Psychology of Learning:
Classical Conditioning
Dr. K. A. Korb
University of Jos
Psychology of Learning
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Three Major Theories of Learning
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Dr. K. A. Korb
University of Jos
Behaviorism: Learning Behavior
Cognitivism: Learning Knowledge
Constructivism: Constructing
Knowledge
Outline
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Dr. K. A. Korb
University of Jos
Overview of Learning Theories
Basics of Classical Conditioning
Theories of Classical Conditioning
Learning

Definition: Relatively permanent change in
behavior or knowledge as the result of
experience.
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Dr. K. A. Korb
University of Jos
Relatively permanent: Knowledge or behavior
must persist for some time
Change: Alteration of previous behavior or
knowledge
Learning
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Definition: Relatively permanent
change in behavior or knowledge as
the result of experience.
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Dr. K. A. Korb
University of Jos
Behavior or Knowledge: New
knowledge does not always affect
behavior immediately
Result of Experience: Experience with
the environment or rational analysis
Learning Theories
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Theory: Organized set of principles
that describes, predicts, and explains
phenomenon
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Dr. K. A. Korb
University of Jos
Describe: What happens
Predicts: What will happen
Explain: Why it happens
Theories
(Adapted from Driscoll, 2005)
Make assumptions
about knowledge
Ask questions
Conduct systematic
observations
Develop theory
Compare results
to theory
Dr. K. A. Korb
University of Jos
Process of
Theory Building
Conduct research
to test hypotheses
Derive testable
hypotheses
Learning Theory
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Learning Theory: Proposes constructs
linking observed changes in knowledge or
behavior with what brings the changes
Explain:
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Results: What changes are being explained?
Means: What are the processes by which
change occurs?
Inputs: What triggers the process?
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Dr. K. A. Korb
University of Jos
What are the experiences that form the basis for
learning?
Criteria of Good Theories
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Dr. K. A. Korb
University of Jos
Logically sound
Empirically sound
Testable
Parsimonious
Learning Theories
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In order to master an art, one has to
first master the theory and then one
can master the practice.
-E. Fromm
Dr. K. A. Korb
University of Jos
World view
Theories of
learning
Instructional
theories, methods,
strategies, motivation,
assessment
Lesson
plans, etc.
Day 4A
Goal: Students develop an
understanding of the
relationship between world
view, beliefs about learning
and instruction, and the
instruction that actually
takes place.
Materials: Powerpoint
Readings for preparation:
Driscoll chpts 1 & 9;
Datnow & Castellano
Procedure: Pose question,
what determines what
instruction will be like?
(Schuh, 2008)
Worldview
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Worldview: Framework of ideas and
beliefs through which an individual
interprets world
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Dr. K. A. Korb
University of Jos
Source of knowledge
Correspondence between knowledge and
the world
Classical Conditioning
(Pavlov, 1927)
Dr. K. A. Korb
University of Jos
Classical Conditioning
Before Conditioning
Unconditioned Stimulus (food)
Unconditioned Response
(salivation)
Neutral Stimulus (bell)
No Conditioned Response
(no salivation)
During Conditioning
Neutral Stimulus (bell)
+
Unconditioned Stimulus (food)
Unconditioned Response
(salivation)
After Conditioning
Conditioned Stimulus (bell)
Dr. K. A. Korb
University of Jos
Conditioned Response
(salivation)
Law of Association
Classical Conditioning
Stimulus:
Response:
Event that activates
a behavior
Reaction to stimulus
Unlearned/Involuntary
Unconditioned
Stimulus
Unconditioned
Response
Neutral:
Neutral Stimulus
Unconditioned:
No natural association
Conditioned
Learned by association Stimulus
Conditioned:
Dr. K. A. Korb
University of Jos
Conditioned
Response
Classical Conditioning
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Dr. K. A. Korb
University of Jos
Unconditioned Stimulus: Stimulus that
triggers unconditioned response
Unconditioned Response: Unlearned
response to an unconditioned stimulus
Neutral Stimulus: Stimulus that does not
naturally elicit a response
Conditional Stimulus: Neutral stimulus that
comes to evoke a classically conditioned
response
Conditioned Response: Learned response
to a classically conditioned stimulus
Classical Conditioning
Before Conditioning
Unconditioned Stimulus
(sugar)
Unconditioned Response
(salivate)
Neutral Stimulus
(finger in cup)
No Conditioned Response
(no salivation)
During Conditioning
Neutral Stimulus (sugar)
+
Unconditioned Stimulus (finger)
Unconditioned Response
(salivate)
After Conditioning
Conditioned Stimulus
(finger in cup)
Dr. K. A. Korb
University of Jos
Conditioned Response
(salivate)
Classical Conditioning
Before Conditioning
Unconditioned Stimulus
(harsh reprimands)
Unconditioned Response
(fear)
Neutral Stimulus (teacher)
No Conditioned Response
(no fear)
During Conditioning
Neutral Stimulus (teacher)
+
Unconditioned
Stimulus (harsh reprimands)
Unconditioned Response
(fear)
After Conditioning
Conditioned Stimulus
(teacher)
Dr. K. A. Korb
University of Jos
Conditioned Response
(fear)
Classical Conditioning
Before Conditioning
Unconditioned Stimulus
Unconditioned Response
Neutral Stimulus
No Conditioned Response
During Conditioning
Neutral Stimulus
+
Unconditioned Stimulus
Unconditioned Response
After Conditioning
Conditioned Stimulus
Dr. K. A. Korb
University of Jos
Conditioned Response
Remember: The Response must be involuntary!
