UNIT TITLE: PSYCHOLOGY OF TEACHING AND LEARNING
UNIT CODE: BEP3201
TASK: CAT 2
NAME: CHERONO BENCY
REG NO. BEDA/2023/36676
CAT 2
Q2.
EXPLAIN FIVE PRINCIPLES OF CLASSICAL CONDITIONING AND HOW THEY
CAN BE USED IN [Link] RELEVANT EXAMPLES (15 Marks)
Classical Conditioning
Classical conditioning, originally studied by Ivan Pavlov, explains how learning occurs through
associations between stimuli. When certain events repeatedly occur together, the mind begins to
link them, producing predictable responses.
The most famous example of classical conditioning was Ivan Pavlov’s experiment with dogs, who
salivated in response to a bell tone.
Pavlov showed that when a bell was sounded each time the dog was fed, the dog learned to
associate the sound with the presentation of the food.
Principles of Classical Conditioning
1. Neutral Stimulus
In classical conditioning, a neutral stimulus (NS) is a stimulus that initially does not evoke a
response until it is paired with the unconditioned stimulus.
For example, in Pavlov’s experiment, the bell was the neutral stimulus, and only produced a
response when paired with food.
2. Acquisition
Acquisition is the initial stage where the association between a stimulus and a response is learned.
In teaching, this occurs when students repeatedly associate a learning activity with a particular
experience. Example: If a teacher consistently begins a lesson with an engaging question or short
activity, students gradually associate the start of the class with curiosity and mental readiness. Over
time, simply entering the classroom may trigger a mindset of focus.
3. Extinction
Extinction occurs when the conditioned response gradually weakens because the association is
no longer reinforced. Example in learning: If a teacher initially rewards students with candies for
completing assignments but later stops acknowledging their effort, students may gradually lose
motivation to submit work. The behavior weakens because reinforcement disappears.
This principle reminds educators that consistent reinforcement sustains learning behaviors.
4. Spontaneous Recovery
Spontaneous recovery refers to the reappearance of a previously extinguished response after a
period of rest. Example: A student who once developed interest in poetry but later lost motivation
may rediscover enthusiasm after encountering a new inspiring teacher or a stimulating problem.
This phenomenon suggests that learning experiences can revive earlier associations even after
long interruptions.
5. Higher-order conditioning
occurs when a stimulus that has already acquired meaning through learning is used to give meaning
to another previously neutral stimulus.
Example if Initially, Peter’s lecturer announces “Test time.” Immediately afterward, the students
receive difficult questions that demand intense concentration and often create anxiety. Over time,
the words “Test time” themselves begin to trigger nervousness among the students. In
psychological terms, the exam itself is the unconditioned stimulus, and the anxiety it produces is
the unconditioned response. After repeated experiences, the phrase “Test time” becomes a
conditioned stimulus because it now triggers anxiety even before the exam paper appears.