This assignment can be a little late since it is shorter notice.
Please read sections 3.3
After reading the section, think of all the terms and concepts used in all of sections we have overed so far. Please respond to the following questions and try to use these terms and concepts as you respond to the following questions.
What are three things you will remember about classical conditioning?
Do you think classical conditioning can be readily applied to the real world today? How so or Why not?
What if anything would you like me to be sure and go over in class when we meet?
Include a list of the terms and concepts you used in your post. (example - Terms: positive reinforcer, extinction, reinforcer, discriminative stimulus...)
the first thing that i will remember that i didnt quite understand at first was that the US (unconditioned stimulus) is something that we have no control over and it is something that happens naturally. For example, air in our eyes makes us blink, or a pinch makes us jump. So the Unconditioned stimulus is something that causes a reaction. After The response (Unconditioned response) is observed then the US is pared with a Neutral stimulus.
This is the second thing that i learned in this chapter. the Neutral Stimulus will be neutral untill it is the cause of a conditioned response, and then the Neutral Stimulus will then be a Conditioned Stimulus (CS).
What is interesting to see is the different types of conditioning. The examples in the reading with the graphs show the offset and onset of the US and CS. By understanding the type of outcome desired we can see by the charts that the trace conditioning is most likely the most effective because the neutral stimulus a little before the Unconditional Stimulus gives the thing being experimented on time to take in the action that caused the certain stimulus.
I think Classical conditioning happens all the time in the "real" world. For example. Every tuesday my friends and i would go get ice cream and then watch teen mom. then it became every time i saw teen mom i craved ice cream. the neutral stimulus would be the show, the US would be the ice cream and the UR would be fullfilled. after CER when i saw the show i was not being fullfilled and thus wanted ice cream.
terms: CER, Neutral stimulus, Classical Conditioning. Unconditioned response, Unconditioned Stimulus, Conditioned stimulus, Conditioned Response, trace conditioning,
Three things I will remember about classical conditioning are the unconditioned/conditioned stimulus, unconditioned/conditioned response, and positive contingencies. I’ll remember unconditioned/conditioned stimulus and unconditioned/conditioned response because they’re the main concepts of classical conditioning. The US elicits a UR which eventually leads to a CS eliciting a CR. I think it’s easier to remember this concept when you realize that the UR and the CR are always the same. It helps to show what the UR and CR are. Positive contingencies, or excitatory conditioning, signal that the CS will most likely occur. For example, going to work will result in making money. Any time that you go to work, you’re (most likely) going to get paid for it. It’s a positive contingency because a response is elicited – working elicits getting paid.
I think classical conditioning can only be applied to the real world in certain situations. Before taking this class, I never thought about these concepts but now that I have learned about them, I apply them quite often. I notice the small differences in the behaviors that people emit and see things such as extinction or positive/negative reinforcement/punishment.
I would like to go over some examples of negative contingencies in class, please.
Terms: classical conditioning, unconditioned/conditioned stimulus/response, positive contingencies, US, UR, CS, CR, excitatory conditioning, elicit, behavior, emit, extinction, positive/negative reinforcement/punishment, negative contingencies
Section 3.3
Three things I remember about classical conditioning.
1. Excitatory versus inhibitory contingencies.
Excitatory also known as positive contingency, this signals a higher chance of unconditioned stimulus occurring. Example: going to a house that you know will have good Halloween candy because every year you go there they have good candy. Inhibitory conditioning signals the unconditioned stimulus, the chances of it occurring is decreased.
2. Discrimination training is a procedure of using two different contingencies. In the book they used the example of circle vs. ellipse. He paired the circle with arrival of food, and ellipse without arrival of food. So circle will elicit the salvation, and ellipse would inhibit salvation.
3. Conditioned emotional response is when you present the stimulus and then you shock, neutral stimulus is followed by an aversive unconditioned stimulus to produce aversive conditioning.
