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Classical Conditioning

OUTLINE OF RESOURCES
Getting Started Experiencing Classical Conditioning
Digital Connection

DVD/Online: Discovering Psychology: Module 8: Learning 422 Technology Application Activity: PsychSim: Classical Conditioning 422
Activities and Demonstrations

Critical Thinking Activity: Defining Learning 423

Components of Classical Conditioning

Activities and Demonstrations

Application Activity: Classical Conditioning with Lemonade Powder 423

Classical Conditioning Processes

Activities and Demonstrations

Application Activity: Conditioning the Eye Blink 424

Ivan Pavlov's Discovery

Activities and Demonstrations

Building Vocabulary/Graphic Organizer: Concept Web 424

Generalization and Discrimination

Activities and Demonstrations

Application Activity: Classical Conditioning with a Water Gun 425

John Watson and the Classical Conditioning of Emotions

Activities and Demonstrations

Application Activity: Conditioning and Racism 426 Critical Thinking Activity: Classical Conditioning: Preparing for an Important Event 427

Cognition and Biological Predispositions

Activities and Demonstrations

Critical Thinking Activity: Human Taste Aversions 428

Handouts
141 Examples of Learning 142 Conditioning the Eye Blink Response 143 Concept Web: Classical Conditioning

Blackline Master
141 Figure 14.5
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MODULE OBJECTIVES
After completing their study of this module, students should be able to: define classical conditioning. describe the main components of classical conditioning. describe the basic processes of classical conditioning. retell the story of how Ivan Pavlov discovered classical conditioning. define generalization and discrimination in relation to classical conditioning. describe how John Watson and Rosalie Rayner demonstrated that emotions can be classically conditioned. understand the importance of cognition and biological predisposition in learning.

MODULE OUTLINE Getting Started Experiencing Classical Conditioning

Digital Connection
DVD/Online: Discovering Psychology: Module 8: Learning

This program introduces learning as the way in which we profit from experience. High points of the program include original footage of studies by Pavlov and Watson; Thorndikes instrumental conditioning studies, which show how the trialand-error behavior used in solving problems comes to be shaped by its consequences; and Skinners explanation of how behavior is best understood in terms of the principles of reinforcement. The program shows how operant conditioning has important applications to schools, businesses, and clinics. For example, it describes how reinforcement is used to train dogs to assist in the care of disabled persons and how clinicians use behavioral therapy to treat learned helplessness and agoraphobia. The behavioral perspective is highlighted throughout. Observational learning is not covered. (Annenberg/CPB Project, 30 minutes) For ordering and viewing information, please visit www.learner.org/resources/series138.html.
Technology Application Activity: PsychSim: Classical Conditioning

Concept: This computer program clearly explains and illustrates the basic elements of classical conditioning. Materials: PsychSim CD-ROM and workbook; computer access Description: The four basic elements of classical conditioning (UCS, UCR, CS, CR) are presented. The program then defines generalization and discrimination and gives students relevant examples. In the last module of the program, students perform the eye blink conditioning experiment. Discussion: The PsychSim CD can fulfill many needs for students. If installed in a computer lab or on a network, students can work on the CD as part of a laboratory assignment. If installed on a few computers in a classroom, the CD can be used as an enrichment tool for advanced students or independent learners or a reteaching tool for students who havent mastered the concepts from the module.

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Activities and Demonstrations

Critical Thinking Activity: Defining Learning

Concept: Thomas Rocklin has developed a useful classroom exercise to introduce and define learning. Materials: Handout 141 Description: On the day you begin your discussion of Modules 14 through 16, distribute a copy of Handout 141 to each student. Have the class decide which events are examples of learning and which are not. Ask students to defend their position by proposing their own definition of learning. Finally, present the following definition of learning that expands on the text definition, developed by the Stanford University psychologists and authors, Hilgard and Bower: Learning refers to the relatively permanent change in a subjects behavior to a given situation brought about by his (or her) repeated experiences in that situation, provided that the behavior change cannot be explained on the basis of native response tendencies, maturation, or temporary states of the subject (for example, fatigue, drugs, etc.). Discussion: The specific events are likely to elicit varying degrees of disagreement. Rocklin reports that applying the definition yields fairly clear-cut answers for all ten events, except item 8, the computer program. Students generally contend that a computer cannot learn because it does only what it is programmed to do.
Source: Rocklin, T. (1987). Defining learning: Two classroom activities. Teaching of Psychology, 14, 228229.

