Life, Theory, Research Conducted by Great Psychologist and Nobel Laureate: Ivan Pavlov - Case Study Example

Life, Theory, Research Conducted By Great Psychologist And Nobel Laureate- Ivan Pavlov" Animals, from single cell to multicellular display the conditioning behavior. Classical conditioning or Pavlovs conditioning is a kind of reward oriented conditioning. Pavlovs conditioning involved a stimulus, i.e. the ringing of the bell which is correlated with the elicitation of salivation process as the dogs anticipated reception of food such actions are not controlled by the brain. On the contrary, operant conditioning advocates about the control over the occurrence of an event and therefore food and distress are dependent on animals activities. Any activity that affects the performance or behavior of an individual is designated as behavior or mental process. Mental process encompasses different cognitive operations which are essential in learning process, procuring knowledge, reasoning, memory or learning skills, perception and outlook, attention and ability to be alert and attentive, language skills and communication, thoughts and aptitude, emotions, decision making and problem solving skills. Although conditioning plays a vital role in initiating adaptive behavior, learning transpires through dealings with the surroundings, moreover, environment figures behavior of the individual and hence mental states encompassing sensations and contemplations cannot be considered as a part of learning. In the present scenario it becomes imperative to understand the connectivity between US and CS as it is the most essential characteristic feature of the psychologist; to understand the attitude as well as propensity of the individual. As an individual matures, perception and understanding about the circumstances and situations also augments. Some may have the intellect to understand, others learn about the nature and circumstances, react to an event in the varied manner. The present article highlights the life, theory and research carried out by the Nobel Laureate Ivan Pavlov in understanding behviour and response. Introduction Ivan Petrovich Pavlov is a world known personality. People learn from the findings of this renowned person who was born on 14th of September 1849 at Ryazan. His father, Peter Dmitrievich Pavlov was a village priest. Inspired by his fathers preaching and educated initially at the church school. With his brilliance and like mindedness he was inspired by the progressive ideologies of D. I. Pisarev, the most prominent of the Russian literary critics during 1880s and also inspired by the father of Russian physiology, Sechenov. Inspiration paved the way for the birth of a Nobel Laureate, as Pavlov decided to contribute his best in the field of Natural Sciences, physiology. He was a brilliant scholar and accomplished his courses with rewards and medals. His brilliance and interest in physiology brought immense success for him as well as his co-workers. He completed his degree in Natural Sciences in 1875 and joined Academy of Medical Surgery and later, he succeed in getting the fellowship at the Academy and afterwards he was positioned as the Directory of the Physiological Laboratory. He worked on his doctors thesis, entitled "The centrifugal nerves of the heart" and presented his work in 1883; provided a novel concept of nervism, and provided a unique concept about the basic pattern in the reflex regulation of the activity of the circulatory organs. His success graph reached high and he became a well known figure in the field of Science and Medicine. He was invited as a Director of Department of physiology at the Institute of Experimental Medicine and he stayed there for 45 years. Under his able guidance the institute emerged as one of the most distinguished centers of the physiological research. His work on "physiology of digestion" enabled him to generate the science of conditioned reflexes, with distinctive thought about "psychic secretion" induced with the food stimuli. This was a remarkable finding and provided an opening as well as an insight for an understanding towards psychic actions and also gave an understanding for correlation between an organism and its external environment (Biography; Cherry). Psychological Theories & Research Learning is comparatively enduring alteration in actions that is the product of experience. The three chief categories of learning as described by behavioral psychology comprise- 1. Classical conditioning is a kind of learning process where correlation is established between neutral stimulus as well as stimulus that elicits the reaction. E.g. Pavlovs experiment. 2. Operant conditioning is a kind of learning process where the prospects of learning is directly proportional to the augmentation and reduction of the process based on reinforcement or punishment. E.g. Studies carried out by Edward Thorndike and later by B. F. Skinner. 3. Observational learning is a kind of learning that is promoted either by means of observation or by emulating others. The components of this learning pattern encompass concentration, motor dexterities, inspiration and remembrance (Learning Study Guide; Psychology 101). Pavlovian conditioning encompasses an understanding about conditioned stimuli (CS) a neutral stimulus when combined with unconditioned stimulus serve as an elicitation for conditioned rejoinder. On the other hand unconditioned stimulus (US) occurs naturally and is uninformed or unbiased (What is an Unconditioned Stimulus?). The most vital component of the learning comprise alterations that an organism witnesses to the US and not to CS as unconditioned stimulus is a reflex phenomenon and is associated with the biology, but learning phenomenon involves the modulation from US to CS, attributed to behavioural as well as physiological conditions (Domjan, 2005). Human nature varies throughout the globe and so do the learning and perception of the people, but amalgamation of four tasks could display numerous qualitatively distinct learning systems- 1. rule-based tasks- individuals possessing explicit reasoning abilities due to frontal-striatal circuits and possess good working recall or memory and administrative concentration 2. information-integration tasks- leaning success in this procedure could be attained through the protocol or procedural, step by step learning, it is involved in nature and timing of feedback. 