Explain Pavlov's learning theory in detail along with its educational importance. Explain in details pavlove's learning with their educational implications. OR Critically explain Pavlov's adapted-response theory. Critically explain the pavlov's calssical conditioning theory . Pavlov's adapted-response theory.
(Pavlov's Classical Conditioning Theory) This principle is known by various names like the principle of adapted-response, substitution principle and contract theory etc. In fact, the principle of cognition is the principle of physiology and in this contracting action, emphasis is laid on the relationship between the stimulus and the reaction. This theory was propounded in 1904 by the Russian physiologist I.P. Pavlov did it. While explaining this theory, scholars have written that adapted-response means to act naturally in response to an unnatural stimulus.
For example, the child gets scared after seeing a black colored object or the girl's mouth gets watery after seeing the gol gappa shop. Gradually it becomes a natural action. Take another example- suppose a person gets annoyed by saying 'Totaram', some by saying 'Bhagat jo' and some by saying 'Jalebi'. This happens because such an event happens in the life of an irritable person that when he remembers it, he feels sad. The mere remembrance of that word wakes up that sorrow and the person starts getting irritated. All this does not happen suddenly, but such feelings gradually take home in the mind. Therefore, in this process, first in life some unpleasant event happens. There is a specific reason for an unpleasant event. Reason gets attached to a word and upon hearing that word, that event becomes fresh. Due to the incident, there is a feeling of sorrow and from the feeling, the person starts getting irritated due to the feeling of sorrow. The principle which is propounded by this example. Its basic basis is the relative behavior of the individual. That's why some people also call it behavioral theory. Among the behaviorists, the names of Pavlov, Skinner and Watson are particularly noteworthy among those who believe in this theory.
Pavlov's Experiment Pavlov experimented on his pet dog. He made a soundproof room and tied the dog to the experiment table, keeping the dog hungry. The room had a window through which everything could be seen. Povlov also employed the cutting of the dog salivary tube in such a way that the saliva dripping from the dog's mouth would automatically collect in the glass tube. This is how the experiment was started. Povlov placed the piece of meat in front of the dog. Naturally, due to the smell and taste, saliva started dripping from the dog's mouth on seeing the meat and it kept on collecting in the glass tube. The amount of saliva collected was measured. In the second phase of the experiment, Pavlov rang the bell along with keeping the food and observed the dog's behavior and found that this time the dog's mouth started dripping with saliva. He repeated this experiment many times, that is, whenever the dog was given food, the bell was also rung. In the last phase of the experiment, he only rang the bell, did not give food and observed the reaction. He saw that the dog was still drooling as before. From this he concluded that the dog was committed by the sound of the bell. In this experiment, food is the natural or natural stimulus, the bell is the artificial or non-natural stimulus and the drizzling of saliva is the response. One of the main assumptions of the experiment is that here two stimuli are given simultaneously. The ringing of the bell and the delivery of food go hand in hand. In the end food is not served, only the bell is rung. As a result, the response was the same as when the food was given. Guilford has written in explaining the fact that when two stimuli are presented together over and over again, first the new and then the original, the first also becomes dominant over time. The result of this experiment was that the dog learned that whenever the bell rang it would get food. On learning this, saliva starts dripping from his mouth. This type of learning is called 'learning by contract'.
Principles Related to Its Principles
1. Time Principle - According to this theory, the time interval between stimuli is an important factor in learning. The greater the time interval between the two stimuli, the less will be the effect of the stimuli. In an ideal situation, a time interval of about five seconds between the two stimuli is most effective. For this it is necessary that first a new or artificial stimulus is given and immediately after that the old or natural stimulus should be given, that is, before the response to one stimulus is over, another stimulus should be presented. That is why in the use of pavlava, the bell was rang first and then food was given.
2. Principle of Intensity - According to this principle, if we want the artificial stimulus to maintain its lasting effect, then it is a necessary condition for it to be more powerful than the natural stimulus, otherwise the natural stimulus is stronger. If so, the learner will not pay any attention to the artificial stimulus i.e. the new stimulus. That is to say, for a conditioned response, a new stimulus must have the ability to produce a response. In the experiment of Powlaw, if food is given to the dog before the bell rings, the dog does not pay any attention to the sound of the bell.
3. Principle of Consistency - Under this principle of uniformity, the process of contract is strengthened in the same situation when the same experiment process is repeated again and again for many days in the same way as the experiment is in its initial phase. was implemented in. For example, if in Watson's experiment, a child was stipulated to be afraid of a rabbit and he was afraid in the future to the point that every white hairy thing began to frighten him, now if in the future there is a need to test the correctness of the generalization of this condition. If necessary, only white hairy object should be presented in front of the sponsor (child) and not an attempt should be made to verify the experiment on a black rat.
4. Principle of Repetition - It is the belief of this principle that after repeated action of an action, it comes in nature and becomes a permanent part of our personality. Therefore, for learning, it is necessary that both stimuli are presented together many times. Adaptation is not possible with one or two repetitions. This is the reason that in the experiment of pavlava, food was given to the dog only after ringing the bell several times. Similarly, Watson was the first to scare the child with a rabbit, scared a cat and other white furry objects. The result of this was that the child was afraid of every hairy thing in future.
5. Principle of Inhibition According to this rule, for the establishment of the contract, it is necessary that the environment of the room where the experiment is being done should be calm and controlled. Therefore, apart from the two stimuli, there should be no other stimulus whether it is attention-seeking or attention-distributing. That's why Pavlov did his experiment in a closed room where no sound could reach. Even Pavalav's disciples did not allow Pavalav himself to see the dog during the dog's covenant action because their presence could interfere with the dog's response. This is the reason why student-teachers in the presence of their professor do not teach as well as they do after he is gone.
Criticism of the Theory -
This theory has been criticized as follows
(1) This principle treats human as a machine or a machine. Human is not really a machine. He conducts his actions on the basis of thinking, reasoning and imagination.
(2) Learning from contract can be dangerous. As soon as the child is born, he is bound by Intentional and Un-intentional. Children can relate any natural response to any artificial stimulus. In this way a child can be made either timid, brave, naughty, nice, happy or lethargic.
(3) There is instability in learning by adapted response. Just as this action is strengthened by continuous practice, similarly if the relations of stimuli are nullified, then gradually that response becomes ineffective and no learning takes place.
(4) That theory does not give a scientific explanation of the learning process. It simply describes the circumstances in which the learning takes place.
(5) With the help of this principle, the elementary simple activities of learning can be understood, but it is difficult to understand and describe the high level topics and ideas. Importance of theory in education (Educational Implications) This principle of adapted response is based on practice. Regarding this premise, Watson writes that - "Give me any child, I can make him as I want."
This principle of Pavlov in the field of education was understood under the following points:
(1) According to this principle, an animal learns only when it is active. Therefore, the principle of action can be used well in the learning process.
(2) This theory lays emphasis on the principle of correlation, which can be taken advantage of while teaching children. Many activities of childhood are associated with a particular thing, which remains even after growing up.
(3) Repetition is a major factor in the process of learning. This principle emphasizes on repetition of action. That is why teachers should emphasize on repetition of subject matter.
(4) These principles are based on the principle of reinforcement. Children know that they will be punished for doing bad deeds and that they will be rewarded for doing good. From this point of view, the principle of punishment or reward is based on the contract itself.
(5) This principle is helpful in forming good habits and in changing bad habits, behavior and behavior. With the help of this principle, good behavior and good discipline can also be developed in the children.
(6) This principle is important for the learning and teaching of languages. That is why the child learns to pronounce the word 'mother' happily. Therefore, small children should be taught about objects, persons and animals by showing pictures.
