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Pavlov on Education
[edit]The basics of Pavlov's classical conditioning serve as a historical backdrop for current learning theories.[1]However, the Russian physiologist's initial interest in classical conditioning occurred almost by accident during one of his experiments on digestion in dogs.[2] Considering that Pavlov worked closely with animals throughout many of his experiments, his early contributions were primarily about animal learning. However, the fundamentals of classical conditioning have been examined across many different organisms, including humans.[2] The basic underlying principles of Pavlov's classical conditioning have extended to a variety of settings, such as classrooms and learning environments.
Classical conditioning focuses on using preceding conditions to alter behavioral reactions. The principles underlying classical conditioning have influenced preventative antecedent control strategies used in the classroom.[3] Classical conditioning set the groundwork for the present day behavior modification practices, such as antecedent control. Antecedent events and conditions are defined as those conditions occurring before the behavior.[4]Pavlov's early experiments used manipulation of events or stimuli preceding behavior (i.e., a tone) to produce salivation in dogs much like teachers manipulate instruction and learning environments to produce positive behaviors or decrease maladaptive behaviors. Although he did not refer to the tone as an antecedent, Pavlov was one of the first scientists to demonstrate the relationship between environmental stimuli and behavioral responses. Pavlov systematically presented and withdrew stimuli to determine the antecedents that were eliciting responses, which is similar to the ways in which educational professionals conduct functional behavior assessments.[5] Antecedent strategies are supported by empirical evidence to operate implicitly within classroom environments. Antecedent-based interventions are supported by research to be preventative, and to produce immediate reductions in problem behaviors.[3]
Lead Section
[edit]Ivan Petrovich Pavlov (Russian: Ива́н Петро́вич Па́влов, IPA: [ɪˈvan pʲɪˈtrovʲɪtɕ ˈpavləf] ; 26 September [O.S. 14 September] 1849 – 27 February 1936) was a Russian physiologist known primarily for his work in classical conditioning. From his childhood days Pavlov demonstrated intellectual brilliance along with an unusual energy which he named "the instinct for research".[6] Inspired by the progressive ideas which D. I. Pisarev, the most eminent of the Russian literary critics of the 1860s and I. M. Sechenov, the father of Russian physiology, were spreading, Pavlov abandoned his religious career and decided to devote his life to science. In 1870 he enrolled in the physics and mathematics faculty at the University of Saint Petersburg to take the course in natural science.[7] Ivan Pavlov devoted his life to the study of physiology and sciences, making several remarkable discoveries and ideas that were passed on from generation to generation.[8] He won the Nobel Prize for Physiology or Medicine in 1904,[6][9] becoming the first Russian Nobel laureate. A Review of General Psychology survey, published in 2002, ranked Pavlov as the 24th most cited psychologist of the 20th century.[10] Pavlov's principles of classical conditioning have been found to operate across a variety of experimental and clinical settings, including educational classrooms.[11]
Bibliography
[edit]Cite error: The <ref> tag has too many names (see the help page).. [2]. [3] [4] [5].
- ^ William Moore, J.; Manning, S. A.; Smith, W. I. (1978). Conditioning and Instrumental Learning. New York, NY: McGraw-Hill Book Company. pp. 52–61.
- ^ a b c Tarpy, Roger M. (1975). Basic Principles of Learning. Glenview, IL: Scott, Foresman and Company. pp. 15–17.
{{cite book}}:|access-date=requires|url=(help) - ^ a b c Kern, Lee; Clemens, Nathan H. (2007). "Antecedent strategies to promote appropriate classroom behavior". Psychology in the Schools. 44 (1): 65–75. doi:10.1002/pits.20206. Retrieved 6 July 2015.
- ^ a b Alberto, Paul A.; Troutman, Anne C. (2013). Applied Behavior Analysis for Teachers (Ninth ed.). New Jersey: Pearson Education, Inc.
- ^ a b Stichter, Janine P.; Randolph, Jena K.; Kay, Denise; Gage, Nicholas (2009). "The use of structural analysis to develop antcedent-based interventions for students with autism". Journal of Austim Development Disroder. 39: 883–896. doi:10.1007/s10803-009-0693-8.
{{cite journal}}:|access-date=requires|url=(help) - ^ a b Cavendish, Richard. (2011). "Death of Ivan Pavlov". History Today. 61 (2): 9.
- ^ Anrep, G. V. (1936). "Ivan Petrovich Pavlov. 1849-1936". Obituary Notices of Fellows of the Royal Society. 2 (5): 1–0. doi:10.1098/rsbm.1936.0001. JSTOR 769124.
- ^ "The Nobel Prize in Physiology and Medicine 1904 Ivan Pavlov". Nobelmedia. Retrieved 2 February 2012.
- ^ "The Nobel Prize in Physiology or Medicine 1904". nobelprize.org. Retrieved 28 January 2013.
- ^ Haggbloom, Steven J.; Warnick, Jason E.; Jones, Vinessa K.; Yarbrough, Gary L.; Russell, Tenea M.; Borecky, Chris M.; McGahhey, Reagan; Powell, John L., III; et al. (2002). "The 100 most eminent psychologists of the 20th century". Review of General Psychology. 6 (2): 139–152. doi:10.1037/1089-2680.6.2.139.
{{cite journal}}: Explicit use of et al. in:|last2=(help); Unknown parameter|displayauthors=ignored (|display-authors=suggested) (help)CS1 maint: multiple names: authors list (link) - ^ Olson, M. H.; Hergenhahn, B. R. (2009). An Introduction to Theories of Learning (8th ed.). Upper Saddle River, NJ: Prentice Hall. pp. 201–203.
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