Classical Conditioning: How It Works With Examples

By Iqra Sageer | Updated on October 7, 2023

History of Classical Conditioning 

In 1904, the Russian physiologist Ivan Pavlov was awarded the Nobel Prize for his innovative research on the physiology of digestion in dogs. During his experiments, Pavlov made a remarkable observation that laid the foundation for the development of classical conditioning. Initially, when the dogs were presented with food, they naturally salivated. However, Pavlov noticed a subtle change in their behavior over time. The dogs began to salivate not only when the food was in front of them but also in anticipation of its arrival.

 

Intrigued by this phenomenon, Pavlov designed a series of experiments to investigate whether dog could be conditioned to associate unrelated stimuli with the presence of food. He rang a bell just before providing the dog with food. After some trials, Pavlov observed that the dog started to salivate merely upon hearing the bell, even when food was not immediately presented to them. This work set the foundation for our understanding of classical conditioning, a fundamental concept in psychology.

What is classical conditioning

Classical conditioning, also referred to as Pavlovian or respondent conditioning, is the process of learning through the association of two stimuli, leading to the development of a new learned response in an individual or animal. This type of conditioning revolves around the idea that a neutral stimulus (i.e. bell) becomes linked with unconditioned stimulus (such as food), which naturally triggers a response. Once this association is established through learning, the once-neutral stimulus alone becomes capable of eliciting the same behavior.

Terms to Know

To fully understand the process behind classical conditioning, there are several terms you need to know

Unconditioned stimulus (US). Unconditioned stimulus is one that unconditionally, naturally and automatically triggers a response. In Pavlov’s experiment, the food was the unconditioned stimulus.

Unconditioned response (UR). Unconditioned response is the automatic response to the unconditioned stimulus. The dog salivating for food is the unconditioned response in Pavlov’s experiment.

Neutral Stimulus (NS). A neutral stimulus is a stimulus that at first elicits no response. Pavlov introduced the ringing of the bell as a neutral stimulus.

Conditioned Stimulus (CS). A conditioned stimulus is a stimulus that was once neutral (didn't trigger a response) but now leads to a response. The conditioned stimulus is a neutral stimulus that, after being repeatedly presented prior to the unconditioned stimulus, evokes a similar response as the unconditioned stimulus.

Conditioned Response (CR). A conditioned response is a learned response or a response that is created where no response existed before. In Pavlov’s experiment, the conditioned stimulus was the ringing of the bell, and the conditioned response was salivation.

Experiment

In Pavlov's experiment, his dog was placed in isolated setting, securely harnessed in place. Before it, there was a food bowl, and a device was used to measure the frequency of his salivary gland secretions.

First, the dog was presented with the food, and he salivated. The food was the unconditioned stimulus and salivation was an unconditioned (innate) response.

In his experiment, Pavlov used a bell as a neutral stimulus. By itself, the bell did not elicit a response from the dog.

Then, Pavlov began the conditioning process. He began ringing the bell just before providing food to the dog. After numerous repetitions (trials) of this procedure, he presented the bell without accompanying food. As a result, the sound of the bell alone now caused an increase in salivation.

The dog had effectively learned an association between the bell and food, leading to the beginning of a new learned behavior. As this response was acquired through conditioning, it is termed a conditioned response. The neutral stimulus, the bell, had transformed into a conditioned stimulus.

Classical Conditioning Examples

1.    As an illustration, consider the practice of dog owners using a leash for their dogs when going for a walk. Over time, the dog learns that going outside is synonymous with wearing the leash. To the dog, the leash signifies the excitement of going outdoors.

From the dog's perspective, walking with its owner (the unconditioned stimulus) is a thrilling experience (the unconditioned response), especially since it spends most of the day indoors. So, when the dog observes its owner don a sweatshirt, put on a coat, and grab the keys (the conditioned stimulus), it recognizes these actions as a prelude to going out, which excites the dog (the conditioned response).

 

2.    Occasionally, in our lives, we encounter profoundly significant moments, such as meeting the love of our life for the first time. If this moment occurs while a specific song is playing, the two can become linked in our memory. Consequently, whenever we hear that song, it has the power to trigger our recollection of that meeting. This association between the song and the moment of meeting can endure for a considerable period, even spanning decades.

 

3.    Whenever you return home, wear a baseball cap, you take your child to the park to play. Consequently, when your child observes you coming home wearing a baseball cap, his excitement is provoked because he has linked your baseball cap with going to the park.

 

4.    A phobia manifests when we experience intense fear toward something, whether it's a place, a sound, or any other stimulus. Analyzing the development of a phobia involves identifying the components of classical conditioning. For instance, initially, a person may have no fear of heights. However, one day, while hiking along a high mountain trail, he slips and suffer a severe injury. From that moment on, he may develop a strong aversion to mountain hiking. The mere thought of hiking on a mountain can induce anxiety, potentially leading to a refusal to ever engage in hiking again.

 

5.    If a student is bullied at school they may learn to associate the school with fear. It could also explain why some students show a particular dislike of certain subjects that continue throughout their academic career. This could happen if a student is humiliated or punished in class by a teacher.

 

Clinical Significance

Psychologists widely acknowledge classical conditioning as a fundamental form of learning. Moreover, it is firmly established that the principles derived from Pavlov's work exert a significant influence on aspects of human health, emotions, motivation, and the therapeutic treatment of psychological disorders. Classical conditioning finds numerous practical applications in clinical contexts.

For instance, individuals recovering from substance abuse often experience cravings when exposed to environments or people associated with their past drug use experiences. Drug counselors frequently recommend that these individuals avoid situations that might trigger a desire to use drugs again. Additionally, research has demonstrated that classical conditioning can impact the human immune system. In cases where a specific taste is linked with a drug known to influence immune responses, the taste alone can sometimes evoke an immune response at a later time.

Another compelling application of classical conditioning is in the treatment of phobias. An illustrative case involves a patient who harbored a deep-seated fear of elevators for three decades. She bravely challenged her fear by deliberately entering 20 elevators each day. After just ten days, her fear had substantially diminished, demonstrating the potency of classical conditioning in addressing and overcoming phobias.

Operant Conditioning