Descriptive Theory: Classical Conditioning

Ivan Pavlov, native of Russia, was an accomplished physiologist. He was most recognized for the study of conditioned responses in animals, (Fields, 2013) which he called Classical Conditioning. Classical Conditioning is based on learning new behaviors by associating them with stimuli (McLeod, 2008).

B, S. (2008, February 22). Classical Conditioning. Retrieved July 14, 2014, from ___YouTube website:

Fields, T. (2013). Ivan Pavlov. Salem Press Biographical Encyclopedia.

Kallio, K. A. (2008). Instructional Design. Research Starters Education ___(Online Edition).

Kretchmar, J. (2008). Behaviorism (education). Research Starters Education ___(Online Edition),

McLeod, S. (2008). Classical Conditioning. Retrieved July 11, 2014, from Simply Psychology website: http://www.simplypsychology.org/classical conditioning.html

Reference List

Stage One:

Stage One: Initially a stimulus (called Unconditioned Stimulus or UCS) is introduced to the subject and a natural response occurs (called an Unconditioned Response or UCR). At this point, no new behaviors have been learned. This stage also includes a neutral stimulus (NS) which does not cause the subject to respond, such as the person conducting the experiment, until it is associated with the UCS.

Example: Pavlov rings a bell (NS), shows the dog meat (UCS), the dog salivates and eats the meat (UCR).

Reasoning: This is a natural response or instinct for a dog. Nothing new has been taught, the dog is simply going after something that it desires.

Start Here

Little, L. (2011, November 29). Classical Conditioning as told by Frasier Crane. ___Retrieved July 13, 2014, from YouTube website:

Stage Two:

How Does Classical Conditioning Relate to Instructional Design?

Pavlov: Classical Conditioning

Instructional design is the ever-changing model of how instruction is delivered (Kallio, 2008). Within instructional design there are several theories. These theories outline how students should learn, what objectives should be taught, what materials should be used to convey and reinforce the information, etc. One of the many approaches to Instructional Design is Behaviorism, which is "a change in behavior brought about by the environment (Kretchmar, 2008). Under the "umbrella" of Behaviorism is Pavlov's Classical Conditioning. Classical Conditioning, a theory aligned with behaviorism, relates to instructional design because it outlines how humans learn. If we think back to the salivating dog and the ringing bell (neutral stimulus), the dog learned that the bell (now Conditioned Stimulus) signified that he would be getting fed. I have listed a few examples below to show the relation between Classical Conditioning and Instructional Design.

• Behavior Modification: Since Instructional Design encompasses all aspects of learning (which includes the environment), a student that is disruptive can learn an action-consequence relationship for undesirable behavior in the classroom.
• Classroom Management: Classical Conditioning plays a major role in the daily operations of the classroom. The classroom operations could be as simple as a ringing bell to signify silence or a clap to get the students' attention.
• Methods of Teaching Objectives: Classical Conditioning can assist in the way objectives are taught to the students. It can also signify when new objectives have started or when an objective is completed.

Stage Two: In this stage, the NS (Neutral Stimulus) is linked with the UCS (Unconditioned Stimulus) and now produces a Conditioned Response (CR). In order for the response or behavior to be learned, it is imperative that the NS and UCS are introduced to the subject on several occasions so that the subject begins to associate the NS with the UCS. There are some exceptions to the multiple introductions, but mainly the NS and UCS must be associated on several occasions.

Example: Pavlov rings the bell (NS) and shows the dog meat (UCS) on several occasions. As a result, the dog learns that the bell means meat (or a treat) will be given to it. The bell is now considered the Conditioned Stimulus (CS).

Reasoning: Due to the repeated appearance of the meat upon ringing the bell, the dog begins to associate the bell with meat appearing.

(Fields, 2013)

Stage Three:

Stage Three: In the final stage of Classical Conditioning, the CS (Conditioned Stimulus) commands a Conditioned Response (CR).

Example: In a final experiment, when Pavlov rings the bell, the dog will immediately salivate in anticipation of the meat. The new behavior is a result of the CS and CR.

Descriptive Theory: Classical Conditioning

Erren D. Lee