- Explain how classical conditioning occurs
- Identify the NS, UCS, UCR, CS, and CR in classical conditioning situations
Does the name Ivan Pavlov ring a bell? Even if you are new to the study of psychology, chances are that you have heard of Pavlov and his famous dogs.
Pavlov (1849–1936), a Russian scientist, performed extensive research on dogs and is best known for his experiments in classical conditioning (Figure 1). As we discussed briefly in the previous section, classical conditioning is a process by which we learn to associate stimuli and, consequently, to anticipate events.
Pavlov came to his conclusions about how learning occurs completely by accident. Pavlov was a physiologist, not a psychologist. Physiologists study the life processes of organisms, from the molecular level to the level of cells, organ systems, and entire organisms. Pavlov’s area of interest was the digestive system (Hunt, 2007). In his studies with dogs, Pavlov measured the amount of saliva produced in response to various foods. Over time, Pavlov (1927) observed that the dogs began to salivate not only at the taste of food, but also at the sight of food, at the sight of an empty food bowl, and even at the sound of the laboratory assistants’ footsteps. Salivating to food in the mouth is reflexive, so no learning is involved. However, dogs don’t naturally salivate at the sight of an empty bowl or the sound of footsteps.
These unusual responses intrigued Pavlov, and he wondered what accounted for what he called the dogs’ “psychic secretions” (Pavlov, 1927). To explore this phenomenon in an objective manner, Pavlov designed a series of carefully controlled experiments to see which stimuli would cause the dogs to salivate. He was able to train the dogs to salivate in response to stimuli that clearly had nothing to do with food, such as the sound of a bell, a light, and a touch on the leg. Through his experiments, Pavlov realized that an organism has two types of responses to its environment: (1) unconditioned (unlearned) responses, or reflexes, and (2) conditioned (learned) responses.
In Pavlov’s experiments, the dogs salivated each time meat powder was presented to them. The meat powder in this situation was an unconditioned stimulus (UCS): a stimulus that elicits a reflexive response in an organism. The dogs’ salivation was an unconditioned response (UCR): a natural (unlearned) reaction to a given stimulus. Before conditioning, think of the dogs’ stimulus and response like this:
In classical conditioning, a neutral stimulus is presented immediately before an unconditioned stimulus. Pavlov would sound a tone (like ringing a bell) and then give the dogs the meat powder (Figure 2). The tone was the neutral stimulus (NS), which is a stimulus that does not naturally elicit a response. Prior to conditioning, the dogs did not salivate when they just heard the tone because the tone had no association for the dogs. Quite simply this pairing means:
When Pavlov paired the tone with the meat powder over and over again, the previously neutral stimulus (the tone) also began to elicit salivation from the dogs. Thus, the neutral stimulus became the conditioned stimulus (CS), which is a stimulus that elicits a response after repeatedly being paired with an unconditioned stimulus. Eventually, the dogs began to salivate to the tone alone, just as they previously had salivated at the sound of the assistants’ footsteps. The behavior caused by the conditioned stimulus is called the conditioned response (CR). In the case of Pavlov’s dogs, they had learned to associate the tone (CS) with being fed, and they began to salivate (CR) in anticipation of food.
See if you can identify all of the “parts” of a classical conditioning situation in the following questions.
View the following video to learn more about Pavlov and his dogs:
Real World Application of Classical Conditioning
How does classical conditioning work in the real world? Consider the case of Moisha, who was diagnosed with cancer. When she received her first chemotherapy treatment, she vomited shortly after the chemicals were injected. In fact, every trip to the doctor for chemotherapy treatment shortly after the drugs were injected, she vomited. Moisha’s treatment was a success and her cancer went into remission. Now, when she visits her oncologist’s office every 6 months for a check-up, she becomes nauseous. In this case, the chemotherapy drugs are the unconditioned stimulus (UCS), vomiting is the unconditioned response (UCR), the doctor’s office is the conditioned stimulus (CS) after being paired with the UCS, and nausea is the conditioned response (CR). Let’s assume that the chemotherapy drugs that Moisha takes are given through a syringe injection. After entering the doctor’s office, Moisha sees a syringe, and then gets her medication. In addition to the doctor’s office, Moisha will learn to associate the syringe with the medication and will respond to syringes with nausea. This is an example of higher-order (or second-order) conditioning, when the conditioned stimulus (the doctor’s office) serves to condition another stimulus (the syringe). It is hard to achieve anything above second-order conditioning. For example, if someone rang a bell every time Moisha received a syringe injection of chemotherapy drugs in the doctor’s office, Moisha likely will never get sick in response to the bell.
