Psychology Essay: Classical Conditioning, Cognitive Learning Theories

This essay delves into the realm of psychology, focusing on two prominent learning models: classical conditioning and cognitive learning. The essay begins by explaining classical conditioning, a theory rooted in behaviorism and pioneered by Ivan Pavlov, illustrating how environmental stimuli shape human behavior through examples such as a child's fear of hospitals. It details the processes of before, during, and after conditioning, highlighting the roles of unconditioned and conditioned stimuli. The essay then examines the strengths and weaknesses of classical conditioning, such as its ability to refine behavior and prevent misadventures, while also acknowledging its potential to create phobias. Contrasting this, the essay explores the cognitive model of human learning, which emphasizes the role of expectations and emotions, explaining learning as a process driven by an individual's perceptions and thoughts. This model is illustrated through steps involving situations, thoughts, and reactions, contrasting it with classical conditioning. The conclusion emphasizes that human behavior is influenced by past experiences and external factors, and suggests how psychological theories can modify actions for favorable outcomes.

Psychology

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
CONCLUSION................................................................................................................................3
REFERENCES ...............................................................................................................................4

INTRODUCTION
Human body is highly complex in nature and responses related to it is hard to understand.
To intrepretate it, psychology's important has emerged significantly. Psychology is the study of
mental process and human behaviour and why it reacts in a similar pattern. In this presentation
classical conditioning will be explained and its strengths and weakness with functional example
of human being. Besides this cognitive model of human learning will also discussed.
MAIN BODY
Classical conditioning theory
This theory has direct relation with behaviourism as it influences human behaviour
according to different type of stimulus presents in front of them. It is discovered by Russian
psychologist Ivan Pavlov which shows the learning process in alliance with environment
stimulus and occurring stimulus. How classical conditioning work is elaborated below with
functional examples,
Before conditioning: This is the first phase of theory which states that unconditioned
stimulus provokes unconditioned response though there is also neutral stimulus but it did not
create any impact or neutral impact on response. For instance, children starts crying due to pain
of the needle when they visit hospital for the first time. In this unconditioned stimulus(UCS) is
needle and unconditioned response(UCR) is crying after getting needle and neutral stimulus(NS)
is hospital. UCS is natural stimuli which automatically triggers UCR in human behaviour.
During conditioning: In this phase neutral stimulus is unchangingly associate with UCS
and which creates a relationship with both these factors in the mind of individual. After the
relationship which has been formed in the starting, neutral stimulus transforms into conditioned
stimulus(CS). For instance, if child is regularly visiting hospital and getting pain from the needle
then they will make a hypothesis that visiting hospital would definitely induced pain which
creates a negative image of hospital in the mind of children. Concept of phobia is emerged from
this theory.
After conditioning: Once the kinship between UCS and CS is made in the mind of
children then it will unthinkingly summon response without even thinking for a second. For
instance, if hospital name is ever listened by that children then it will spontaneously foster fear in
behaviour.
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Ivan Pavlov has conduct this experiment on the dogs in which food(UCS) is present in front of
dog which induced hunger(UCR) in the mind of dog but at the same time whistle(NS) is been
blown. But after repetitive circumstances, image is been formed within dog's mind that food
would be eaten at the time of whistle blown by the owner(CS).
Strengths and weakness classical conditioning as a model of human learning
Strengths:
 Refinement in behaviour: Main aim of this theory is to remove those aspect in human
behaviour which creates hurdles at the time of learning or unfavourable behaviour would
be reduced if implemented on a real life scenario. Like children won't touch hot burner if
they already know that it will induced pain at the time of touching it.
 Protect from any misadventure: This theory will reduce unfavourable actions to a great
extent. For instance, if parents taught their children that they should cross roads after
green light as then they are safe from any misshapen.
Weakness:
 Development of phobia: Phobia is a psychological disorder which prevents human to do
something which could induce fear in the mind. For instance, children does not like to go
in dark as it has been fit in their mind that ghost are found in dark places.
 Different types of variables: There are four factors on which classical conditioning
theory is based on i.e., UCS, UCR, NS and CS. If even a single factor is missing then it
won't be able to create that much of impact in the behaviour of human.
Cognitive model of human learning
This theory of learning is contrast to the above mentioned theory. It states that human
behaviour is totally based on expectations and emotions. Or in other words, this model describes
that how individual perceptions and thoughts impact their way of living. This theory can be be
explained in simple steps which is described below,
Situations: It refers to series of actions which is happening in front of individual. For
instance, due to electricity short circuit house is burning in front of the owner of house.
Thoughts: Ideas which is developed while experiencing or seeing situation. As in this
case, the only thought which comes in the mind of individual is to save the people inside the
house while calling fire brigade.
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Reactions: It refers to action which an individual does on the basis of different factors
like emotional, behavioural and physiological. For instance, person has to save their family from
any misshapen from burning, in behavioural they will call the fire brigade so that their house
will be save and physiological means they have to enter in the house and try to slow down the
fire with the help of sand or water.
All the actions which is done by the owner is based on the past experience they have learned
instead of classical conditioning.
Both the theory is divergent to each other as classical theory states that it is an active
learning process in which individual learns from the external stimulus and on the other hand
cognitive learning is learning from the past experience like individual has faced something then
all the actions which could be done to prevent is done and the best action is taken so to decrease
any casualties.
CONCLUSION
It can be concluded from the above mentioned report that behaviour is generally based on
different factors like experience from past learning or changes of behaviour due to external
factors. Different types of psychological theory can be used to modify or create favourable
actions from an individual so that favourable results would be get from every critical situations.
Actions done by individual can be spells out as voluntary or involuntary actions.
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REFERENCES
Books and Journals
Neisser, U., 2014. Cognitive psychology: Classic edition. Psychology Press.
Piaget, J., 2015. Structuralism (Psychology Revivals). Psychology Press.
McDougall, W., 2015. An introduction to social psychology. Psychology Press.
Smith, E. R., Mackie, D. M. and Claypool, H. M., 2014. Social psychology. Psychology Press.
Sternberg, R. J. and Sternberg, K., 2016. Cognitive psychology. Nelson Education.
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