Classical Conditioning Theory Research Articles

Penerapan Teori Behavioristik Classical Conditioning Oleh I.P Pavlov dalam Pembelajaran IPA Siswa Kelas 5 Sekolah Dasar

This research was conducted in response to a number of difficulties faced as well as the low level of interest in learning from grade 5 elementary school students in the context of science learning. This study focuses on the science learning ability of grade 5 students in elementary schools in response to the results of PISA 2018, Indonesian Education Report Card Data, and AKM Scores which show the low level of students' science literacy skills. Using the Nonequivalent Pretest Posttest Control Group design, experimental research was conducted to evaluate the impact of the application of Behavioristic Classical Conditioning Theory by I.P Pavlov in science learning. Class V students were divided into experimental and control groups with the Cluster Random Sampling Technique. The test method was used to collect science learning ability data, and the data analysis used the Polled Variance T test due to homogeneous data variance. The results showed a significant difference in science learning ability between the group that applied the Behavioristic Classical Conditioning Theory and the control group. The implications of this research provide a solid foundation for designing effective learning strategies in the future, focusing on curriculum development and learning approaches that can enhance students' understanding and interest in learning. As an effort to improve the quality of science learning in elementary schools, this research provides significant conceptual and applicative contributions.

The Application of Classical Conditioning Theory in Elementary Education

As an important part of China's basic education, elementary education is the first stage of China's compulsory education, which plays an important role in laying the foundation and guiding students' academic development and personal growth. How to improve the teaching quality of elementary education, help students develop good learning habits, and better promote students' academic development is very worthy of deep thinking. Pavlov's classical conditioning theory originated from the dog saliva secretion experiment, and its rich connotation and characteristics have important revelation significance for elementary school teaching and behavioral therapy. Therefore, based on the connotation and main features of Pavlov's classical conditioning theory, it is of great research value to explore its application strategies in elementary school classroom teaching and elementary school students' adverse behavior modification, so as to better promote the sound growth of elementary school students.

Penerapan Teori Classical Conditioning dalam Memperkuat Minat Belajar Siswa Sekolah Dasar Islam

The present research aims to elucidate the application of Ivan Pavlov's Classical Conditioning theory by utilizing rewards to cultivate students' enthusiasm for studying. This investigation used a qualitative methodology with a case study design conducted at an Islamic Elementary School in Kotagajah, Central Lampung Regency. The data sources comprise multiple forms of evidence, such as interviews, observations, notes, narratives, and visual materials. The findings of this study suggest that using Classical Conditioning theory has consequences for establishing habits and changes in students. This phenomenon is marked by a surge in students' motivation, support, and enthusiasm towards studying. Each indicator of interest in learning, such as the desire for learning, feeling joyful and engaged in learning, active participation in learning, completion of assignments, attentiveness, and adherence to established norms, is evident.

Kontribusi Teori Pengondisian Klasik Terhadap Pengenalan Makharijul Huruf Hijaiyah Pada Anak Usia 5-6 Tahun

The Classical conditioning theory discovered by Petrovich Ivan Pavlov made an extraordinary contribution to the realm of early childhood education. This theory was discovered accidentally by Pavlov while conducting experiments to determine the digestive system of dogs. This theory is known for conditioned reflexes. This theory views that learning is a change in behavior. Classical conditioning theory is usually used in early childhood education, such as changes in behavior, attitudes, ethics and habits. Furthermore, this study will see how the contribution of classical conditioning theory to the introduction of hijaiyah letters in makharijul in children aged five to six years. The objects in this study were girls ages 5-6 years whose speech was unclear. Furthermore, this research will look at the contribution of classical conditioning theory to the introduction of makharijul hijaiyah letters. This research is a type of qualitative research in the from of research (field research), with a phenomenological approach using Creswell model. The results obtained, in children aged five to six years with cedal indications, that classical conditioning theory can contribute, children can recognize and pronounce hijaiyah letters correctly.

