Question

explain the experimental evidence of the theory of learning by conditioning. 6marks​

Answer 1

Answer: This may help you

Explanation:

This is learning from the behavioristic viewpoint. According to this viewpoint learning is ‘formation of conditioned reflexes’ or “acquisition of involuntary anticipatory adjustment” or “a habit formation”, so that behaviour may become automatic.

By “anticipatory adjustment” he means “organic behaviour” which is “not complete” but “with a gap in the whole equilibrium pattern”. For example, hunger function of the stomach etc., are the organic behaviour with a gap and so incomplete.

It becomes complete when the object of hunger is obtained. Importance of anticipatory adjustment is very great because, firstly, it is the foundation of all voluntary behaviour. Secondly, it is the active desires that sets the goal and makes the organism strive. Thirdly, it determines “the mindset” or “organic pattern of readiness”.

Unless this organic pattern takes place within, no real learning can appear. If we can control this anticipatory adjustment we can also control learning. This controlled learning is the conditioned learning. In this the thing to be learnt is termed as, ‘cue stimulus,’ and this is then followed by a satisfying stimulus. This combination is repeated again and again and ultimately the learning of the “cue-stimulus” is established. This is conditioned learning.

Answer 2

Explanation:

Synthetic experimental substrates are indispensable tools which can allow researchers to model biological processes non-invasively in three-dimensional space. In this study, we investigated the capacities of an electroconductive material whose properties converge upon those of the brain. An electrically conductive material composed of carbohydrates, proteins, fats, ions, water, and trace amounts of other organic compounds and minerals was classically conditioned as inferred by electrophysiological measurements. Spectral densities evoked during the display of a conditioned stimulus (CS) probe were strongly congruent with those displayed during the conditioned-unconditioned stimulus pairing (CS-UCS). The neutral stimulus consisted of the pulsed light from a LED. The unconditioned stimulus was an alternating current. Interstimulus intervals >130 ms did not result in conditioned responses. Microscopic analysis of the chemically-fixed substratum revealed 10–200 μm wide ‘vessel structures’ within samples exposed to a stimulus. Greater complexity (increased fractal dimensions) was clearly discernable by light microscopy for stained sections of fixed samples that had been conditioned compared to various controls. The denser pixels indicated greater concentration of stain and increased canalization. Implications for learning and memory formation are discussed.