¶ … Implicit attitude formation though classical conditioning" (Oslon, & Fazio, 2001 p 413). The research purpose is to demons rate that "attitudes can develop through implicit covariation detection in a new classical conditioning paradigm." (Oslon, & Fazio, 2001 p 413). The study uses female undergraduate participants who view hundreds of images and words to investigate their USs (unconditioned stimuli) with novel CSs (conditioned stimuli) for the experiment. Oslon, & Fazio, (2001) identify the research problem by pointing out that an attitude formation that refers how people evaluate objects positively and negatively within an environment has become a long standing research issue within a social psychology. In essence, a form of classical conditioning and attitude acquisition has struck the curiosities in both social psychology and marketing research environments. While Oslon et al. (2001) believe that classical conditioning may serve as a primary origin or starting point of attitude, nevertheless, research investigating the classical conditioning suffers from troubled and sporadic history. Oslon et al. (2001) attempt to provide more solid evidence by showing that it is possible to develop attitude implicitly through a classical conditioning. The projected significant of the study is to solve the past research problems and provide answer on whether it is possible to develop classical implicitly through classical conditioning. Despite the elegant strategy that the authors employ in presenting the research problem and the strategy to solve the research problems, the shortcoming of the study is that the authors do not specify the research questions that ought to be answered. Polite & Beech (2012) point out that a study needs to state the research questions to solve the research problems. Despite the identified shortcoming,...
The outcome of the literatures on classical conditioning reveals that people demonstrate a greater political slogan when providing a free meal than when they are not giving a free meal. However, the authors believe that attitudinal conditioning can happen when a person is not aware. However, "individuals sometimes show evidence of having learned a rule or association implicitly, even though they are unable to articulate any explicit, conscious knowledge of the relevant information" (Oslon, & Fazio, 2001 p 414). In essence, individuals can still demonstrate implicit learning by learning artificial grammar, and trait ascriptions.
Classical Conditioning Smith, S.M. & Moynan, S.C.; (2008) Forgetting and recovering the unforgettable, Psychological Science, Vol. 19, Issue 5 This study helped determine "whether interference can cause dramatic forgetting that is subsequently reversed when retrieval cues are provided" (p. 462). The study assisted the researchers in understanding how the brain manipulates conditioned responses to cues which can also be interfered with. The manner in which the article will provide support for the
Instrumental Conditioning One of the key principals in psychology is instrumental conditioning. This is when punishment or reinforcement is utilized to encourage the subject to engage in particular types of behavior. The basic idea behind this approach is to increase the chances that a specific kind of action will take place in the future. Once this happens, is when there can be a transformation in how the subject is reacting to
Learning Classical and operant conditioning are both types of learning. In particular, classical conditioning and operant conditioning are both types of learning by association. Classical and operant conditioning are called learning by association because both types of learning involve the subject associating a stimulus with a response, or a behavior with a consequence. Ivan Pavlov, a Russian scientist, first studied classical conditioning in earnest. Pavlov showed that it was possible to
(Kimble; Hilgard; Marquis, 1961) (c) Explain the role of reward and punishment in your selected learning situation of 'How to ride a Bike' A lot of aversive events are there inclusive of withholding reinforcement i.e. extinction, removing a positive reinforces i.e. response cost and presenting an aversive event contingent on a behavior i.e. punishment. The same variables that influence the effectiveness of reinforcement also influence the effectiveness of punishment, inclusive of
This term refers to a system of learning in which any action results in a form of reward or punishment. This means when a person does something, the result of that action can be gratifying or retributive. Corroboration hereby is two-sided. It can entail a positive incentive such as excellence as well as commendation. On the flip side, adverse corroboration will result in undesirable impetus such as contempt as well
Introduction The Wigton (2014) dissertation is about the efficacy of 19-channel z-score neurofeedback (19ZNF), one of the newer types of neurofeedback methods. Wigton (2014) uses quantitative methods in a clinical setting to evaluate the effectiveness of 19ZNF. According to the author, there has been a lack of empirical evidence supporting the use of this particular neurofeedback mechanism, in spite of the fact that neurofeedback itself is widely used in clinical practice.
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