Example: Rats in the operant chamber
Neutral Stimulus: Tone
Unconditioned Stimulus: Shock
Unconditioned Response: Freeze up
Conditioned Stimulus: Tone
Conditioned Response: Freeze up
Classical conditioning can be applied in the real world situations. Classical conditioning is usually used to take a away a fear that someone has. Now days there is a lot of restrictions testing things on humans and animals, so we are limited with experimentation, but we can apply lots of things that have been already done. We can train our kids that substances, like smoking and other drugs dangerous by pairing it with an aversive stimulus.
Terms Used: Unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response, elicit.
After reading this section, it became apparent to me that we can use the use of classical conditioning in the world today. The section claims that there are types of classical conditioning methods that are used today, or at least resemble the older forms. I think that classical conditioning is more ethical than, for example, Watson’s Little Albert studies.
One of the things that I will remember is the term positive contingency. Positive contingency can be described as when the CS, or conditioned stimulus, predicts or signals the arrival of the US. Positive contingency can be exemplified by a thunder and lightning. When you see the lightning, you assume thunder will follow because light travels faster than sound, thus making positive contingency. Since positive contingency can be hard to predict in some situations such as if you should bring a winter coat if the forecast says it is going to be cold. Other information could counter act the forecast, or you may stay warmer than other people who believe it is cold, therefore not needing a winter coat.
Another concept I will remember is how there are a variety of conditioning methods that resemble older classical conditioning laboratory work. For example, the rabbit restraint used today to investigate rabbits ears and control their temperature resembles the operant chamber used with rats. Also, the conditioning of humans occurs by using a slight electric shock.
After reading through all the types of conditioning, it was apparent that along with remember those, I will remember the term conditioned taste aversion. Conditioned taste aversion is when a taste of something is associated enough with something else that it makes you sick, or nauseated. This has happened to me before, but I have never realized it. When I was little I was dared to eat a whole bag of cool ranch Doritos, and then drink a lot of water. Needless to say, I did, therefore I got really sick to the point where I had to vomit, which would obviously be an aversive consequence. Now, I won’t go anywhere near cool ranch Doritos and the very smell of them makes me sick, which also occurs with taste aversion. I found it interesting that even the smell of something could elicit a nauseating sickness, along with the taste.
Even though I know that it is pretty long, I think that going over the different types of conditioning such as simultaneous, short-delayed, trace, long-delayed, and backwards conditioning would be helpful because they all seem to run together. Also, the use of US, UR, CS, and CR in these different types confuses me. Hopefully I’m not the only one!
Terms Used: classical conditioning, positive contingency, conditioned taste aversion, elicit, aversive consequence, conditioned stimulus
This section on Classical Conditioning certainly broadened my knowledge of what it is. First of all I wanted discuss the idea of contingencies. Positive contingency is easy to think of, the book defining it as signaling an increased likelihood that the US will occur. What I confused about is realizing that the contingency is in regards to the stimulus. I guess you could say that when it gets dark there is a positive contingency between the darkness and turning on a light to see better. The darkening signals to us that we will need to turn on a light to continue to see as though it were still light outside or inside. Negative contingency was a bit more difficult for me. I understand the idea that the negative contingency signals the likelihood that the US will occur to decrease. Again the word stimulus is confusing for me. When I think of an example, I could think of the darkness example again. As the day turns to darkness, there is a negative contingency between darkness and being able to see without some form of light. The darkness inhibits seeing, while in the other example the darkness excites the behavior of turning on the lights to see. Finally, I would like to discuss Conditioning Methods. The book discusses using animals and humans. I found it interesting to see that both humans and animals have similar unconditioned responses to air puffs and shocks. Air puffs elicit the UR of blinking, and the US of a shock elicits the UR of freezing in rabbits and perspiration in humans. This unconditioned response to shock and be formed into a Conditioned Emotional Response (CER). For instance, if you hear a loud bang and then feel a shock consistently over time, eventually you will have a CER to loud bangs. This conditioning over time is called Trace conditioning. The CS is the loud bang, and it is presented prior to the US which is the shock. Eventually you will become conditioned to perspire when you hear a loud bang, as though you have been shocked.