Components of Classical Conditioning

Activities and Demonstrations
Application Activity: Classical Conditioning with Lemonade Powder

Concept: Dennis and Rosemary Cogan suggest a simple demonstration of classical conditioning that can be used in virtually any size class. The authors perform the demonstration after classical conditioning principles have been discussed, but it works just as well as an introduction to Pavlovs work. Materials: A can of sweetened lemonade powder and enough small cups so that each student who can ingest sugar may have one. (To enhance the fun and effectiveness of this exercise, Erik Nilsen suggests using Fun Dip or Lik-m-Aid, the sour candy powder from many students childhood. It comes in three packs of powder with dipping sticks and is available at most grocery stores for less than $1.) Description: Give each student a cup of powder, and then choose some neutral stimulus to serve as a conditioned stimulus. The Cogans use the word Pavlov. Instruct your students to moisten the tip of their index finger and to watch for your signal (for example, you will raise your arm) to dip their finger into the powder and then put it into their mouth. Also inform them that from time to time you will say the words test trial instead of giving the signal; when they hear those words, they should not dip into the powder but close their eyes and concentrate on their experience. Present the CS (Pavlov) and, after a small delay (0.5 to 1.5 seconds), give the signal for your students to dip into the lemonade powder. Repeat trials at 10- to 15-second intervals, with a test trial after every 10 conditioning trials. After each test trial, ask for a show of hands of those who salivated. When all or most of the students have demonstrated conditioning, begin extinction using the same test-trial procedure, in which you state on successive trials, Pavlov . . . test trial. Extinction should be completed during the same class period.

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During the next class session, you can demonstrate spontaneous recovery (repeating the process and seeing how many trials are needed to become reconditioned) and stimulus generalization (using another flavor of powder). At each stage of the demonstration, plot the percentage of CRs as a function of test trials (for a model, use the graph from the Cogans classes). Virtually all students will eventually report either a strong or moderate salivary response on the test trial. Many will also report a puckering feeling or the taste of lemon-flavored crystals. Discussion: The following graphs show typical class results of the conditioning demonstration.
ACQUISITION EXTINCTION REACQUISITION (N=30) (N=30) (N=26) 100 80 60 40 20 1 23 4 5 6 78 Test Trials 1 23 4 5 6 Test Trials 12 34 5 Test Trials

% Conditioned Responses

Source: Cogan, D., & Cogan, R. (1984). Classical salivary conditioning: An easy demonstration. Teaching of Psychology, 11(3), 170171.

Classical Conditioning Processes

Activities and Demonstrations
Application Activity: Conditioning the Eye Blink

Concept: Students can see firsthand how all the components of classical conditioning work on a simple human behavior: the eye blink. Materials: Handout 142 Description: Distribute the handout after students become familiar with the basic terminology (UCS, UCR, CS, CR) and the phenomena (acquisition, extinction, spontaneous recovery, generalization, discrimination) of classical conditioning. After students follow the instructions on the handout, you might request a written report of their findings. Discuss in class the terminology and phenomena of classical conditioning as it applies to this exercise. Discussion: Although this exercise can be done in class, it is probably best if pairs of students collect data on their own. Particularly in larger classes, students will have difficulty seeing the subjects responses.

Ivan Pavlovs Discovery

Activities and Demonstrations
Building Vocabulary/Graphic Organizer: Concept Web

Concept: Graphic organizers provide a visual format to help students organize their notes from the text. With concept webs, students can visualize the relationship between terms in the module, giving the students an extra method of processing.