The Use of Behavioristic Techniques for Building Schoolchildren’s Ability to Accept Themselves and Others without Judgment

The prevailing methods of character education in the Russian school are now methods of a rationalistic nature, appealing to reflection, analytical and critical thinking. However, K. Kawakami’s research shows that spontaneous and instinctive behavioral acts of individuals cannot be tackled solely by means of consciousness-based methods of building value attitudes. The manifestation of judgmental behavior by a person is often a spontaneous behavioral-emotional act. In this regard, the author turns to the study of irrational (including behavioristic) methods of character education and ways to use them in the educational process in order to implement the recommendations of the Federal State Educational Standard on developing the ability of schoolchildren to accept themselves and others without judging. In the course of the research, the author relies on theories of classical and operant conditioning, acquisition, anchoring techniques and social imprinting. The author proposes a set of practical behavioristic techniques for use in the school educational process. Some of them are already used in the pedagogical process in Russia or abroad, and some have been developed by the author. Among them are: rhymed or rhythmic educational slogans of an affirmative structure (the role of which can also be played by proverbs and sayings used according to a number of requirements), emotional training technique based on anchor images, as well as bonus rewards for positive social behavior. The conclusions of the article can be used for further theoretical conceptualization of introducing irrational methods into the school process of character education, as well as for developing programs for emotional or moral education, programs for the formation of tolerance, empathy and emotional intelligence with the inclusion of behavioristic and other irrational techniques.

IMPLEMENTASI TEORI BELAJAR BEHAVIORISME IVAN PETROVICH PAVLOV DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMA NEGERI 1 GEDANGAN

This study aims to describe the application of classical conditioning theory (Ivan Petrovich Pavlov's behaviorism learning) in Islamic Religious Education learning at SMA Negeri 1 Gedangan. This study uses a field research approach, in which researchers make observations in the field to collect data on an incident in scientific circumstances and collect correct, authentic data in the field. The data collection technique is through interviews with PAI subject teachers and observation at SMA Negeri 1 Gedangan. The results of the study explain that the implementation of classical conditioning theory in PAI learning has several things done by PAI teachers, namely by designing a visual learning process with various methods, namely peer tutoring, discussions, presentations, and group assignments that are applied so that students feel happy during the learning process. PAI teachers, in the process of teaching, ask students to take turns memorizing letters or hadiths, which they will then study in front of the class. After the students finished their memorization, the teacher gave appreciation with a smile and said "good". This action is considered as a stimulus that is captured by students, and they interpret it that "good" praise accompanied by a smile from the teacher means their memorization is good.

Do we really need two sessions?: The use of a structured interview as a trauma cue reactivity paradigm.

Derived from classical conditioning theory and rooted in motivational mechanisms, cue reactivity paradigms (CRPs) are used in addictions research to measure participants' propensities for substance-relevant responses (e.g., craving) during exposure to substance-relevant cues (e.g., drug paraphernalia). CRPs are also useful in PTSD-addiction comorbidity research, allowing the study of affective and substance-relevant responses to trauma cues. However, studies using traditional CRPs are time-consuming with high attrition rates due to repeat testing. Thus, we sought to test whether a single session semi-structured trauma interview could serve as a CRP in terms of eliciting theorized cue exposure effects on craving and affect measures. Fifty regular cannabis users with trauma histories provided detailed descriptions of their most traumatic lifetime experience, and a neutral experience, according to an established interview protocol. Linear mixed models examined the effect of cue type (trauma vs. neutral) on affective and craving responses. As hypothesized, the trauma interview elicited significantly greater cannabis craving (and alcohol craving among the drinkers), and, greater negative affect among those with more severe PTSD symptoms, compared to the neutral interview. Results suggest an established semi-structured interview may function effectively as a CRP for use in trauma and addictions research.