Consider another example of classical conditioning. Let’s say you have a cat named Tiger, who is quite spoiled. You keep her food in a separate cabinet, and you also have a special electric can opener that you use only to open cans of cat food. For every meal, Tiger hears the distinctive sound of the electric can opener (“zzhzhz”) and then gets her food. Tiger quickly learns that when she hears “zzhzhz” she is about to get fed. What do you think Tiger does when she hears the electric can opener? She will likely get excited and run to where you are preparing her food. This is an example of classical conditioning. In this case, what are the UCS, CS, UCR, and CR?
What if the cabinet holding Tiger’s food becomes squeaky? In that case, Tiger hears “squeak” (the cabinet), “zzhzhz” (the electric can opener), and then she gets her food. Tiger will learn to get excited when she hears the “squeak” of the cabinet. Pairing a new neutral stimulus (“squeak”) with the conditioned stimulus (“zzhzhz”) is called higher-order conditioning, or second-order conditioning. This means you are using the conditioned stimulus of the can opener to condition another stimulus: the squeaky cabinet (Figure 3). It is hard to achieve anything above second-order conditioning. For example, if you ring a bell, open the cabinet (“squeak”), use the can opener (“zzhzhz”), and then feed Tiger, Tiger will likely never get excited when hearing the bell alone.
Everyday Connection: Classical Conditioning at Stingray City
Kate and her husband Scott recently vacationed in the Cayman Islands, and booked a boat tour to Stingray City, where they could feed and swim with the southern stingrays. The boat captain explained how the normally solitary stingrays have become accustomed to interacting with humans. About 40 years ago, fishermen began to clean fish and conch (unconditioned stimulus) at a particular sandbar near a barrier reef, and large numbers of stingrays would swim in to eat (unconditioned response) what the fishermen threw into the water; this continued for years. By the late 1980s, word of the large group of stingrays spread among scuba divers, who then started feeding them by hand. Over time, the southern stingrays in the area were classically conditioned much like Pavlov’s dogs. When they hear the sound of a boat engine (neutral stimulus that becomes a conditioned stimulus), they know that they will get to eat (conditioned response).
As soon as Kate and Scott reached Stingray City, over two dozen stingrays surrounded their tour boat. The couple slipped into the water with bags of squid, the stingrays’ favorite treat. The swarm of stingrays bumped and rubbed up against their legs like hungry cats (Figure 4). Kate and Scott were able to feed, pet, and even kiss (for luck) these amazing creatures. Then all the squid was gone, and so were the stingrays.
Classical conditioning also applies to humans, even babies. For example, Sara buys formula in blue canisters for her six-month-old daughter, Angelina. Whenever Sara takes out a formula container, Angelina gets excited, tries to reach toward the food, and most likely salivates. Why does Angelina get excited when she sees the formula canister? What are the UCS, CS, UCR, and CR here?
So far, all of the examples have involved food, but classical conditioning extends beyond the basic need to be fed. Consider our earlier example of a dog whose owners install an invisible electric dog fence. A small electrical shock (unconditioned stimulus) elicits discomfort (unconditioned response). When the unconditioned stimulus (shock) is paired with a neutral stimulus (the edge of a yard), the dog associates the discomfort (unconditioned response) with the edge of the yard (conditioned stimulus) and stays within the set boundaries.
For a humorous look at conditioning, you can watch an example from the television show The Office. Jim conducts an experiment in which he offers Dwight a breath mint every time Jim’s computer makes a specific sound. After repeating this several times, he eventually conditions Dwight to automatically expect a breath mint upon hearing that sound. See if you can identify the NS, UCS, UCR, CS, and CR.
Review the classical conditioning concepts yet again by walking through Pavlov’s research in the following interactive:
Think It Over
Can you think of an example in your life of how classical conditioning has produced a positive emotional response, such as happiness or excitement? How about a negative emotional response, such as fear, anxiety, or anger?