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Materials: Handout 143 Description: Distribute Handout 143 to students at the beginning of the module. There are two possible uses for this handout, depending on your needs and the needs of your students: Students can read the module and complete the handout independently as a vocabulary exercise in preparation for a quiz or module test. Students can fill in the handout during the modules lessons as the terms are discussed. The handout then becomes a note-taking device that can help students who are independent learners or who have special needs. (See below for detailed descriptions of this handouts usefulness in these areas.) Discussion: This concept web helps students see how the concepts of classical conditioning are related to each other. (Answers to this handout are available in the Answer Key.) Independent Learning Option: Students can fill out the organizer independently using the text either as class work or homework. If you decide to lecture from the text, students can fill out the information as you discuss it. You can use these handouts or the versions of these handouts with answers (from the Answer Key) as master copies from which to make transparencies. You can then project the puzzle or matching exercise and either write in answers as you lecture or show the completed handouts for students to check their work. Cooperative Learning Option: Students can fill in the organizer in groups of two or more as an in-class assignment. You can use the master copy of the version of this handout with answers (from the Answer Key) to make a transparency and project a correctly completed concept web for groups to check their work after they have finished. Option for Exceptional Learners: Often, individualized education plans call for teachers to provide notes for students with special needs, so the graphic organizer can come in handy to help these students with notes. You can either provide students with a completed organizer to use as a guide during class lectures and discussions, or you can provide a blank organizer for these students to complete while the rest of the class takes traditional notes. The organizer may be taken home to complete as a reading comprehension guide for the textbook. Making Multicultural Connections: Nonnative English-speaking students can visualize the relationships among words, aiding in the encoding process. Providing this opportunity to encode visually using the concept web may help these students translate the meanings of the words more quickly.

Generalization and Discrimination

Activities and Demonstrations
Application Activity: Classical Conditioning with a Water Gun

Concept: Joel I. Shenker suggests an exercise that illustrates all of the major classical conditioning phenomena. This activity works well after all the elements of classical conditioning have been presented. Materials: a large plastic garbage bag, a water gun or spray bottle, and a towel Description: Bring the materials to class and ask for a volunteer who does not mind being squirted in the face with water while wearing a large garbage bag. Cut a hole in the garbage bag so it can be placed over the volunteers head, and then have her (or him) sit in a chair facing the class. Tell the volunteer to keep her eyes closed throughout the demonstration for safety reasons. As you begin, tell your students to watch carefully and to be ready to discuss what they observe.

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Read each word in the list below loud enough for everyone to hear. Go through the list at a rate of about 2 seconds per word. Squirt the volunteer in the face only after you have read the uppercase CAN, using a delay of about .5 seconds. Responses to the lower case can test the volunteers conditioned responses to the target word. CAN, dish, CAN, bridge, scale, can, fan, board, CAN, cool, three, horn, disk, CAN, can, cast, test, pen, dime, CAN, dish, van, can, card, stand, meat, pad, can, dish, set, can, tree, ice, plum, can, cost, bird, glass, can, light, can, sword, juice, can, dish, rock, smoke, grease, dish, keep, kid, tan, dice, hole, set, dish, eye, friend, wax, bill, bulb, dish, class, mine, mark, work, can, dish, can, bus, dish, phone, can, smart, first, can, crack, feet, can, tub, bowl, can, van, day, can, rake, dish, CAN, bluff, risk, CAN, salt, dish, CAN, ball, stack, CAN, rain, hat, food, can, van, disk, tree, can, cup, can, lime, CAN, dish, girl, chalk, can, dish, CAN, key, screen, ran, CAN, disk, CAN, knob, bag, tape, CAN, dish, clip, CAN, air, ban, cheese, CAN, door, can, box, dish, hair, CAN, ring, nail, CAN, boat, cap, dish, CAN, crane, wheel, fire, CAN, dish, king, cape, apple, CAN, dog, blue, can, dish, CAN, take, call, brick, pair, CAN, spin, chair, CAN, camp. Give the volunteer a towel and convey your thanks. Shenker suggests that you may want to have students write down their observations before you begin a class discussion. Simply ask them to write down the UCS, UCR, CS, and CR and to describe the phenomena associated with the learning they observed. In this way, students are required to do their own thinking and can refer to their written notes when you begin the full class discussion. Discussion: Begin the discussion by simply asking your students to describe and discuss what they observed. The UCS is the water squirted in the volunteers face, the UCR is usually a flinch or squint. The CS is the sound of the word can and the CR is the flinch or squint when a word is read without an accompanying squirt. Acquisition is demonstrated as can by itself gradually comes to elicit a CR. Stimulus generalization is evident as words that sound like can (ban, ran, cap, cast) come to produce a CR. Stimulus discrimination is evident when different stimulus words elicit differences in the CRs. They are weakest and least likely to occur after stimulus words that do not sound like can. Extinction is evident when the CRs disappear after the word can is spoken several times without a squirt. Spontaneous recovery occurs if the word can again produces a CR after extinction and after a long string of words that does not include the word can. (This occurs near the end of the exercise.) Reconditioning savings is demonstrated when the word can and a squirt are again associated. Fewer conditioning trials are needed to elicit a reliable CR.
Source: Shenker, J. I. (1999). Classical conditioning: An all-purpose demonstration using a toy watergun. In L. T. Benjamin, et al. (Eds.), Activities handbook for the teaching of psychology (Vol. 4). Washington, DC: American Psychological Association.

