CLASSICAL DOG EXPERIMENT AND LEARNING CAPABILITIES
CLASSICALDOG EXPERIMENT AND BEHAVIORAL LEARNING CAPABILITIES
1.According to Saul McLeod (2013), the classical dog experiment is aperfect accidental experiment leading to the scientific discovery ofthe so-called classical conditioning, defined as a learning progressthat occurs when a conditioned stimulus is being paired with anotherunconditioned stimulus. In the case of the dog experiment shown inthe video, dog foods are considered the unconditional stimulus and isusually greater than that of the unconditional reaction of the dog,which is in this case, its frequent salivation.
Trial1:When you mark the box classified as sunlight, the dog had itssalivation at a certain period only when sunlight is added. When itwas removed, its salivation stopped.
Trial2:When you mark the box classified as sound, the same case happened inthe first trial. The dog had its salivation at a certain period onlywhen sound is added. When it was removed, its salivation stopped.
Trial3: Whenyou mark the box classified as food, the dog had its saliva droolingthe moment you introduced the food to the dog, its saliva flowscontinuously.
Trial4: Whenyou mark all the box in the experiment, the dog has little salivationwhenever there is sunlight and sound at the same time. As bothsunlight and sound were removed and food was introduced, the dog hadits saliva drooling and flowing rapidly.
Trial5:When you didn`t mark any box in the experiment, nothing happened.
Thesalivation of the dog in the different trials in the experiment is anexample of how the dog will response to its reflexive process. Thedog was responding whenever an object is introduced to their line ofsight, such as sound, light, and foods. These three objects that wereused in the experiment are called the unconditioned stimulus of thedog. However, among the trials that were done, the food is consideredas the best stimulus to be introduced in the dog since its salivaflows continuously at a rapid state.
Auditory learners uses their hearing capability to learn and understand many things in progress. They often relay and understand the information using their ears. Most of the auditory learners are said to be more vulnerable and more accurate to the information they receive whenever certain concepts and thoughts has been delivered and explained to them orally. They have strong auditory processing skills and most of the time, they have strong language hearing skills, strong musical talents and good communication of foreign languages. As part of understanding the information and gaining new knowledge using their sense of hearing, auditory learners can easily connect with different oral representations as well as various exchange of ideas using verbal conversations.
Visuallearners, on the other hand, uses their sense of sight as theirprimary means for communication and learning. Most of the visuallearners have an excellent visual processing skills. They can easilyremember charts, graphs, data figures, etc. and store them in theirminds and sense of sight. Visual learners also have strongvisualization skills, good visual-spatial skills, and they are alsosensitive to the different body languages that are commonly used inboth conversation and communication. Also, visual learners are morekeen and more susceptible to aesthetics because their minds are moreengaged into visual images as well as the nature of its physicalenvironment.
Lastly,kinesthetic learners are good at understanding an information throughthe use of various muscles and body movements. They are oftendescribed as "hands-on learners" because they are morefocused and learn easier whenever there are actions or movements thatare involved. They are often `hyperactive` and most of the time,kinesthetic learners are more engaged in sports, dancing, and otherrecreational activities. They are also good in artworks, sculptures,paintings, etc. Also, the most distinguishable characteristic ofkinesthetic learners is that they possess an excellent body movementand overall muscle coordination that enabled them to have a strongsense of timing and coordination.
Auditory learners need to speak clearly and louder so that other people may easily understand them. Also, in school, for example, children who were characterized as auditory learners must always recite during classes. They can also try listening to good music in order to sharpen their auditory skill. They are also suggested to read louder and clearer to avoid any confusions in their learning process. Lastly, auditory learners can also try storytelling and other verbal activities for them to enhance their hearing skills.
Visuallearners may try using graphic designs and other art pieces toenhance their learning process. They also need to take down notesduring classes and ask for written directions. The use of charts,graphs, and data tables are also highly recommended. Color harmonyand synchronization can also be of help for visual learners. Hence,picture interpretation can also be a motivation for visual learnersto learn more things.
Lastly,kinesthetic learners must try body movements while studying, say forexample, students may count their fingers whenever they want to learnnumber concepts. They may also try different variations of physicalexperience learning. A brief overview and skim of a specific readingor article is also encouraged for further learning. Other alternativethat can be helpful, especially for students, is to apply simple bodygestures to memorize a specific line or definition, say for examplesnizzing to denote a bad odor of a specific fruit. Moreover, it isalso advised to listen to music while studying because music can makeyour mind at ease and most of the time, we tend to apply bodymovements whenever we hear our favorite songs, say for exampleswaying of hands, etc.
McLeod,S. (2013). Pavlov`s Dogs. SimplyPsychology.09, July 2014. <http://www.simplypsychology.org/pavlov.html>