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.
Get full access to this article
View all access options for this article.
References
1.
BindraI.PalfaiT. (1967). Nature of positive and negative incentive motivational effects on general activity. Journal of Comparative and Physiological Psychology, 63, 288–297.
2.
CoganD.CoganR. (1984). Classical salivary conditioning: An easy demonstration. Teaching of Psychology, 11, 170–171.
3.
GibbG. D. (1983). Making classical conditioning understandable through a demonstration technique. Teaching of Psychology, 10, 112–113.
4.
HollandP. (1984). Origins of behavior in Pavlovian conditioning. Psychology of Learning and Motivation, 18, 129–174.
5.
HollisK. L. (1984). The biological function of Pavlovian conditioning: The best defense is a good offense. Journal of Experimental Psychology: Animal Learning and Behavior, 10, 413–425.
6.
RescorlaR. A. (1988). Pavlovian conditioning: It's not what you think it is. American Psychologist, 44, 151–160.
7.
SiegelS. (1977). Morphine tolerance as an associative process. Journal of Experimental Psychology: Animal Behavior Processes, 3, 1–13.
8.
SiegelS. (1983). Classical conditioning, drug tolerance, and drug dependence. Research Advances in Alcohol and Drug Problems, 7, 207–246.
9.
SparrowJ.FernaldP. (1989). Teaching and demonstrating classical conditioning. Teaching of Psychology, 16, 204–206.
10.
StaddonJ. E. R.EttingerR. H. (1989). Learning: An introduction to the principles of adaptive behavior. San Diego: Harcourt Brace Jovanovich.
11.
VernoyM. W. (1987). Demonstrating classical conditioning in introductory psychology: Needles do not always make balloons pop!Teaching of Psychology, 14, 176–177.
12.
WickensD. D.WickensC. D. (1942). Some factors related to pseudoconditioning. Journal of Experimental Psychology, 31, 518–526.
13.
WilliamsD. R.WilliamsH. (1969). Auto-maintenance in the pigeon: Sustained pecking despite contingent nonreinforcement. Journal of the Experimental Analysis of Behavior, 12, 511–520.
14.
ZenerK. (1937). The significance of behavior accompanying conditioned salivary secretions for theories of the conditioned response. American Journal of Psychology, 50, 384–403.