I do think that Classical Conditioning can be readily applied to the real world today. It happens everywhere in my opinion. When I drive a car, I choose to follow the rules of the road. Each time that I stop at a stop light, I avoid having a t-bone accident. As this continues over time, I would say that there is a positive contingency between stopping at red lights and avoiding t-bone accidents. Another example would be reading the homework assignment and not being confused in class. If it is the case that reading the assignment prior to class allows you to avoid confusion during the lecture, then again it appears that there is a positive contingency between the two. And these are only two examples within the context of contingencies, which is involved in Classical Conditioning.
I would like it if we could discuss negative contingency. I also find the idea of the contingency being related to the stimulus confusing, and therefore would prefer it if time was spent on contingencies in general.
Terms: classical conditioning, contingency, positive contingency, negative contingency, unconditioned stimulus (US), stimulus, inhibits, excites, conditioning methods, unconditioned response (UR), elicit, conditioned emotional response (CER), and trace conditioning.
Along with the emphasized lecture on classical conditioning, this section has introduced a few things that I will remember. The first thing I will remember is Rescorla's contingency theory. While the conditioned stimulus has to be noticable, Rescorla says that the CS must be a good predictor of the Unconditioned stimulus. Rescorla also said that the US should not occur unless the CS has been presented. It is important not to use the CS loosely. Another thing I will remember is the section on discrimination training. Pavlov orginally used this technique with his dogs. He would should them a circle when food would be presented(S+), and an eclipse when food wouldn't be presented(S-). He called this experimental neurosis. Eventually, the dogs were able to tell the shapes apart, which could be recognized by their salivation. The other thing I will remember is the section on taste aversion. This is when the feeling of sickness can associate food or beverages with an illness. Even if it wasn't the food that made you sick, it is associated with it and therefore sickening. This is a perfect example of Type S conditioning at work.
I believe classical conditioning can be applied in the real world. While training a rat to recognize a tone or a light is useful to the development of behavioral research, it isn't very applicable to the real world. What behaviorists have found with these studies however, can be applied. We associate neutral stimuli with aversive and pleasurable stimuli every day. Racism, for example, can be described as classical conditioning. A race (CS), can be paired with an aversive unconditioned stimulus such as crime or terrorism, therefore associating the race to the event. This elicits racism.
I had a hard time coming uo with examples of negative contingencies. I understand the concept, but finding real world examples was difficult. This would be something I would like to go over in class.
Terms: discrimination, contingency theory, unconditioned stimulus, conditioned stimulus, experimental neurosis, Type S conditioning, classical conditioning, aversive, pleasurable, elicit, negative contingency
Of the information presented throughout this chapter, I will remember Pavlov’s work on experimental neurosis. I know we have learned about this topic already, but a little review never hurts. Experimental neurosis is a process by which dogs (in this case) are required to discriminate (discriminative training) between shapes (ellipse and a circle) in order to receive a reward. When the dogs were able to discriminate between the shapes, Pavlov manipulated the circle to become more ellipse-like which, in some cases, led to learned helplessness.
I will also remember the concept of trace conditioning. Most conditioning falls under this category, but I never knew there were specific types of conditioning (simultaneous, short-delayed, etc.). Trace conditioning occurs when the unconditioned stimulus is slightly preceded by the conditioned stimulus
The last thing I will remember is that conditioning can occur after one trial. The textbook gives an example of taste aversion as an example of single trial conditioning. The book uses alcohol as an example which I have also heard of in my real life. My dad cannot chew peppermint gum or eat anything peppermint because when he was younger, he got sick from drinking too much peppermint Schnapps resulting in peppermint being very aversive for him. Another example though it doesn’t have to do with vomiting, is me not really liking my once favorite sandwich at Panera anymore because I was eating one when I found out my dog passed away in surgery. I had one the other day and barely ate any of it because I didn’t really like it anymore because it makes me think of the day I found out my dog died. Obviously, my dog only died once and therefore, my distaste for my once favorite sandwich is a result of one trial conditioning.