John Watson and the Classical Conditioning of Emotions

Activities and Demonstrations
Application Activity: Conditioning and Racism

Concept: Rob McEntarrfer suggests the following activity, based on his own ideas and those of Joe Lamas, a long-time high school psychology teacher from Miami, Florida. The behavior experiments in the learning unit mostly use animals (rats and pigeons) as 426
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participants. The demonstration shows students that the same principles apply to human learning and demonstrate the power of conditioning on an important concept students are familiar with: racism. Materials: an overhead or PowerPoint slide of the question (below) Description: After students learn the principles of conditioning, have them take out a sheet of paper. Ask them to read the question you are about to show them and write their own answer for 3-5 minutes without talking with any of their classmates. Show them the question and let them write. The question: How can conditioning explain acts of racism? Ask for volunteers to read their answers. Applying classical conditioning to racism is more difficult than applying operant conditioning techniques. Discuss their answers and make sure they understand the following model:
Classical Conditioning Model

UCS CS UCS CS

UCR UCR CR

Operant Conditioning Model

violence race violence race

fear fear fear

Ask them when and if they think this type of conditioning happens. They may have examples to share. You can extend this discussion by introducing the concept of observational learning. Could this model happen through the media? How? Does it happen on the evening news? Discussion: Possibly the most important part of this discussion centers on extinction. Discuss with the class how they could make this response extinct. They should come up with the idea that you would need to present the CS without the UCS, which means they should expose themselves to members of another ethnicity and their culture in nonviolent contexts to rid themselves of racist conditioning. This can lead to a discussion of the importance of multicultural education, and how this same model can apply to sexism, heterosexism, classism, ageism, etc.
Critical Thinking Activity: Classical Conditioning: Preparing for an Important Event

Concept: Art Kohn and James Kalat suggest a simple classroom demonstration that shows how classical conditioning helps prepare an organism for an important upcoming event and thus helps it to better be able to cope. The exercise also demonstrates how the form of the conditioned response can differ significantly from that of the unconditioned response. Materials: 6 to 8 balloons; a long needle Description: Before class begins, fully inflate 6 to 8 balloons and tape them to the classroom chalkboard or wall. When students have arrived, explain to them that you are going to demonstrate classical conditioning, and that throughout the brief exercise, students should carefully monitor their responses. Take a long needle, and after clearly displaying it to the class, loudly count, One, two, three, and then quickly pierce a balloon. After a few seconds, repeat the process with a second balloon, and then again with at least two more balloons. (Vary the time a bit between the poppings to avoid the possible confound of temporal conditioning.)
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Students are likely to flinch less with each trial. With the fifth or sixth balloon, say, One, two, three, aim at the balloon, but miss it. Students are likely to sit unmoved, even expressionless. Wait a few seconds, perhaps passing the time by pretending confusion over their lack of response. Then, without warning, pop a balloon. Students are likely to jump more than they have to any of the previous piercings. Kohn and Kalat suggest plotting a curve on the chalkboard, labeling the horizontal axis Trial Numbers and the vertical axis Mean Size Startle Reaction. Asking your class to recall the strength of their startle reaction for each trial will clearly indicate a steady decline, except for the last trial when an unwarned burst elicited the strongest response of all. Finally, ask students to identify the CS, US, CR, and UR in the demonstration. Discussion: Although the balloon pop will be quickly identified as the US, flinching as the UR, and some combination of your counting and hand movement as the CS, students are likely to have more difficulty identifying the CR. When some identify flinching as the CR, indicate that this cannot be the case since few if any students flinched when the CS was presented alone (that is, when you missed on the fifth trial). Remind students that the CR is the response elicited by the CS. Ask, How did you respond when you heard me counting? Most will now recognize that the CR consisted of a tightening of their muscles to avoid flinching. To reinforce this interpretation, point to the curve on the chalkboard, noting that flinching decreased across trials as students were better able to respond with a preparatory muscle-clenching, that they did not jump at all to the counting alone on the fifth trial, and that they jumped the highest when they had no chance to emit the preparatory CR. Conclude by reviewing that classical conditioning involves the acquisition of expectancies that help organisms prepare for good or bad events. Thus the function of classical conditioning is not simply to expedite a response so that it occurs before the US begins. Indeed, the US and CS can be quite different responses.
Source: Kohn, A., & Kalat, J. (1992). Preparing for an important event: Demonstrating the modern view of classical conditioning. Teaching of Psychology, 19, 100102.

