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The stimulus–response model is a conceptual framework in psychology that describes how individuals react to external stimuli.According to this model, an external stimulus triggers a reaction in an organism, often without the need for conscious thought.
The stimulus-sampling theory also aids as a heuristic device for discovering effective truisms about changes in response probabilities. [4] The general theory of stimulus-sampling assumes the existence of a population of discrete stimulus elements and hypothesizes that an entity draws a sample from this population on each trial of a learning ...
In Kamin's blocking effect [1] the conditioning of an association between two stimuli, a conditioned stimulus (CS) and an unconditioned stimulus (US) is impaired if, during the conditioning process, the CS is presented together with a second CS that has already been associated with the unconditioned stimulus. For example, an agent (such as a ...
The conditioned response (CR) is the response to the conditioned stimulus, whereas the unconditioned response (UR) corresponds to the unconditioned stimulus. Pavlov reported many basic facts about conditioning; for example, he found that learning occurred most rapidly when the interval between the CS and the appearance of the US was relatively ...
An example of second-order conditioning. In classical conditioning, second-order conditioning or higher-order conditioning is a form of learning in which a stimulus is first made meaningful or consequential for an organism through an initial step of learning, and then that stimulus is used as a basis for learning about some new stimulus.
Throughout the history of psychology, there have been many different behaviorist learning theories. All these theories relate stimulus with response such that a person or animal learns and changes its behavior based upon the stimulus it receives. One significant theory proposed by B.F, Skinner is operant conditioning. [31]
In the theory of classical conditioning, unconditioned stimulus (US) is a stimulus that unconditionally triggers an unconditioned response (UR), while conditioned stimulus (CS) is an originally irrelevant stimulus that triggers a conditioned response (CR). Ivan Pavlov's dog experiment is a well-known experiment that illustrates these terms.
Guthrie believed that learning takes place through association and conditioning, and one pairing is often enough to establish a connection, rather than repeated stimulus-response pairings. [12] These association and connectionist theories are the basis of Guthrie's contiguity theory of learning.