Classical conditioning occurs all the time in the world. One example I think of off the top of my head is my brother and always getting popcorn at the movies. Even when we go out to eat and he eats everything in sight, he always has to get popcorn when we go to a movie afterward. Now, anytime he watches a movie at home, he also craves popcorn and most of the time eats some.
I would really like to go over positive and negative contingencies in class. We probably already went over them but I’m still having a tough time wrapping my head around them and coming up with examples of my own!
Terms used: experimental neurosis, discriminative training, learned helplessness, trace conditioning, unconditioned stimulus, conditioned stimulus, taste aversion, one-trial conditioning
This was a relatively short chapter, and class lectures really helped me understand what I was reading more. From this chapter, I will remember Positive and negative contingencies. A positive contingency happens when the conditioned stimulus predicts the arrival of an unconditioned stimulus. A negative contingency is what happens when the likelihood that the unconditioned stimulus will occur has been reduced. They are also referred to as excitatory conditioning and inhibitory conditioning, respectively.
One of the other two things I will remember is discrimination training. This uses two different stimuli to signal different contingencies. I am not sure how this works specifically though, and would like to touch on it in class if we could! The last thing is CER, or conditioned emotional response. I have heard it in class and read it in another chapter or two and never understood what it meant. A CER is when a response, such as freezing up for rats when they are shocked. I am not sure how to put it into words other than this example, and in class it would be helpful if we went over other ways we might use or run into this?
I think classical conditioning can absolutely be used in the real world today. It is used all the time in learning processes with children, and is a good way to improve learning in general. The reason it has become such a big part of psychology is because has endured and is something we can use in the real world, with our children or in many situations in which we need people to behave a specific way.
Terms used: Positive contingencies, negative contingencies, discrimination training, conditioned emotional response, classical conditioning.
Three things I will remember about classical conditioning are:
1. positive and negative contingencies. These occur when the conditioned stimulus either predicts the arrival of the unconditioned stimulus(positive) or signals that the unconditioned stimulus will not occur(negative).
2. discrimination training. This is a procedure of using two different stimuli to signal different contingencies, being positive or negative. A square could be used to signal that food is coming, while a circle signals that no food will be coming.
3. The way CER is used in studying animals. A rat freezes up when it gets shocked, and after CER it will freeze up simply to the presence of the neutral stimulus, typically a tone that became a positive contingency to the shock.
I think it is not only possible, but does get applied to real world matters at times, with a direct example being the training of pets.
In class I guess you could cover CER a little more, and also go over some positive and negative contingencies. Other than that, I'm good.
terms- positive and negative contingencies, CER, discrimination training, conditioned stimulus, unconditioned stimulus, classical conditioning
1. The components of classical conditioning and their particular role in displaying the process of classical conditioning. (US, CS, UR, US, neutral)
2. Experimental Neurosis and how classical conditioning can be used to answer questions that cannot be simply answered, like a dog being able to differentiate between shapes of circles or determine different colors of light.
3. The different types of conditioning such as trace, short-delayed, simultaneous, etc. and how each have a way of conditioning organisms but in slightly different manners.
I think that classical condition is applied in the world today even when we are not aware of it. As a society we are conditioned every day when we are going about our daily business. Since being at UNI I have been conditioned to think that when I hear the construction outside my window it is time to wake up, even if it is six o’clock in the morning. A breakdown of this example would be:
US: hearing construction outside when my alarm goes off telling me it’s time to get up
UR: waking up
CS: hearing construction outside my window
CR: waking up
I would like to go over the different types of conditioning a little more thoroughly in class if time allows. I feel like I do not have enough information on all of them to properly distinguish one from another. I would also like to review positive/negative contingencies a little more in depth so that I am more able to come up with examples.
terms: classical conditioning, UR, US, CR, CS, neutral, experimental neurosis, conditioning, trace conditioning, short-delayed conditioning, simultaneous conditioning, positive/negative contingencies
The three things what i will remember about classical conditioning are:
1.The process of Conditioned Emotional Response.
