Does Classical Conditioning Cause Changes In Our Brain

We use the term "classical conditioning" to describe one type of associative learning in which there is no contingency between response and reinforcer. This situation resembles most closely the experiment from Pavlov in the 1920s, where he trained his dogs to associate a bell ring with a food-reward. In such experiments, the subject initially shows weak or no response to a conditioned stimulus (CS, e.g. the bell), but a measurable unconditioned response (UCR, e.g. saliva production) to an unconditioned stimulus (UCS, e.g. food). In the course of the training, the CS is repeatedly presented together with the UCS; eventually the subject forms an association between

This can be considered as the nature part of the environment where behaviour can be learnt and also bring about a different behaviour within the environment. Classical Conditioning is where persons learn to associate two stimuli as they occur together, the response can be trigerred by one stimulus that can be transferred to another. Due to this fact, Ivan Pavlov did an experiment on the behaviourism of animals that was considered as Classical Conditioning of these behaviours. While, John Watson did a similar experiment but this was done on humans.

In a 1988 study, “Aging and classical conditioning: Parallel studies in rabbits and humans” by Diana S. Woodruff-Pak, she found that the parallels could be found in the eyelid response. This experiment could also be used to predict where in the brain would be effected when it came to classical conditioning. The article also states that it could extend “understanding of the neurobiology of learning, memory, and aging in humans as well as animals”. This is just further proof that classical conditioning can effect different species in the same

There is evidence that no single region of the brain is responsible for all memories and that each brain region makes a specific contribution. Integrate the following terms into a coherent hypothesis of a multiple memory systems: explicit and implicit memory, encoding, storage, retrieval, recent, remote, working, hippocampus, cerebral cortex, cerebellum, basal ganglia, right and left hemisphere. Please define each term first and then relate it with specific brain areas; finally integrate them into a “coherent hypothesis of a multiple

Classical conditioning includes the use of the following processes; Response Acquisition, this is when we gain new responses to stimuli. Extinction, this is when we weaken the original responses. Spontaneous recovery, this is when the Conditioned response can return after a break from it, this shows that the response is never truly eliminated but rather suppressed. Stimulus Generalization, similar stimuli create the same response as the original stimuli. Stimulus Discrimination, this is when there is no response to similar stimuli and only the original stimuli. Higher Order Conditioning is when you add an additional stimulus to the original one to create the response, stimuli are

“Memory is the mental faculty for recalling ideas. In the initial stage of the memory process sensory signals are retained for a very short time perhaps only fractions of a second. A person who is wide awake memorize far better than a person who is in a state of mental fatigue” (Cohen, Taylor, Memmler 2009). Memory is defined in Goldstein’s book as: the process involved in retaining retrieving, and using information about stimuli, images, events, ideas and skills after the original information is no longer present. He goes on to say that memory is active any time some past experience has an effect on the way you think or behave now or in the future. (Goldstein, 2015). One system supports conscious retrieval of facts and event details (explicit memory), another supports the production of learned fear responses without conscious thought (implicit memory (Philbert, Belzung, Griebel 2015).

When learning occurs, it can occur through many different processes. Inevitably, some of what is learnt is later forgotten, which leads to the question of what can be done to improve memory and if memory is linked to a particular learning process. This study of memory is related to cognitive psychology, which studies human mental processes. The aim of this experiment is to see whether different levels of processing information can alter the accuracy and amount of information that can be recalled.

Long-term memory refers to the continuing storage of information. In Freudian psychology, long-term memory would be call the preconscious and unconscious. This information is largely outside of our awareness, but can be called into working memory to be used. Some of this information is fairly easy to recall, while other memories are much more difficult to access. In long-term memory, Tulving (1972, 2000) has proposed the existence of three kinds of long-term memory storage, which have different properties, and based on different brain mechanisms. The three long-term memory storage are; procedural memory, semantic memory and episodic memory.

Memory is a huge area of interest as it affects our everyday life and without it we would be dramatically impaired. Multiple studies have been conducted to find out more about memory, such as the study by McDougall (1923) into implicit and explicit recognition, and the study by Bruner (1969) on different types of memory. However squire (2004) believed that more experiments testing how the brain stored information were needed. In the past decade, theories about memories have changed dramatically due to the increase in studies exploring memory (Zola-Morgan & Squire, 1993). One change of theory was the acknowledgement that there was more than one type of memory; long-term and short-term (Zola-Morgan & Squire, 1993; Schacter, 1987). Studies researching memory soon went on to distinguish between two types of long-term memory; declarative and non-declarative memory (Krupa, 2009). Declarative memory, also known as explicit memory, is the conscious memories we store about facts (semantic memory) and events (episodic memory) (Zola-Morgan & Squire, 1993; Byrne, ….). The opposite of this is non-declarative memory, also known as implicit memory. Non-declarative memory refers to our unconscious memory and skills and habits we learn such as riding a bike (Byrne, n.d.). It also includes simple forms of associative learning (conditioning) and non-associative learning as well (Byrne, n.d.).

Classical conditioning is based upon the belief that an individual's behavior is shaped by their environment and mental thoughts (i.e. their feelings and emotions). This influences how they will react and their underlying mental state. A learning process will take place from associations with the environment and naturally occurring stimuli. (McLeod, 2012) (Lavond, 2003) (Coon, 2008)

Memories can be described as a person’s recollection of events in everyday life. Everyone has the ability to recall information stored in the brain. (Tulving, 2002) is an experimental psychologist who carried out his theories through controlled laboratory studies. He carried out tests on participants, asking them to recall words they had studied and by doing this he was able to distinguish what is known as declarative memory, which refers to the two main types of long term memory held, known as semantic and episodic memory. Semantic memory refers to an individual’s general knowledge of facts and ideas, as well as culture and experience. An example would be to know what a dog is and what category to put it in. Whereas an example of episodic

Although the belief that memory is composed of several distinct systems is not novel, it is only around the mid 20th century that experimental studies carried out on amnesic patients have started to confirm it (Squire, 2004). This essay will discuss the different types of memory systems that have been found, their distinctions and evidence supporting their existence derived from studies on amnesiacs.

2It should be known that a single memory is a complex construction. For example, when people think of a simple object the brain retrieves the objects name, its shape, function, and anything else that closely ties itself to that object. 2Each part of this memory is from a different region of the brain. 3(Mohs and Turkington) As stated by April Holladay, “memories of concepts and ideas are related to sense experiences because we extract the essence from sensed experiences to form generalized concepts.” And in the past, many experts explained memory as a ‘filing cabinet’ full of memory folders where

"Memory is the diary we all carry about with us," Oscar Wilde once said. Now for a second imagine a life without any memories! One wouldn't be able to remember his/her name, how to look after themselves or to even recognize their own friends and family. It would be impossible to live happily without ones memories. That is why our memories are such vital points in our lives. They are the building blocks of our current selves. Due to those reasons it is very useful to find as much information regarding it as possible. For that very purpose this research paper has been written. The purpose of this research is to uncover the truth regarding how the human brain stores and retrieve memories. Throughout this research, topics such as definition of

There are two memory types in long term memory; explicit memory (declarative memory) and implicit memory (procedural memory). Explicit memory is consciously recalled memories gained through life events. Two branches of explicit memory are episodic memories which are related to recall period and time of a past experience such as autobiographic memories, semantic memory stores general knowledge and concepts and meaningful associations. Explicit memory is connected with the neural network process in the temporal lobe of the brain. Cerebellum, putamen, and motor cortex control the implicit memory which is unconscious and important for learning and motor skills such as walking and writing (The human memory 2010).