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Transcript of CONTIGUOUS CONDITIONING
Contiguous Conditioning Theory is
Edwin R. Guthrie (1886-1959).
Guthrie postulated learning principles based on associations. His key behaviors were acts and movements. Guthrie believed one or more movements become associated. Repetition of a situation adds movements, combines movements into acts , and establishes the act under different environmental conditions. Guthrie conducted an experiment using cats by placing them in a puzzle box. The cats had to make a response that released a mechanism which allowed them to be freed. Guthrie determined cats repeated their last response when put back into the box because the last movement became associated with opening the puzzle box and allowing the cat to escape Guthrie believed responses do not need to be rewarded to be learned, but rewards may prevent forgetting Punishment will produce unlearning if it causes one to learn something new as a result from the punishment. Guthrie's principles mirrored the idea of contiguity of stimuli and responses . Guthrie distinguished movements from acts, or large scale classes of movements that produce an outcome. Habits are learned dispositions to repeat past responses (Wood & Neal, 2007). Habit Formation and Change "Find the cues that initiate the action and to practice another response to these cues" Guthrie's methods for breaking habits
Incompatible response Acts of Movements :
Students use of computers is an act of contiguous conditioning Habit Formation and Change:
Applying school rules is a form of contiguous conditioning. Rewards are always beneficial when teaching!
Punishments can correct unwanted acts or behavior
Ex. for Chemistry Class:
stimulus- (H2O): response- water
: Way to go! That is correct! Associative Strength- Example for Math:Practicing math problems links the various movements that are involved in the acts of solving problems