Cognition and Biological Predispositions

Activities and Demonstrations
Critical Thinking Activity: Human Taste Aversions

Concept: Psychologist Paul Rozin states, Many people find slimy foods or anything with mucoid texture upsetting. This is an example of what he calls secondary disgust, disgust for something that looks or feels similar to something disgusting in its own right. This activity demonstrates taste aversions and secondary disgust without having to experience upsetting food choices directly. Materials: none Description: Ask your students to react to the following tasteful situations described by Rozin. Then, compare their responses with those of Rozins 143 subjects. Students should respond on a 9-point scale from 1 = dislike extremely through 5 = neutral to 9 = like extremely. For the first four questions, dream up a bowl of your favorite soup, one that would score an unqualified 9. 1. Now imagine that the soup was served to you in an ordinary bowl, but had been stirred by a thoroughly washed, used flyswatter. How much would you like to eat that soup? 2. If that flyswatter were brand new, how much would you like to eat the soup?

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3. If the soup was first stirred with a thoroughly washed but used comb, how much would you like to eat it? 4. If the soup was served in a thoroughly washed, used dog bowl, how much would you like to eat it? Now fantasize about your favorite cookie, again one that would rate a 9. 5. How much would you like to eat this cookie if youd dropped it on the grass first? 6. How much would you like to eat it if a waiter had taken a bite first? an acquaintance? a good friend? Discussion: Clearly, the association principle is everything when it comes to food. The idea that something disgusting has been near a favorite dish puts most people off, even when the food is germ-free. Here are Rozins results. 1. Eighty-two percent of Rozins subjects rated the clean-flyswatter soup a 4 or less; they would dislike eating it. 2. Fifty-eight percent disliked this bowl of soup. Because the flyswatter is brand new, it has less of an association with insects. However, the idea that the soup had been stirred by an object that might meet a fly in the future was enough to make some people pass it up. 3. Seventy-six percent disliked this soup. Presumably, the thought of human hair is slightly less disgusting than insect contamination. 4. Seventy-one percent disliked soup served in a dog bowl. 5. Only 34 percent would want to pass up this cookie. Theres no assurance of perfect cleanliness, but grass itself has few negative associations for most of us. 6. Eighty-four percent would reject this cookie after a waiter had taken a bite. Only 31 percent would refuse it after an acquaintance had taken a bite, and just 16 percent if a friend had taken a bite. This topic can lead naturally to a consideration of Garcias taste-aversion studies discussed in the text. You might note that his results have been found to apply to humans, as well.
Sources: Roach, M. (1989, November/December). Accounting for taste. Hippocrates, pp. 4954. Rozin, P., Millman, L., & Nemeroff, C. (1986). Operation of the laws of sympathetic magic in disgust and other domains. Journal of Personality and Social Psychology, 50, 703712.

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Name _______________________________________ Period _________________ Date ____________

HANDOUT 141
Examples of Learning
Directions: Which of the following situations describes learning taking place? Which do not? Explain why you think learning is or is not taking place in each situation. 1. The cessation of thumb sucking by an infant. 2. The acquisition of language in children. 3. A computer program generates random opening moves for its first 100 chess games and tabulates the outcomes of those games. Starting with the 101st game, the computer uses those tabulations to influence its choice of opening moves. 4. A worm is placed in a T maze. The left arm of the maze is brightly lit and dry; the right arm is dim and moist. On the first 10 trials, the worm turns right 7 times. On the next 10 trials, the worm turns right all 10 times. 5. Ethel stays up late the night before the October GRE administration and consumes large quantities of licit and illicit pharmacological agents. Her combined (verbal plus quantitative) score is 410. The night before the December GRE administration, she goes to bed early after a wholesome dinner and a glass of milk. Her score increases to 1210. Is the change in scores due to learning? Is the change in pretest regimen due to learning? 6. A previously psychotic patient is given Dr. Ks patented phrenological surgery and no longer exhibits any psychotic behaviors. 7. A lanky zinnia plant is pinched back and begins to grow denser foliage and flowers. 8. MYCIN is a computer program that does a rather good job of diagnosing human infections by consulting a large database of rules it has been given. If we add another rule to the database, has MYCIN learned something? 9. After pondering over a difficult puzzle for hours, Jane finally figures it out. From that point on, she can solve all similar puzzles in the time it takes her to read them. 10. After 30 years of smoking two packs a day, Zeb throws away his cigarettes and never smokes again.