Blended Learning and Professional Development of Student-Teachers in the English- Speaking Regions of Cameroon

Aim: This study examined blended learning and the professional development of student-teachers in the two English-speaking regions of Cameroon, within the context of the socio-political crisis and the COVID-19 pandemic.
 Methods: The argument for this study anchored on Vygotsky’s Social Constructivism Theory, Tchombe’s Mediated Mutual Reciprocity Theory, Harasim’s Online Collaborative Learning Theory, Garrison’s Self-directed Learning Model, and Pavlov’s Classical Conditioning Theory. A cross-sectional survey research design, with a quantitative approach for data collection was used. A sample of 288 student-teachers, derived using two probability (proportionate stratified and simple random) sampling techniques and one non-probability (purposive) sampling technique, participated in this study. A 39-item self-designed structured blended learning questionnaire for student teachers was used to collect data. The data obtained were analyzed using both descriptive and inferential statistics. The Principal Component Analysis and Ordinary Least Squares Regression Model were used to test the specific null hypotheses.
 Results: Findings showed that, teacher-directed learning has a positive but insignificant influence on student-teachers’ professional development (Coef. .0009534; P>t=0.988), distance learning has a negative but significant influence on student-teachers’ professional development (Coef. -.1169*; P>t=0.072), self-directed learning (Coef. .1985***; P>t=0.002 and flipped learning (Coef. .23711***; P>t=0.000) both have a positive and significant influence on student-teachers’ professional development.
 Conclusion: The study conclude that blended learning has a significant influence on the professional development of student teachers in the English-speaking regions of Cameroon.
 Recommendation: The study recommend that the blended learning strategy with relevant objectives and content be provided in the training of student-teachers, as well as the training of teacher-trainers on the didactics of the blended learning model integrating information and communication technologies.

Tajāribu al-Habīb Hasan Baharun Fī Ta’līmi Mahārah al-Kalām Min Manẓūr al-Naẓarriyāt al-Lughawiyyah wa al-Nafsiyyah al-Tarbawiyyah

ABSTRACT
 This study aims to reveal Habib Hasan Baharun's experiments in developing speaking skills from the perspective of linguistic theory and educational psychology. This study uses qualitative approach with historical methods. The data of this study were obtained from interviews, observation and documentation, and were validated using data triangulation techniques. This research resulted in the findings of his experiments in developing speaking skills from the perspective of linguistic theory and educational psychology. In educational psychology theory, two theoretical schools, behaviorism theory and cognitive theory, are in accordance with his experiments. The theories of behaviorism are connectionism theory, classical conditioning theory, and the law of contiguity while the cognitive theories are generative theory, which is every human being has the ability to learn language which was originally obtained from birth. Thus in the language environment he gives full freedom to his students to carry out language activities. In linguistic theory, two streams of theory, structural theory and transformative generative theory, are in accordance with his experiments. The structural theories state "The origin of language is speech, and Language skills are acquired from habits supported by practice and reinforcement." while the transformational generative theories state "language skills are a process of creativity".
 Keywords: experiment, speaking skill, linguistic theory, educational psychology theory

How sales promotion display affects customer shopping intentions in retails

PurposeThe purpose of this paper is to examine the impact of sales promotion display on customer intentions to purchase and repurchase, focusing on the moderating roles of perceived product quality and price fairness.Design/methodology/approachThis study employs a descriptive, quantitative, non-experimental research method using a cross-sectional design with a self-administered questionnaire. In total, 415 department store customers responded to the survey through an online research panel provider in Australia.FindingsThe results indicated that sales promotion display significantly affects the purchase and repurchase intentions. The findings also highlight the moderating role of perceived product quality and price fairness on customer shopping intentions. Lastly, it is confirmed that the joint moderating effects of perceived product quality and price fairness in the relationship between sales promotion display, purchase and repurchase intentions are significant.Practical implicationsBased on the study findings, managers could drive customer purchase and repurchase intentions using suitable visual objects in sales promotion and their appropriate in-store placement.Originality/valueThe present study introduced sales promotion display as a new dimension of store physical environment. This is the first study to investigate the relationship between sales promotion display and customer shopping intentions and incorporates customers' cognitive perceptions of price and quality in the conditioned effect of sales promotion display on shopping intentions. Moreover, this study brings up new insight into retailing literature by applying the classical conditioning theory in examining the links between sales promotion display and customer shopping intentions.

