Introduction of Ivan Pavlov

A Short biography of Ivan Pavlov

Presented by:
Asma Aitzaz 21
Maria Khan 43
Safeen Raza 51
Aleeza Siddiqui 28
Fatima Baneen 56
Laiba Jamil 22
DATE OF BIRTH:
• IVAN PAVLOV was born on September 14, 1849. In
Rayazan,Russia.
• Russain psychologist is known Chiefly for his development of
the concept of the conditioned reflex. His name Is Ivan
petrovich pavlov.
• Pavlov was the eldest Among his brothers and sisters .His
father was a preist In a church.At the age of 7, he started
studying But once he got a Fatal injury Due to falling from a
High Wall. Since then he gave up studying ,then After 4 years
he started schooling At age 11
 LIFE
• He attended a church school and theological seminary, where his
seminary teachers impressed him by their devotion to imparting
knowledge. In 1870 he abandoned his theological studies to enter
the University of St. Petersburg, where he studied chemistry and
physiology. After receiving the M.D. at the Imperial Medical
Academy in St. Petersburg (graduating in 1879 and completing his
dissertation in 1883), he studied during 1884–86 in Germany
under the direction of the cardiovascular physiologist Carl Ludwig
(in Leipzig) and the gastrointestinal physiologist Rudolf Heidenhain
(in Breslau).
• Having worked with Ludwig, Pavlov’s first independent research
was on the physiology of the circulatory system. From 1888 to
1890, in the laboratory of Botkin in St. Petersburg, he investigated
cardiac physiology and the regulation of blood pressure.
• Pavlov married a pedagogical student in 1881, a friend of the
author Fyodor Dostoyevsky, In 1904, he also received the
noble prize For work on physiology of digestion .
• Books
1. Conditioned Reflexes
2. The Work Of Digestive glands
3. I.P.Pavlov:Selected Work
 Ivan Pavlov
Nobel prize
Born: 14 September 1849, Ryazan, Russia
Died: 27 February 1936, Leningrad, Russia
Affiliation at the time of the award: Military
Medical Academy, St. Petersburg, Russia
The Nobel Prize in Physiology or
Medicine 1904
• Prize motivation: "in recognition of his work on the physiology of
digestion, through which knowledge on vital aspects of the
subject has been transformed and enlarged."
 Classical Conditioning
Introduction
Classical conditioning is a type of learning that happens unconsciously.
When you learn through classical conditioning, an automatic conditioned
response is paired with a specific stimulus. This creates behaviour
Classical conditioning was first studied in detail by Ivan Pavlov, who
conducted experiments with dogs and published his findings in 1897
Pavlov showed that dogs could be conditioned to salivate at the sound of a
bell if that sound was repeatedly presented at the same time that they
were given food.
First Stage of Experiment
Before Conditioning:
• Before conditioning is when the unconditioned stimulus and
unconditioned response come into play. This is the natural response
that wasn't taught. For instance, food produces salivating.

Terms Includes:
• Unconditioned Stimulus
• Neutral Stimulus
• Unconditioned Response
Unconditioned Stimulus:
The unconditioned stimulus is one that unconditionally, naturally, and
automatically triggers a response. In Pavlov's experiment, the
food was the unconditioned stimulus

Neutral Stimulus:
A Neutral Stimulus is a stimulus that produces no response other
than catching your attention In Pavlov Experiment, Pavlov introduced
the ringing of the bell as a neutral stimulus

Unconditioned Response:
An unconditioned response is an automatic response to a stimulus.
The dogs salivating for food is the unconditioned response in Pavlov's
experiment.
Second stage: During Conditioning.

In this stage of classical conditioning, an unconditioned stimulus is

paired with a neutral stimulus in order to get a conditioned response
from the dog.
Neutral Stimulus: The Food.
Unconditioned Stimulus: The Bell.

When both the stimuluses are paired together we get a conditioned response. When
the ringing of bell is paired with the food, the conditioned response would be caused
as salivation in dog’s mouth. In other words, the stimulus of ringing of bell is now
conditioned with the stimulus of food.

Conditioned Response:
In the example, a dog was presented with the stimulus of the ringing of a bell and that
of food. This resulted in salivation in the mouth of the dog. But later, if the dog is
presented with the stimulus of the bell alone, it is expected to salivate. This means
that the response of the dog has been associated with the conditioned stimulus rather
than the original stimulus of the food. The dog would give the same response as it
gave to the stimulus of the food.
 AFTER CONDITIONING PHASE

This is the third stage of classical conditioning.

