Classical conditioning in the rat fetus: Temporal characteristics and behavioral correlates of the conditioned response

2002 ◽  
Vol 40 (2) ◽  
pp. 116-130 ◽  
Author(s):  
William P. Smotherman
Keyword(s):  
Classical Conditioning ◽  
Conditioned Response ◽  
Behavioral Correlates ◽  
Rat Fetus ◽  
Temporal Characteristics

scholarly journals Relation between Conditioned Stimulus-Elicit Responses and Unconditioned Response Diminution in Long-Interval Human Heart-Rate Classical Conditioning

2001 ◽  
Vol 4 (1) ◽  
pp. 11-18 ◽  
Author(s):  
José L. Marcos ◽  
Jaime Redondo
Keyword(s):  
Heart Rate ◽  
Classical Conditioning ◽  
Conditioned Response ◽  
Human Heart ◽  
Neutral Stimulus ◽  
Unconditioned Response ◽  
Heart Rate Deceleration ◽  
The Us ◽  
Geometrical Shapes ◽  
Rate Deceleration

Previous research on electrodermal conditioning suggests that the conditioned diminution of the unconditioned response (UR) has an associative basis. The aim of this experiment was to test whether this phenomenon also occurs in heart rate (HR) classical conditioning. For this purpose, a differential classical conditioning was performed. The conditioned stimuli (CSs) were geometrical shapes (the CS+ was a square and the CS− was a triangle) displayed on a computer screen and a burst of white noise was used as unconditioned stimulus (US). For analysis of the conditioned response (CR) components, an interval between CS+ and US of 8 seconds was used. After the acquisition phase, participants were tested using trials with the US preceded either by a CS+, a CS−, or a neutral stimulus (a circle). The results showed conditioned diminution of the UR and suggest that the second heart rate deceleration component (D2) is responsible for the occurrence of this phenomenon.

Classical conditioning of ventilatory responses in humans

1991 ◽  
Vol 70 (2) ◽  
pp. 676-682 ◽  
Author(s):  
J. Gallego ◽  
P. Perruchet
Keyword(s):  
Classical Conditioning ◽  
Conditioned Response ◽  
Normal Subjects ◽  
Auditory Stimuli ◽  
Control Group ◽  
Response Analysis ◽  
Cycle Duration ◽  
Conditioning Experiment ◽  
Two Phases ◽  
Experimental Group

A classical conditioning experiment, in which an auditory stimulus was paired with a hypoxic stimulus, was carried out on 34 normal subjects assigned to two groups (experimental and control). Each subject took part in one session divided into two phases, acquisition and test. In the acquisition phase, eight hypoxic and eight auditory stimuli were paired in the experimental group and unpaired in the control group. In the test phase, which was identical for the two groups, the hypoxic stimuli were suppressed and three purely auditory stimuli were presented. Significant differences between the two groups in ventilatory response to these auditory stimuli provided evidence for conditioning. In the control group, no significant changes were elicited by the auditory stimuli, whereas a conditioned increase in total cycle duration was observed in the experimental group. The conditioned response closely resembled the first component of the hypoxic response. Analysis of the pattern of the conditioned response, along with postexperimental interviews, strongly suggests that this response was not mediated by volitional factors.

Preparing for an Important Event: Demonstrating the Modern View of Classical Conditioning

1992 ◽  
Vol 19 (2) ◽  
pp. 100-102 ◽  
Author(s):  
Art Kohn ◽  
James W. Kalat
Keyword(s):  
Classical Conditioning ◽  
Conditioned Response ◽  
Unconditioned Response ◽  
Time Data ◽  
Class Time ◽  
Modern View ◽  
Upcoming Event

A simple classroom demonstration can dramatically illustrate the process of classical conditioning. This demonstration differs from others because it elicits a conditioned response that differs significantly from the unconditioned response. As a result, this demonstration provides an effective introduction to the contemporary notion that the function of classical conditioning is to help an organism prepare itself for an important, upcoming event. The demonstration requires very little preparation and only a few minutes of class time. Data indicated that the procedure produced a conditioned response and that other processes, such as habituation, cannot explain the results.

scholarly journals Mindfulness Training Disrupts Pavlovian Conditioning

2019 ◽  
Author(s):  
Adam Hanley ◽  
Eric Garland
Keyword(s):  
Classical Conditioning ◽  
Active Control ◽  
Learning Process ◽  
Conditioned Response ◽  
Mindfulness Training ◽  
Volitional Control ◽  
Response Frequency ◽  
Conditioned Behavior ◽  
Clinical Disorders ◽  
Classically Conditioned

Classical conditioning is a quintessential learning process; however, maladaptive forms of conditioning sustain many unhealthy behaviors (e.g., addiction). Mindfulness training is theorized to de-automatize conditioned behavior by decoupling stimulus and response. This study assessed the effect of mindfulness training on conditioned behavior during a classical conditioning task. Findings indicated mindfulness training decreased classically conditioned behavior relative to an active control condition, delaying the onset of first conditioned response and decreasing conditioned response frequency. Thus, mindfulness training may be one method of increasing volitional control over maladaptive conditioned behaviors that contribute to the development and maintenance of clinical disorders.

Classical-Conditioning Demonstrations for Elementary and Advanced Courses

1996 ◽  
Vol 23 (1) ◽  
pp. 26-30 ◽  
Author(s):  
Charles I. Abramson ◽  
Tim Onstott ◽  
Shawn Edwards ◽  
Kathy Bowe
Keyword(s):  
Computer Simulation ◽  
Classical Conditioning ◽  
Learning And Memory ◽  
Conditioned Response ◽  
Conditioned Stimuli ◽  
Conditioning Process ◽  
Proboscis Extension ◽  
Principles Of Learning ◽  
Advanced Courses

Although many inexpensive invertebrate preparations are available to demonstrate principles of learning and memory, some of these preparations are seasonal, and those using honeybees are potentially dangerous. This article describes two new exercises in classical conditioning that use earthworms and houseflies. These animals are available year-round and pose no risk to the student or instructor. The conditioned stimuli are odorants, which, when paired with the unconditioned stimuli, soon elicit a conditioned response of contraction in worms or proboscis extension in flies. The effectiveness of the earthworm demonstration was evaluated by comparing it to a computer simulation of the classical-conditioning process. On all major indices, students' work with animals increased their understanding of the classical-conditioning process.

Demonstrating Classical Conditioning in Introductory Psychology: Needles Do Not Always Make Balloons Pop!

1987 ◽  
Vol 14 (3) ◽  
pp. 176-177 ◽  
Author(s):  
Mark W. Vernoy
Keyword(s):  
Classical Conditioning ◽  
Conditioned Response ◽  
Introductory Psychology ◽  
Classically Conditioned

Explaining classical conditioning to introductory psychology classes is sometimes difficult. This article describes a demonstration of a classically conditioned response that occurs when a needle pierces, but does not pop, a balloon.

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