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Classical conditioning occurs when a conditioned stimulus (CS) is paired with an unconditioned stimulus (US). Usually, the conditioned stimulus is a neutral stimulus (e.g., the sound of a tuning fork), the unconditioned stimulus is biologically potent (e.g., the taste of food) and the unconditioned response (UR) to the unconditioned stimulus is an unlearned reflex response (e.g., salivation).
It may also be called "conditioned suppression" or "conditioned fear response (CFR)." [1] It is an "emotional response" that results from classical conditioning, usually from the association of a relatively neutral stimulus with a painful or fear-inducing unconditional stimulus. As a result, the formerly neutral stimulus elicits fear.
The rat, originally a neutral stimulus, had become a conditioned stimulus and was eliciting an emotional (conditional) response similar to the distress (unconditioned response) originally given to the noise (unconditioned stimulus). [6] In further experiments, Little Albert seemed to generalize his response to the white
An example of second-order conditioning. In classical conditioning, second-order conditioning or higher-order conditioning is a form of learning in which a stimulus is first made meaningful or consequential for an organism through an initial step of learning, and then that stimulus is used as a basis for learning about some new stimulus.
The main focus of the Rescorla-Wagner model is that conditional stimuli can trigger or signal the unconditional stimuli. [10] Stronger pathways allow for more efficient and automatic responses. [11] When participants are faced with fast-paced sequence-learning tasks, pathway-strengthening is accounted for in the gradual speeding of their ...
Pavlovian-instrumental transfer (PIT) is a psychological phenomenon that occurs when a conditioned stimulus (CS, also known as a "cue") that has been associated with rewarding or aversive stimuli via classical conditioning alters motivational salience and operant behavior.
Operant conditioning originated with Edward Thorndike, whose law of effect theorised that behaviors arise as a result of consequences as satisfying or discomforting. In the 20th century, operant conditioning was studied by behavioral psychologists, who believed that much of mind and behaviour is explained through environmental conditioning.
Van Hamme and Wasserman have extended the original Rescorla–Wagner (RW) model and introduced a new factor in their revised RW model in 1994: [3] They suggested that not only conditioned stimuli physically present on a given trial can undergo changes in their associative strength, the associative value of a CS can also be altered by a within-compound-association with a CS present on that trial.