Autism Spectrum Disorder and Specific Phobia: the Role of Sensory Sensitivity: Brief Review

Autism spectrum disorder (ASD) is a common neurodevelopmental disorder affecting approximately 1 in 59 children (Baio et al. MMWR Surveillance Summaries, 67(6), 1, 2018). A commonly experienced psychiatric comorbidity in ASD is anxiety. Although this is known, little research has been done on the specific issues concerning specific phobia in ASD, even though specific phobias (SPs) are present in up to 40% of children with ASD. As one of the leading treatments for anxiety, cognitive behavioral therapy (CBT) has been adapted for many different populations, including children with ASD. However, the work that has been done on treatment of SP in ASD has been mostly case studies from an operant perspective. These case studies have not, to our knowledge, utilized CBT; however, they suggest that behaviorally based treatments may be effective. Still, they do not explore potential mechanisms associated with the co-occurrence of these disorders, such as sensory sensitivity, that may be responsible for these differences. Within the context of ASD, Green and Ben-Sasson (Journal of autism and developmental disorders, 40(12), 1495-1504, 2010) suggest a model of SP based on classical fear conditioning theory, which suggests sensory sensitivities cause anxieties by conditioning children to associate aversive sensations with certain objects that consequently come to elicit fear and anxiety. Here, we suggest three potential modifications of CBT to address sensory sensitivity in youth with ASD. In offering these modifications, we attempt to address explicitly the potential mechanisms underlying the development of SP in youth with ASD.

Eliciting motor responses through pavlovian conditioning

Classical conditioning theory involves learning a new behaviour through the process of association. In simple terms, two stimuli are linked together to produce a newly learned response in a person or animal. It is the process of associating, and consequently, providing meaning to a neutral stimulus with another meaningful stimulus, in order to elicit similar response and the basic processes that occur in classical conditioning include acquisition, stimulus generalisation, stimulus discrimination, and extinction. It is, in fact, no doubt that Pavlovian theory is also known as the theory of classical conditioning has an impeccable illustration of associative learning, this paper attempts to depict its application to learning motor skills as well as to critically evaluate its influence in sports.

Attentional responses to stimuli associated with a reward can occur in the absence of knowledge of their predictive values

Classical conditioning theories of addiction suggest that stimuli associated with rewards acquire incentive salience, inducing emotional and attentional conditioned responses. It is not clear whether those responses occur without contingency awareness (CA), i.e. are based on explicit or implicit learning processes. Examining implicit aspects of stimulus-reward associations can improve our understanding of addictive behaviours, supporting treatment and prevention strategies. However, the acquisition of conditioned responses without CA has yet to be rigorously demonstrated, as the existing literature shows a lack of methodological agreement regarding the measurement of implicit and explicit processes.The purpose of two experiments presented here was to study the emotional value acquired by CS through implicit emotional and attentional processes, trying to overcome critical methodological issues.Experiment 1 (n = 48) paired two stimuli categories (houses/buildings) with high (HR) or low (LR) probabilities of monetary reward. An Emotional Attentional Blink revealed preferential attention for HR over LR regardless of CA; while pleasantness ratings were unaffected, probably due to the intrinsic nature of CS.Experiment 2 (n = 60) replicated the effect of conditioning on the Emotional Attentional Blink utilising abstract CS (octagons/squares). In addition increased pleasantness for HR over LR was found significant overall, and marginally significant for Aware but not for Unaware participants. Here CA was rigorously determined using a signal-detection analysis and metacognitive-awareness measurements. Bayesian analyses verified the unconscious nature of the learning.These findings demonstrate that attentional conditioned responses can occur without CA and advance our understanding of the mechanisms by which implicit conditioning can occur and becomes observable. Furthermore, these results can highlight how addictive behaviours might develop.

