Pavlovian conditioning

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Pavlovian conditioning

n.
Classical conditioning.

[After Ivan Petrovich Pavlov.]

con•di•tion•ing

(kənˈdɪʃ ə nɪŋ)

n.
1. a process of changing behavior by rewarding or punishing a subject each time an action is performed.
2. Also called classical conditioning. a process in which a previously neutral stimulus comes to evoke a specific response by being repeatedly paired with another stimulus that evokes the response.
[1915–20]
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References in periodicals archive ?
A path in this direction would be to verify if typical processes of respondent conditioning are found within the formation of equivalence classes (or other stimulus relations).
They describe the history of the field, the experimental analysis of behavior, reflexive behavior and respondent conditioning, reinforcement and extinction of operant behavior, reinforcement, aversive control of behavior, operant-respondent relationships, stimulus control, choice and preference, conditioned reinforcement, correspondence relations (updated for this edition), and three levels of selection: biology, behavior, and culture.
Ivan Pavlov (1849-1936) is given credit for discovering how such stimulus-response relations get established through a process known today as respondent conditioning (also called classical or Pavlovian conditioning).
He covers reinforcement, extinction, punishment, stimulation control, respondent conditioning, shaping, prompting, transfer of stimulus control, chaining, functional assessment, and tailoring basic principles and procedures into combinations that meet specific, complex needs along with advice on self-management and habit reversal.
A recent meta-analytic article, looking a program impact for offender populations, found that Behavior Therapy (operant and respondent conditioning principles, antecedent control strategies, self-control training, etc.
It could also be argued that in contrast to classical or respondent conditioning, operant conditioning describes a circumstance in which the reinforcement contingency plays a critical role in the acquisition and maintenance of behavior.
They cover levels of experience in emotion, behavior and cognition in the social context, stability and change in human development, stages and processes of development and intelligence, motions and emotions, emotional learning and respondent conditioning, regulating behavior and operant conditioning, modeling and social processes, discipline, problem solving, transfer, cognition and memory, nurturing, knowledge and intellect, expanding teaching repertoire and developing sound assessment and grading techniques.
Respondent conditioning is believed to have occurred with the pairing of a stimulus that evokes a fear response with stimulus by-products arising from strong bodily somatic sensations.
On the other hand, according to the biobehavioral approach, the selective unit of the respondent conditioning is an environment--action relation, and this conditioning process is compatible with LTP.
The current paper reports a demonstration of its use in a traditional respondent conditioning paradigm.
Now suppose that we use a respondent conditioning procedure to establish an aversive response function for D.
Consistent with our previous publications in this area, we have included the suffix "type" to indicate that the respondent training procedure described in this article differs considerably from traditional respondent conditioning experiments.