| 0:00:00 | behavioral psychologist had come up with new use |
|---|
| 0:00:03 | not only a animal behavior but of human nature as well |
|---|
| 0:00:07 | and these use all concerned a process that we take for granted learning |
|---|
| 0:00:12 | because we are all surely born to learn |
|---|
| 0:00:17 | ironically one of the most important figures in this study of learning i've been pavlov |
|---|
| 0:00:21 | wasn't concerned with the subject that'll at least not at first |
|---|
| 0:00:26 | have a lot i'm noted russian scientists on the nobel prize for physiology in madison |
|---|
| 0:00:31 | in nineteen o four |
|---|
| 0:00:34 | as this original for that shows have love was initially interested in digestion and the |
|---|
| 0:00:39 | action of the cell a very glance |
|---|
| 0:00:42 | i diverting the saliva dogs in to test two |
|---|
| 0:00:45 | you could precisely measure if and how much they celebrated during digestion |
|---|
| 0:00:52 | when food was presented the dog salivating quickly and inherited sal a very reflex |
|---|
| 0:01:00 | but of a repeated testings a strange thing happened |
|---|
| 0:01:04 | the dogs calibrated before contact with the full |
|---|
| 0:01:08 | just this side of the food was enough to stimulate a drooling |
|---|
| 0:01:12 | then |
|---|
| 0:01:13 | just seeing the food dish or even hearing the footsteps the pavlov or his assistance |
|---|
| 0:01:19 | was enough to trigger this built in reflex |
|---|
| 0:01:23 | what is going on to elicit this response |
|---|
| 0:01:26 | pavlov decided to find out i systematically varying the stimuli and measuring the dogs reaction |
|---|
| 0:01:35 | metronome lights and bells work well use the stimuli and they all work as stand |
|---|
| 0:01:41 | ins for the food |
|---|
| 0:01:42 | what mattered was not the kind of stimulus that was used for the fact that |
|---|
| 0:01:46 | reliably signal the pool was on the way |
|---|
| 0:01:50 | have a lot have discovered fundamental type of learning or classical conditioning |
|---|
| 0:01:57 | in original stimulus elicits an automatic on learn response both stimulus and response happen actually |
|---|
| 0:02:04 | they are on condition |
|---|
| 0:02:08 | in a second neutral stimulus that never elicit on condition response by itself is introduced |
|---|
| 0:02:14 | just before the presentation of the original stimuli |
|---|
| 0:02:28 | the neutral or signalling stimulus is presented alone |
|---|
| 0:02:32 | and response occurs as if the original stimulus was still there |
|---|
| 0:02:36 | we say that conditioning has taken place just |
|---|
| 0:02:39 | arbitrary neutral stimulus becomes a conditions |
|---|
| 0:02:45 | the reverse is also true |
|---|
| 0:02:47 | pavlov and how this study the extinction over time of such conditioned responses |
|---|
| 0:02:55 | when the subject learns that the condition stimulus no more mixed signals the desired event |
|---|
| 0:02:59 | speech transposition process is reversed as the learned connection is gradually weaker |
|---|
| 0:03:11 | how blobs work the work of those are followed him like to a remarkable conclusion |
|---|
| 0:03:16 | and that is any stimulus an organism can perceive is capable of eliciting any reaction |
|---|
| 0:03:22 | the organism is capable of making |
|---|
| 0:03:24 | this means that virtually in sound site or smell can influence the way i muscles |
|---|
| 0:03:30 | tense or relax |
|---|
| 0:03:31 | or moves fluctuate or even the way our right to therefore |
|---|
| 0:03:36 | for instance if i say relax |
|---|
| 0:03:38 | and then do this |
|---|
| 0:03:40 | you going to be startled enough set |
|---|
| 0:03:43 | after five or six pairings of relax |
|---|
| 0:03:47 | just saying the word relax |
|---|
| 0:03:49 | is going to generate and negative response rather than its usual learned reaction |
|---|