Tantrum Behavior Modification for Autistic Student at Secondary School Using Social Stories Technique

Autistic children have some social problems including weakness in bilateral interaction, communication problems and lack of imagination. The objectives of this study were to examine the effectiveness of social stories technique in reducing the duration of a student autistic tantrum and elimination of the problem tantrum. This study is a case study that builds quantitative behavior classical conditioning theory expounded by Ivan Pavlov and combined with the ADDIE Model. Observations carried out over a period of 20 days to see the effectiveness of social stories technique for changing the negative behavior of autistic students studying in a secondary school. The method of A-B where A represents the baseline phase and B-phase intervention represents. Social stories read to sample every day before the teaching begins within 10 minutes. The results of this study found that social stories technique successfully reduced the tantrum behavior study. However, tantrum behavior is still failing to be completely eliminated, but there is a significant reduction of the behavior. Through this study, it was found the use of social stories can reduce negative behaviors in autistic teenager. It is hoped that this study can serve as a guide and ideas for teachers to diversify the techniques to modify negative behavior among pupils in special education. We hope this study can be uplifting and inspiring teachers that negative behavior autistic students can be changed with the right technique.

BEHAVIORAL BASED LEARNING

Behavior-based learning is inspire by some of behavioral figures led by Ivan Povlov, Thorndike, skinner and John B Watson are two foundations: 1) There are good behaviors (adaptive) and some mal-adaptive ones that can both be learned , 2) if the behavior can be learned, then it will follow principle of learning is change of behavior. In short, if learning behavior is good or pleasant, it tends to be reinforced and repeated, but if learning behavior is bad, it tends to be rejected, it will not be reinforced and repeated._x000D_ Teachers-parents in the past few decades have applied the principles of behavioral learning theory in teaching and educating children's discipline, children who have good grades in a subject area or a good ranking in their class are given more attention by their parents. Many learning theories agree that no matter what As well as the level / grade and achievement that child or learner achieves, students learn from teachers, peers, learning resources in book, and classroom layout. What students learn can be measured as specific knowledge, even they learn something more complex such as attitudes, community behavior, emotions, and reactions of others, and one of the most important teacher jobs is how to formulate complex situations such as learning principles And motivation can be understood._x000D_ Behavioristic theory is perfect for the acquisition of skills that require practice and habituation that contain elements such as: speed, spontaneity, flexibility, reflexes, endurance and so forth, this is evidenced by the opinion of behavioral experts, such as: 1. Ivan Petrovic Pavlov With the theory: Theory of Connectionism or bond psychology, Theory of Classical Conditioning (conditional reflexes). 2. Edward Lee Thorndike with the theory: Law of readiness, Law of exercise, Reaction reaction law (Multiple Response), 3. Skinner with Theory of Operating Conditioning (Burrhus Frederic Skinner, 4) John B. Watson theory with theory: Theory is called SARBON stands for S (stimulus) + R (response) + Bond (d), states that behavior is complex and can be analyzed into unity of stimulus and response called reflex . Learning is process of occurrence of reflex / conditional response through stimulus changed. His opinion, that humans are born with some reflexes and emotional reactions of fear, love, anger and others and all his behavior

A systematic review of health education theories and approaches in improving the oral health behaviour among adults