Conditioned Emotional Response describes present the stimulus and then come up shock, neutral stimulus is followed by an aversive unconditioned stimulus to make aversive conditioning. So, as the steps of CER unconditioned stimulus and conditioned stimulus elicit response differently.
2.Discrimination training.
This is a procedure of using two different stimuli to signal different contingencies. It changed depends on the presence of shape S+ or S-.
3.Positive contingency and Negative contingency
Positive contingency describes the Unconditioned Stimulus will occur is increased by it and it relates to Excitatory Conditioning. On the other hand, Negative contingency means the Unconditioned Stimulus will occur is decreased by it and it relates to Inhibitory Conditioning.
I believe that classical conditioning is applied in the real world. For example, student cannot smoke in the campus. Our university assigned certain smoking area like roads or sections. So student who want to smoke they have to smoke in assigned area. Therefore, they elicit smoking behavior in that area. In this situation, smoking behavior can be neutral stimulus, fine is the unconditioned stimulus and avoiding in campus for smoking is unconditioned response. If they get the fine when they are smoking in the campus(conditioned stimulus), they will elicit avoiding behavior(conditioned response).
I would like to go over measuring CER. Actually, I did not understand fully when I learned it in the class.
Terms; classical conditioning, elicit, Conditioned Emotional Response, neutral stimulus , UR, CR, US, CS Discrimination training, Positive contingency,Negative contingency
I have been over classical conditioning numerous times but I have never heard of many of the concepts covered in this section. So it took a few times reading over certain things such as, positive and negative contingencies, experimental neurosis, and conditioned emotional response, to really feel like I could understand them.
The first thing, positive contingency, represents when a neutral stimulus becomes the conditioned stimulus because it elicits the unconditioned response. It would be like if every time your phone rang, it was your mom calling to nag you which pissed you off. Now when your phone rings, the sound of the phone is enough to piss you off. There is a positive contingency between the ring of the phone and the pissy feeling.
The second thing that I liked was that inhibiting a certain response was even given a title. Inhibitory conditioning can also be referred to as negative contingencies. Using the example above, if I used a different ringtone for a text message, upon hearing that, I would not get pissed. I would inhibit the pissy response.
Thirdly I will remember experimental neurosis. This Pavlov explained using shapes. His dogs could tell the difference between an ellipse and a circle and he must have decided to give the phenomenon a title.
I think you should lecture over as many things as you can. I would like to hear and see these concepts be explained so that I can gain a better understanding of them.
Terms Used: classical conditioning, positive contingency, negative contingency, experimental neurosis, conditioned emotional response, elicits
Classical conditioning has always been difficult for me to understand. It has always been confusing for me to discriminate between the conditioned/unconditioned stimulus and the conditioned/unconditioned response. The reading helped, but I think I will have to continue practicing to be more comfortable with this concept. The things I will remember are:
1. Trace conditioning is a specific type of classical conditioning where the unconditioned stimulus (US) is slightly preceded by the conditioned stimulus(CS). This is the most common type of conditioning.
2. Experimental neurosis is a process where Pavlov's dogs discriminated between shapes (an ellipse and a circle) to receive a reward. Once the dogs could discriminate between the shapes, Pavlov started to manipulate the circle to look more like an ellipse. The dogs no longer knew what to expect, and in some cases they developed learned helplessness.
3. A positive contingency (also known as excitatory conditioning)occurs when the CS predicts the arrival of the US. A negative contingency (also known as inhibitory conditioning)occurs when the likelihood that the US will occur has been reduced.