Source: Rocklin, T. (1987). Defining learning: Two classroom activities. Teaching of Psychology, 14, 228. Reprinted by permission of Lawrence Erlbaum Associates, Inc., and the author.

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Name _______________________________________ Period _________________ Date ____________

HANDOUT 142
Conditioning the Eye Blink Response
Directions: This exercise involves the conditioning of the human eye blink. Its best if you work with one other co-experimenter who does the recording. In addition, you will need one willing participant, a spoon, a straw, and two tall, thin glasses. Fill one glass with water, leave the other empty. 1. Have the subject sit at a table with his chin resting in his hands so his head remains stationary. 2. Begin by tapping the full glass once (CS) with the spoon. Note the participants reactions. Tap a few more times until he makes no consistent response. 3. Begin conditioning by tapping the glass once, followed immediately by a strong puff of air to the subjects eye (UCS) through the straw. Be certain the air is strong enough to elicit an eye blink (UCR). Repeat the procedure seven times at 20-second intervals. 4. On the eighth trial (the test trial) tap the glass but deliver no puff of air. Record whether an eye blink (CR) occurs in response to the sound. 5. Repeat seven more conditioning trials and then another test trial, also at 20-second intervals. Record any blinking responses. Continue alternating seven conditioning trials with one test trial until the sound clearly elicits an eye blink. 6. To assess whether generalization has occurred, tap the empty glass with the spoon. Record whether a clear blink is made. If the generalization is obvious, proceed with discrimination training. Otherwise go to step 8. 7. Tap each of the glasses in random fashion and present the puff of air only after tapping the full glass. Record the number of trials until the subject stops blinking in response to your tapping the empty glass. 8. Proceed with extinction. Tap the full glass approximately every 20 seconds until no eye blink is elicited. Record the number of trials needed to achieve extinction. 9. After allowing the participant to relax for 4 minutes, test for spontaneous recovery. Tap the glass but deliver no puff of air. Record the number of trials needed to achieve extinction again.

Source: Published by Burgess Publishing Company (1980). Copyright 2000 by Rick M. Gardner. Adapted with permission.

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Name _______________________________________ Period _________________ Date ____________

HANDOUT 143
Concept Web: Classical Conditioning
Directions: The terms in this module are related to each other in several different ways. Insert the term and/or its definition in the area where that word best fits in relation to the other terms in the module. Use the Word Bank at the bottom of the page as a tool to help fill in the boxes.
Learning:

Classical conditioning:

Acquisition:

: Anything in the environment that one can respond to

: The automatic response to the UCS

opposites

Extinction:

Generalization:

opposites

Response Unconditioned stimulus (UCS) Conditioned response (CR) Spontaneous recovery Discrimination

Word Bank Learning Unconditioned response (UCR) Acquisition Generalization

Stimulus Classical conditioning Conditioned stimulus (CS) Extinction

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ANSWERS TO HANDOUT 143

Concept Web: Classical Conditioning

Learning: a relatively permanent change in behavior due to experience

Classical conditioning: a type of learning where a stimulus gains the power to cause a response because it predicts another stimulus that already produces the response

Acquisition: the process of developing a learned response

Stimulus: anything in the environment that one can respond to

Response: any behavior or action

pair the CS then the UCS to create the association

Unconditioned stimulus: a stimulus that triggers a response automatically and reflexively

Unconditioned response: the automatic response to the UCS

usually the same behavior

Conditioned stimulus: a previously neutral stimulus that, through learning, has gained the power to cause a CR

Conditioned response: the response to the conditioned stimulus

Spontaneous recovery: the reappearance, after a rest period, of an extinguished conditioned response

opposites

Extinction: the diminishing of a learned response; occurs after the UCS does not follow a CS

Generalization: a process in which an organism produces the same response to two similar stimuli

opposites

Discrimination: a process in which an organism produces different responses to two similar stimuli

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Figure 14.5, Page 256

Drops of saliva
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Hind paw

Pelvis

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