IVAN PAVLOV"Science demands from a

man all his life. If you had two lives that would

not be enough for you. Be passionate in your

work and in your searching." - Ivan Pavlov

BIOGRAPHY

Ivan Petrovich Pavlov Born: September 14, 1849 (at Ryazan,

Russia) Died: February 27, 1936 (Leningrad, now

called St. Petersburg, Russia ) Son of a priest, Peter Dmitrievich Pavlov 9 or 10 years old: suffered from a health

problem and delayed his formal education 11 years old: entered the second grade of a

church school 1864: studied at Theological Seminary of

Ryazan, a school for training priestshttp://www.nobelprize.org/nobel_prizes/medicine/laureates/1904/pavlov-bio.html/

http://psychology.about.com/od/profilesofmajorthinkers/p/pavlov.htm

1870: entered the University of St. Petersburg (Leningrad), Russia to study on animal physiology as his major and chemistry as his minor

1881: worked as a laboratory assistant for two years at Military Medical Academy

: Pavlov married Serafima Karchevskais

http://www.nobelprize.org/nobel_prizes/medicine/laureates/1904/pavlov-bio.html/

http://psychology.about.com/od/profilesofmajorthinkers/p/pavlov.htm

1890: selected as chairman of pharmacology at the academy

1891: became director of the Department of Physiology of the Institute of

Experimental Medicine 1895-1925: became the chairman of

physiology at the academy 1904: awarded the Nobel Prize in

Physiology

http://www.nobelprize.org/nobel_prizes/medicine/laureates/1904/pavlov-bio.html/

http://psychology.about.com/od/profilesofmajorthinkers/p/pavlov.htm

IVAN PAVLOV’S CLASSICAL

CONDITIONING

• Classical conditioning : process by which a stimulus comes to provoke a response that was initially caused by another stimulus.

• Pavlov’s theories focused on observable behaviour.

• Pavlov studied reflexes – the automatic behavior

• Unconditioned stimulus (UCS) would bring to unconditioned response (UCR)– Eg : Dog sees meat (UCS) Salivation

(UCR)

• Pavlov associate the unconditioned stimulus with a new (conditioned) stimulus (CS) = bring same response.– Eg : Dog sees meat (UCS) + Ring of bell (CS)

Salivation (UCR)

Source : http://www.simplypsychology.org/pavlov.html

Source : http://www.northern.ac.uk/NCMaterials/psychology/lifespan%20folder/Learningtheories.htm

Basic Processes in Classical Conditioning

1. Acquisition : Forming new responses– Learning a response to a stimulus

2. Extinction – Gradual disappearance of a CR– Caused by the consistent presentation of the

CS without the UCS

Source : Learner and Learning Environment by Mok Soon Sang

3. Spontaneous Recovery– Reappearance of a CR after a period without

the CS

4. Stimulus Generalization– CR in response to stimuli that are similar but

not the same as CS

5. Stimulus Discrimination– Contrast with stimulus generalization.– Will take place when the new stimulus is quite

similar with the original conditioned stimulus.

6. Higher-Order Conditioning– New conditioned response – CS functions as UCS.

IMPLICATION OF PAVLOV’S CONDITIONING THEORY IN

TEACHING-LEARNING

Conditioning response can be adopted through the process of teaching learning process:

before

during

after

English Teacher (UCS) teaching in the class for the first time

Students’ attention (UCR) towards the teaching activities only

Students pay attention to teacher’s teaching (CR)

Students pay attention to the teacher’s teaching (CR)

Teacher (CS) teaching in an interesting manner and method

Teacher’s presence (CS)

Pavlov’s Conditioning Learning Model was originally used in the field of psychology and later applied in behavioural learning

It also can be used in mathematical principles and laws through the process of higher-order conditioning

The educator should relate practical experience (CS) with the learning task (UCS) in order to produce satisfactory conditioned learning response.

Guide students to apply skill to make accurate generalisation by using various related examples.

Guide students to use their skill to make discrimination (differentiate the shape)

Assign enough exercises for students to strengthen the application of CS and CR

Use secondary reinforcement to sustain CR to avoid process of extinction

Help students to restore their memory by having enough resting time until all existing interferences in learning have been removed

background Name - Burrhus Frederic Skinner Born -March 20, 1904

Susquehanna, Pennsylvania, United States

Died - August 18, 1990 (aged 86) Massachusetts, United States

Nationality- American Fields- Psychology, linguistics, philosophy Institutions- University of Minnesota

Indiana University Harvard University

Alma mater- Hamilton College Harvard University

Known for -Behaviour analysis Operant conditioning

Radical behaviourism Verbal Behaviour

Operant conditioning chamber Influences-Charles Darwin

Ivan PavlovErnst MachJacques LoebEdward ThorndikeWilliam JamesJean-Jacques Rousseau

Notable awards- National Medal of Science (1968) http://en.wikipedia.org/wiki/B._F._Skinner

Implication towards teaching and learning

A newly learned skill ought to be given continuous reinforcement, followed by intermittent reinforcement so that this skill can be strengthen.

The use of positive reinforcement which give pleasant result is more effective than negative reinforcement.

Guide people to master the concept of discrimination so that they will acquire knowledge accurately.

John Broadus Watson 

http://en.wikipedia.org/wiki/John_B._Watson

John B. Watson

Born January 9, 1878, South Carolina

Died September 25, 1958 (aged 80)New York City, NY

Occupation Psychologist, Advertising executive

Known for Founding Behaviorism

Time Line

1899 ~ Watson graduated from Furman University. 1901 ~ He majored in psychology and minored in philosophy and neurology at the University of Chicago.1907 ~ He was hired as an associate professor of psychology at John Hopkins University. It was at JHU that he became known as the Founder of Behaviorism.1914 ~ He published Behavior: An Introduction to Comparative Psychology.1920 ~ He published the "Little Albert" Experiment.

http://www.muskingum.edu/~psych/psycweb/history/watson.htm

The Little Albert Experiment

1. A white mouse was brought to Little Albert whom he showed interest to play with it.

2. The white mouse was shown at the second time and a loud sound was emitted from the back.

3. It cause him to be afraid and Little Albert burst into tears.

4. He repeated the action 7 times over 7 weeks with other stimuli.

5. When the white mouse appeared, Little Albert responded with fear.

Mok Soon Sang, Learner and Learning Environment.

CONCLUSION• Watson had shown that classical conditioning

could be used to create a phobia. • A phobia is an irrational fear-a fear that is out of

proportion to the danger. • Watson believed that a response could be

predicted when the stimulus given.

http://mennta.hi.is/starfsfolk/solrunb/behavio.htm

IMPLICATIONS

• All types of behaviour can be learned through the learning process.

• Teacher should use suitable stimulus to motivate pupils in learning.

• Avoid using stimulus which will produce negative effect.

Mok Soon Sang, Learner and Learning Environment.

REFERENCES• Wikipedia. (2010). John B. Watson. Retrieved on July 7,

2012 from http://en.wikipedia.org/wiki/John_B._Watson

• Emily Watson. (1999). John B. Watson. Retrieved on July 7, 2012 from http://www.muskingum.edu/~psych/psycweb/history/watson.htm

• Mok Soon Sang. (2008). Learner and Learning Environment. Selangor: Penerbitan Multimedia SDN. BHD.

• Saul McLeod. (2008). Classical Conditioning. Retrieved on July 7, 2012 from http://mennta.hi.is/starfsfolk/solrunb/behavio.htm