Terms: classical conditioning, discriminate, CS, US, CR, UR, trace conditioning, experimental neurosis, learned helplessness, positive contingency, negative contingency, excitatory conditioning, inhibitory conditioning
This section really took everything we have been covering about classical conditioning and went into great depth. In many classes we learn about the basic principles involved in conditioning, and look at famous experiments, but they never really show all the different levels and types of experiments that are really present in conditioning.
One concept from this section I will remember is positive and negative contingencies. Postive or excitatory contingencies will increase the likelihood a US will occur. An example of this is: If your car makes a funny noise everytime you drive it, the likelihood its going to breakdown is increase, so you may take it in to get fixed.
A negative or inhibatory contingeny is present it will decrease the likelihood a US will occur. A car that doesnt make a funny noise will not be as likely to break down, so you probably wont take it in to get looked at.
Another thing I will take with me from this section is that conditioning can happen in many different ways but the order of presentation does matter. If a stimulus is presented it can be presented at the same time as the response occurs. It can be presented before (trace) or after (backward) either a long period of time (long-delayed) or short period of time. An example of this is if a referee blews his whistle right after a foul occurs. If he were to blow it before then the behavior would not have occured and it would upset the players. If he called it way late then the players would also be confused as to what the foul was.
Terms: Classical Conditions, positive/negative contingencies, excitatory/inhibatory, order, trace, long-delayed, and backward.
Three things that I will remember from section 3.3 is that postive contingencies also reffered to as excitatory conditioning signals that the uncondiotned stimulus will occur such as when pavlov would ring a bell and then give the dog food. Negative contengencies also called inhibitory conditioning that signals that US will not occur such as when pavolv would hold up shapes and if he held up a elipse they knew they werent getting food. 2)There are different classifications of conditioning based on when the CS AND US are presented, such as Simultanous conditioning when CS/US occur together, Short delayed, trace conditioning which is most prevelant, long delayed conditioning, and somewhat ineffective backward conditoning.3)Conditioned taste aversion doesn't have to result from multiple exposures like getting sick from a particular drink or with chemotherapy.
I think that this is applicable to the real world in some ways such as having an idea how to create discrimination and diffentiation, but otherwise operant conditioning is much more benificial to real life.
I would find it benificial to go over the types of conditioning in class
Terms used: Operant conditioning, classical conditioning, conditioned taste avversion, discrimination, differentation, Simultaneous conditioning, short delayed conditioning, trace conditioning, long-delayed conditioning, backward conditioing.
Three things that I will remember about Classical Conditioning are
1: Positive and Negative contingencies, also known as excitatory and inhibitory conditioning. Positive contingencies signals an increased likelihood that an Unconditioned stimulus will occur. For example, lightening and thunder; lightening signals that thunder will be following. A negative contingency signals the likelihood that the unconditioned stimulus will occur is decreased. For example, a car turn signal being on would be associated with the driver turning, but maybe the driver just forgot it was on and didn't turn it off, it isn't necessarily a signal.
2: Conditioned emotional response usually involves the presentation of a stimulus followed by a shock.
3: When it comes to conditioned stimuli and unconditioned stimuli the when the stimuli are presented is what matters. Trace conditioning is where the CS is presented just before the US, and this is the most effective method. Simultaneous conditioning is when the CS and US occur at the same time, backwards conditioning is when the CS occurs followed by the US.
Although I don't necessarily think that the ways to classically condition a person in the lab is the most ethical way to go about it, I think that classical conditioning occurs in the real world without aversive consequences all the time. We are conditioned to expect a certain response in many different situations. We expect that a door will open automatically when we see a sensor above it, we expect that when we see a stop sign the person coming the other way will stop, I conditioned myself to crave a snickers before every golf meet in high school.
Terms- Backwards conditioning, conditioned response (CR), conditioned stimulus (CS), simultaneous conditioning, trace conditioning, Conditioned emotional response, positive contingency, negative contingency, inhibitory conditioning, excitatory conditioning, classical conditioning, aversive
The things that i remember about classical conditioning are that there is always a US and a CS and a UR and a CR. The US happens naturally and a neutral stimulus is paired with the US. After a positive contingency has been formed then neutral stimulus becomes the CS and will elicit the same response as the US did. The UR is not a learned response but rather an instinct. The CR is a learned response to a stimulus. A CS is used to elicit the CR.