Classical Conditioning and
Attitudes
Before Conditioning
Unconditioned Stimulus
(Father)
Unconditioned Response
(Like)
Neutral Stimulus (TV show)
No Conditioned Response
(Neutral)
During Conditioning
Neutral Stimulus (TV show)
+
Unconditioned Stimulus (Father)
Unconditioned Response
(Like)
After Conditioning
Conditioned Stimulus
(TV Show)
Dr. K. A. Korb
University of Jos
Conditioned Response
(Like)
Classical Conditioning
Dr. K. A. Korb
University of Jos
Theories of Classical
Conditioning
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Substitution Theory (Pavlov)
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Contingency Theory (Rescorla)
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Dr. K. A. Korb
University of Jos
The conditioned stimulus becomes a substitute
for the unconditioned stimulus
Learning depends on the number of
conditioned/unconditioned stimulus pairings
Conditioned stimuli provides information about
the likelihood of the unconditioned stimulus
US:
CS:
US:
CS:
US:
Dr. K. A. Korb
University of Jos
CS:
Substitution Theory
US:
Almost no
conditioning
CS:
US:
CS:
Dr. K. A. Korb
University of Jos
Good
conditioning
US:
CS1:
US:
CS1:
CS2:
US:
Dr. K. A. Korb
University of Jos
CS1:
Substitution Theory
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Kamin Blocking: Failure of a stimulus
to be associated with an unconditioned
stimulus
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Dr. K. A. Korb
University of Jos
Occurs when a stimulus is presented with
a previously learned conditioned stimulus
Substitution Theory
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Dr. K. A. Korb
University of Jos
Summary: Learning is a function of
the number of pairings between the
CS and US
Conclusion: Is not empirically sound
Contingency Theory
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CS1 predicts the US
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Dr. K. A. Korb
University of Jos
Kamin Blocking: CS2 provides no
additional information about the US
Positive Contingency: CS predicts
an increase in US
Negative Contingency: CS predicts a
decrease in US
Zero Contingency: No learning
Contingency Theory
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Summary: Learning occurs if the
information value of the Conditioned
Stimulus is high
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Classical Conditioning results from
prediction, not association
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Dr. K. A. Korb
University of Jos
Law of Association  Law of Prediction
Classical Conditioning
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Factors that affect learning:
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Dr. K. A. Korb
University of Jos
Frequency with which the US and CS are
paired
Timing of the stimulus presentations
Dr. K. A. Korb
University of Jos
Classical Conditioning
US:
CS:
US:
CS:
US:
CS:
US:
CS:
US:
CS:
US:
Dr. K. A. Korb
University of Jos
CS:
Classical Conditioning
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Generalization: A similar conditioned
stimulus elicits conditioned response
Same Response
Dr. K. A. Korb
University of Jos
Classical Conditioning
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Dr. K. A. Korb
University of Jos
Discrimination: A similar conditioned
stimulus does not elicit a conditioned
response
Different Response
Classical Conditioning
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Extinction: Conditioned stimulus no longer
elicits conditioned response
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Occurs when conditioned stimulus occurs
repeatedly without unconditioned stimulus
During Conditioning
Neutral Stimulus (bell)
WITHOUT
Unconditioned Stimulus (food)
Unconditioned Response
(salivation)
After Conditioning
Conditioned Stimulus (bell)
Dr. K. A. Korb
University of Jos
Conditioned Response
(salivation)
Educational Implications
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Dr. K. A. Korb
University of Jos
Classical Conditioning relates most to
learning of emotional behavior
After repeated associations, previously
neutral activities at school will become
associated with emotions (happy, sad,
anxious, angry, etc.)
Educational Implications
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Pupil harassed at school
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Student has caring instructor
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Dr. K. A. Korb
University of Jos
Pupil feels bad when harassed
Pupil associates being harassed and school
Pupil feels bad when she thinks of school
Student feels good when with instructor
Student associates feeling good with the
instructor
Student feels good when he thinks of the
instructor
Student generalizes feeling good to school
Learning
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Dr. K. A. Korb
University of Jos
Definition: Relatively permanent change in
behavior or knowledge as the result of
experience.
Classical Conditioning
Overview
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Dr. K. A. Korb
University of Jos
Results: Involuntary Responses
Means: Prediction of US
Inputs: Association of CS and US
Classical Conditioning
Overview
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Dr. K. A. Korb
University of Jos
Learning Outcomes: Involuntary reactions
Role of the Learner: Passive
Role of the Instructor: Provide an
environment where education is associated
with positive feelings
Inputs for Learning: Association of CS and
US
Process of Learning: CS predicts US,
resulting in CR
Revision: Classical Conditioning
Stimulus-Response Learning
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Dr. K. A. Korb
University of Jos
What is the definition of learning?
What four criteria should each learning
theory meet?
Apply the process of classical
conditioning to a novel situation (US,
UR, CS, CR)
Explain how classical conditioning
works (Contingency Theory)