Background: Theoretical models analysing patient behaviour are necessary to understand the complex relationships underlying human behaviour. The widely accepted definition of health is according to World Health Organization (WHO) “a state of complete physical, mental and social wellbeing, not merely an absence of disease or infirmity.” To assess effectiveness of theory and approaches of oral health education in changing the oral health behaviour and improving the oral hygiene status among adults.Methods: PubMed database was searched for published studies in English language. The search dates were limited to 1990 onwards, applied to the inclusion criteria. Primary outcome was the change in oral hygiene behaviour, measured by self-reported and observed measures. Secondary outcomes were changes in plaque score, dental knowledge. Relevant titles and abstracts of studies were screened. Quality assessment was done for the studies included using checklist of items for randomized controlled trail. (CONSORT) These studies were categorised based on the type of theory used, type of intervention and outcome.Results: Out of 48 studies obtained based on the title and abstract, 15 studies were excluded based on inclusion and exclusion criteria. 13 studies fulfilled the inclusion. These studies were categorised based on the type of theory used. Studies based on 1) Operant and Classical conditioning theory 2) Social cognitive theory. 3) Self-efficacy model. 3) Transtheoritical model. 4) Motivational interviewing. 5) Self-regulatory model. 6) Health action process approach. 7) Implementation intention theory.Conclusions: Theory and approach based oral health education is effective in significantly improving the oral hygiene behaviour.

学習心理学テキスト(英語)に見る近年の古典的条件づけ理論の傾向

学習心理学テキスト(英語)に見る近年の古典的条件づけ理論の傾向

From retina to behavior: prey-predator recognition by convolutional neural networks and their modulation by classical conditioning

Visual object-recognition plays a crucial role in animals that utilize visual information. In this study, we address the prey-predator recognition problem by optimizing artificial convolutional neural networks, based on neuroethological studies on toads. After the optimization of the overall network by supervised learning, the network showed a reasonable performance, even though various types of image noise existed. Also, we modulated the network after the optimization process based on the computational theory of classical conditioning and the reinforcement learning algorithm for the adaptation to environmental changes. This adaptation was implemented by separated modules that implement the “innate” term and “acquired” term of outputs. The modulated network exhibited behaviors that were similar to those of real toads. The neural basis of the amphibian visual information processing and the behavioral modulation mechanism have been substantially studied by biologists. Recent advances in parallel distributed processing technologies may enable us to develop fully autonomous, adaptive artificial agents with high-dimensional input spaces through end-to-end training methodology.

Optimizing motor skills through classical conditioning theory

Over the years, experts have sought varied means of enhancing the learning of motor skills and optimizing motor performance. The role of learning theories in the learning of motor skills has been studied. Classical conditioning is a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus. This study explains the role of classical conditioning on motor learning and performance. Classical conditioning should be applied in the teaching of the practical aspects of physical education to students especially in the early stages of their learning. This would help in motivating them and consequently optimizing their motor skill learning and performance. One must be able to practice and master a task effectively before embarking on another one. This means that a student needs to be able to respond to a particular stimulus (information) before he/she can be associated with a new one. Classical conditioning should be used by Coaches and Sports Psychologists in helping Athletes overcome their fear of failure or opponents. There is the need for more studies on the optimizing of motor outcomes via classical conditioning to be conducted.

Sport sponsorship, brand association and regulation: tobacco firms using classical conditioning theory to skirt regulation

Corporate sponsorship of sports events is about associating a sponsoring firm's brand with the sponsored activity, with the goal of increasing sales through achieving customer association with the brand. It is a crucial revenue stream for many sports organisations, and an effective tool for companies to promote their brand; however, it is not without its challenges. The purpose of this paper is to further the understanding of the use of the 'undercover brand' in sports sponsorship, particularly by the tobacco industry which faces strict regulations on advertising. An examination of the corporate sponsorship of extreme sports events by 'Export A' brand of cigarettes in Canada is provided, highlighting the sponsoring company's efforts to use classical conditioning theory to skirt the increasingly restrictive advertising and sponsorship regulations affecting the tobacco industry. Regulation of tobacco advertising across different countries is also discussed. This paper concludes with questions regarding the efficacy of sponsorship for a company when the sport-brand association can no longer be refreshed.