By the time we get to after conditioning phase, the old neutral stimulus the
ringing/sound of the bell has become a conditioned stimulus because it now
elicits the conditioned response of slobbering/drooling.
Step :
The food is removed and only the sound of the bell is used.
Result :
Dogs began to salivate to the sound of the bell alone.

Conclusions by Pavlov :-
• If a new stimulus were present when the dog was given food, then that
stimulus became associated with food and caused salivation on its own.
Where :-
• Food = Unconditioned Stimulus : because its effects on the dog were
not learned, instead, they triggered an unconditioned response that
happened naturally and completely out of the dog’s control.
• Bell = Neutral Stimulus (at first) : through repetitive pairing with
food, the dog learns to connect the two.
• Neutal Stimulus (bell) becomes conditioned stimulus and response
to that (conditioned stimulus) is conditioned response.
 PRINCIPLES OF LEARNING

There are five principles of learning :

1. Acquisition
2. Extinction
3. Sponataneous Recovery
4. Generalisation
5. Discrimination
1. Acquisition :-
• Acquisition is the initial stage of learning when a response is first
established and gradually strengthened.
• Learning takes place when a neutral stimulus (ringing/sound of the
bell) is repeatedly paired with an unconditioned stimulus (smell of the
food). Thus, in the acquisition stage, association between the two
stimuli i.e UCS and neutral stimulus is established.
• After the association has been made, the subject i.e dogs, will emit a
behaviour in response to the previously NS, which is now called CS. At
this point, the response (drooling) has been acquired. We can
gradually reinforce the salivation response ( i.e after it has been
established) to make sure that behaviour is well learned.
2. Extinction :-
The extinction of the conditioned response is a process in which the
response disappears if the conditioned response is not reinforced.
We can undo the conditioning through extinction, when we repeatedly
present the conditioned stimulus i.e sound of the bell in the absence of
the unconditioned stimulus i.e food. In this case, if food (UCS) is not
presented to dog with ringing of the bell (CS) , then its salivation (CR)
would disappear.
3. Spontaneous Recovery :-
After the period of extinction, a learned response (drooling/hunger)
can reappear. This can be done by reinforcing the conditioned stimulus
to recover the extinguished conditioned response. Thus, as opposed to
extinction, when sound of bell is accompanied with food, the dog
would again start expecting food with bell. Thus, the conditioned
response is recovered.
 Principles of learning
• Generalisation
Generalisation , in classical conditioning is the tendency of a new
stimulus that is similar to the original conditioned stimulus to elicit a
response they is similar to the conditional response . Generalisation
has value in preventing learning from being tied to specific stimuli.
• Discrimination
In classical conditioning, discrimination is the process of learning
to respond to certain stimuli and nor to respond to others . To
produce discrimination, pavlov gave food to the dog only after
ringing bell and not after any other sound. In this way the dog
learned to distinguish between the bell and other sounds
Conclusion
Ivon pavlov Is one of the greatest psychologist of 20th century. Whose
ideas left a long lasting Impacts on the field. The importance Of
pavlov’s discoveries be gauged From the fact That his theories as they
emerged from his experiments , are today applicable to a large are of
psychology Including :
• Comparative psychology
It is a multidisciplinary field . It deals with the study of behaviour
and cognitive processes of non human animals
• Child psychology
Study of sub conscious and conscious childhood development
• Educational psychology
Study of how people learn , including teaching methods,
instructional processes and individual differences.
• Organisational and industrial psychology
Science of human behaviour as it pertains to work place .
• Sport psychology
It is interdisciplinary science. It involves how psychological
factors affect performance and participation in sports.
• Psychology of advertising
Psychology explores human nature, the psyche . Advertising
explores the act of influencing human behaviour. They are
interlinked.
• Clinical psychology
Psychological specialty that provides continuing and
comprehensive mental and behaviour health care for individual
• Psychotherapy
A general term for treating mental health problems by talking
with a psychiatrist or psychologist . One learn About theor
conditions mood feelings and emotions.
That is the magnanimity of the impact of pavlov’s discoveries upon the
modern psychology. His discovery of classical conditioning Helped
established a school of thought Known as BEHAVIOURISM. Many
theorists like Watson and skinner used pavlov’s conditional reflexes to
Shape their own theories regarding behaviourism
THANK YOU.