
time, but will soon extinguish again if the dog is
not presented with food.
BEHAVIORISM

2 THEORIES REFLECTING NEOBEHAVIORISM

THAT STAND OuT. Edward Tolman’s Purposive
Behaviorism and Albert Bandura’s Social
Learning Theory.

Tolman’s Purposive Behaviorism

Purposive Behaviorism- aslo been referred to

as sign learning theory and is often seen as the
link between behaviorism and cognitive theory.

Tolman’s theory was founded on two

psychological views: those of Gestalt
psychologist and those of John Watson, the
behaviorist.

Tolman believed that learning is a cognitive

process. Learning involves forming beliefs and
obtaining knowledge about the environment
and then revealing that knowledge through
purposeful and goal-directed behavior.

Tolman stated in his sign theory that an

organism learns by pursuing signs to a goal.
Learning is acquired through meaningful
behavior.

“Stimuli allowed in are not connected by just

one-to-one switches to the outgoing
responses.”

Tolman’s form of behaviorism stressed the

relationships between stimuli rather than
stimulus-response

Tolman said that a new stimulus (the sign)

becomes associated with already meaningful
stimulus (the significate) through a series of
pairings; there is no need for reinforcement in
order to establish learning.

Learning is always purposive and goal-directed.

Tolman asserted that learning is always
purposive and goal-directed.

He held the notion that an organism acted or

responed for some adaptive purpose. He
believed individuals do more thann merely
respond to stimuli; they act on beliefs,
attitudes, changing conditions, and they strive
toward goals.

Tolman saw behavior as holistic, purposive, and

cognitive

Cognitive maps in rats

in his famous experiment, one group of rats was

placed at random starting locations in a maze
but the food was always in t he same location.
Another group of rats had the food placed in
different locations which always required
exactly the same pattern of turns from their
starting location. The group that had the food in
the same location performed much better than
other group, supposedly demonstrating that
they had learned the location rather than a
specific sequence of turns. This is tendency to
“learn location” signified that rat somehow
formed cognitive maps that help them perform
well on the maze. He also found out that
organism will select the shortest or easiest
path to achieve a goal.