3. prototype distortion tasks- what one perceives could be involved in learning. 4. weather prediction task- involves application of what is being learnt(Ashby, 2005). Learning is conditioning that involves memory, anxiety and understanding; conditioning activates adaptive behavior that prepares an individual for happenings and enable one to apply past experiences to overcome the misleading notions. The two theories differ in their pursuits in eliciting behavior. In case of operant conditioning, the selection criterion encompasses- a) behavior-enhancing (reinforce) and behavior-suppressing (punishment). In operant conditioning a treat is granted for re-enforced response as it strengthens the desired behavior while punishment weakens the behavior and therefore it is eliminated. Cognitive understanding deals with the thoughts of the individual. One of the key features of psychology includes cognitive studies (What is cognitive psychology?). Pavlovs classical conditioning provides an understanding towards a connecting link between environment stimulus and a naturally occurring stimulus, as well as displays an unbiased indicator towards naturally happening impulse. In the Pavlovs experiment, the unbiased indicator was the sound of the bell while naturally happening impulse was the salivation process which was in rejoinder to food. Association of these two process resulted in the salivation with the making of sound (Classical conditioning). Aversion to a particular taste is observed when eating a particular food stuff is followed by sickness (What is a Conditioned taste Aversion?). Learning onsets from the behaviorist school while memory or cognitive thoughts emerge from cognitive school (Classical conditioning). In the present epoch, where competition is hard-hitting and individuals are chip in a career race, an approach is desired where judgmental move toward attitude could be worked well. One has to be critical in displaying cognitive behavior towards enhanced memory power, quick and appropriate decision making temperament, organization of educational program to boost learning power. Darwins theory is applicable in this aspect too "Survival of the fittest". Considering the critical issue it is essential to understand various theories of conditioning- according to the Rescorla-Wagner model, learning is proportional to the surprising approach of the US, while the Mackintosh and Pearce-Hall models suggest that learning is at all times is inclined by the animal’s concentration to the CS, failing to do so will hamper the process of learning. Hence during the process of learning and conditioning, the animal or human may discover a connection between joints in lasting remembrance communicating to the CS and US (Theories of Conditioning). Thus, contemporary cognitive theories have richer dimension to Pavlovian learning than to reflexive models. Discussion Pavlovs classical conditioning is marked as an important landmark in the history of psychology. It is the most imperative aspect in understanding and modifying the behavior pattern of the mentally challenged individuals. Classical conditioning finds application to deal with the phobias, anxiety as well as panic disorders. Pavlovs understanding and devotion towards the subject has made the field of research of paramount significance. His understanding for the subject and enthusiasm made him a remarkable figure not only in the field of physiology but also in the field of psychology. His thorough knowledge and insight paved the way to correlate these two field for the betterment of mankind (Cherry; Classical conditioning). References 1. Ashby, F. G., Maddox, W. T. (2005). Human Category Learning. Annual Review of Psychology. 56, 149-178. 2. Biography. (n.d.) Retrieved from http://www.nobelprize.org/nobel_prizes/medicine/laureates/1904/pavlov-bio.html 3. Cherry, K. Pavlovs Dogs. (n.d.) Retrieved from http://psychology.about.com/od/classicalconditioning/a/pavlovs-dogs.htm 4. Classical Conditioning. (n.d.) Retrieved from http://web.mst.edu/~psyworld/classical_conditioning.htm. 5. Domjan, M. (2005). Pavlovian Conditioning: A functional Perspective. Annual Review of Psychology. 56, 179-206. 6. Learning Study guide. (n.d.) Retrieved from http://psychology.about.com/od/psychologystudyguides/a/learning_sg.htm. 7. Psychology 101. (n.d.) Retrieved from http://allpsych.com/psychology101/conditioning.html 8. Theories of Conditioning. (n.d.) Retrieved from http://www.sinauer.com/bouton/summary04.html. 9. What is cognitive psychology? (n.d.) Retrieved from http://psychology.about.com/od/cognitivepsychology/f/cogpsych.htm. 10. What is an Unconditioned Stimulus? (n.d.) Retrieved from http://psychology.about.com/od/uindex/g/unconditioned.htm. 11. What is a Conditioned Stimulus? (n.d.) Retrieved from http://psychology.about.com/od/cindex/g/condstim.htm. 12. What is a Conditioned Taste Aversion? (n.d.) Retrieved from http://psychology.about.com/od/cindex/g/def_contasteav.htm. Read More