When talking about contingencies there are positive and negative. A positive contingency will signal that it is likely the US will occur. A negative contingency signals that the US is not likely to occur. If there is a positive contingency the subject is likely to emit the desired response. If there is a negative contingency the subject with not emit the desired response. Positive can be looked at as excitatory and negative as inhibitory.
I think that classical conditioning can be and is used in the world today. People train their dogs that way and even their children if you think about. If you do this, you will get a treat (pet) or a sticker (child). There is probably an endless list in which conditioning is applied today.
terms: US CS neutral stimulus positive & negative contingency emit elicit excitatory inhibitory
The first thing that I would like talk about would be the addition of the new term positive contingency. This occurs when a neutral stimulus becomes a conditioned stimulus. The neural stimulus is then associated with the conditioned stimulus and becomes a sort of pair. This pair is called the positive contingency, like a positive correlation. Positive contingencies are also referred to as excitatory conditioning because they might, for example, excite a blinking response. A negative contingency, which occurs when a subject inhibits it's response, may also be referred to as inhibiting conditioning. The second thing I wil recall from this chapther would be discriminate training. We all know that discriminate means to tell the difference between something, as Pavlov would say, differentiate between things. Discriminate training is defined as the process of using two discriminate stimuli to signal different contingencies. Lastly, I will remember the conditioning methods section of the test. It is interesting to me how many ways, and contraptions we use to condition both animals and humans. Animal conditioning methods range from eye blink conditioning to rabbit restrainers. I thought this part of the text was unique in the use of all the pictures to give visuals of some of these methods.
I still believe conditioning and knowing the ways of doing it effectively can greatly influence people today. Although Pavlov was doing this research what seems like a long time ago, it really has relevance to our lives today. Although we might not condition children with eye blink conditioning, we might condition them to discriminate between open signs and closed signs. Knowing the difference between the two types of signs will then elicit different responses in children, and we can use this to accurately modify their behaviors to the correct ways.
I would like a little more information on the Conditioned emotional responses because things got a little tricky to me when I tried to read this section. I understand that the Conditioned emotional response is what occurs when a conditioned stimulus elicits a rat to freeze, but I have a harder time applying it to real life situations. I think I understand the most of it, but maybe a little more information would be helpful to me.
Terms used: Positive contingency, negative contingency, neutral stimulus, conditioned stimulus, excitatory conditioning, response, inhibiting conditioning, discriminate training, elicit, modify, behavior, conditioned emotional response
From the reading I will remember CER (Conditioned emotional response). In the reading the example used a rat and a tone which was a neutral stimulus which caused the rat to elicit a startle response. The rat then recieves a shock and freezes. The shock is then associated with the tone and eventually the tone can cause the rat to elicit the CER of freezing. The second thing I will remember is that Classical Conditioning is based on a temporal relationship or a relationship based on time. You can condition in different ways presenting the stimulus as different times but the only thing that changes is the time that you present the stimulus. The third thing I will remember is the part about Pavlov and the excitatory and inhibitory behavior of his dogs. He stated that the conditioning would become reflex and confuse the nervouse system and cause the dogs to elicit these behaviors for a period of time.
Classical conditioning can and is used in the world today. The book gives a great example of conditioned taste aversion. I can say that I have had this happen to me when I have eaten something and then gotten the flu and thrown it up. I can not eat apple sauce anymore because I used to take pills with it when I was little and I would gag and throw it up and now the smell is not even appealing to me. I think things like this happen everyday whether we mean for them to or not.
Something that I didn't really understand however were the contigencies. I found that to be a little confusing.
Terms: Conditioned Taste aversion, Contigencies, excitatory, inhibitory, Conditioned Emotional Response, Temporal relationship, Neutral Stimulus, Classical Conditioning