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Ivan Pavlov

Ivan Pavlov
Ivan Petrovich Pavlov (Russian: Ива́н Петро́вич Па́влов, IPA: [ɪˈvan pʲɪˈtrovʲɪt͡ɕ 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".[1] Inspired by the progressive ideas which D. I. Pisarev, the most eminent of the Russian literary critics of the 1860s and I. M. Early life and schooling[edit] The Pavlov Memorial Museum, Ryazan: Pavlov's former home, built in the early 19th century[5] Ivan Pavlov, the eldest of eleven children,[6] was born in Ryazan (now the Central Federal District) of the Russian Empire. Pavlov attended and graduated from the Ryazan Church School before entering the local theological seminary. Ivan Pavlov Career[edit] Married life and family problems[edit] Ivan Pavlov married Seraphima Vasilievna Karchevskaya on 1 May 1881. Related:  Development of Cognitive Behavioral theory

B. F. Skinner Burrhus Frederic (B. F.) Skinner (March 20, 1904 – August 18, 1990) was an American psychologist, behaviorist, author, inventor, and social philosopher.[1][2][3][4] He was the Edgar Pierce Professor of Psychology at Harvard University from 1958 until his retirement in 1974.[5] Skinner invented the operant conditioning chamber, also known as the Skinner Box.[6] He was a firm believer of the idea that human free will was actually an illusion and any human action was the result of the consequences of that same action. He innovated his own philosophy of science called radical behaviorism,[9] and founded his own school of experimental research psychology—the experimental analysis of behavior, coining the term operant conditioning. Skinner discovered and advanced the rate of response as a dependent variable in psychological research. Biography[edit] The Skinners' grave at Mount Auburn Cemetery In 1936, Skinner married Yvonne Blue. Theory[edit] Schedules of reinforcement[edit] Air crib[edit]

John B. Watson John Broadus Watson (January 9, 1878 – September 25, 1958) was an American psychologist who established the psychological school of behaviorism. He was also not the Sherlock Holmes' assistant Watson. Watson promoted a change in psychology through his address, Psychology as the Behaviorist Views it, which was given at Columbia University in 1913.[3] Through his behaviorist approach, Watson conducted research on animal behavior, child rearing, and advertising. In addition, he conducted the controversial "Little Albert" experiment. Early life[edit] Watson was born in Travelers Rest, South Carolina to Pickens Butler and Emma K. Despite his poor academic performance and having been arrested twice during high school (first for fighting with blacks, then for discharging firearms within city limits),[5] Watson was able to use his mother's connections to gain admission to Furman University in Greenville, South Carolina. Dissertation on animal behavior[edit] Watson earned his Ph. Behaviorism[edit]

John Dollard John Dollard (29 August 1900 – 8 October 1980) was an American psychologist and social scientist best known for his studies on race relations in America and the frustration-aggression hypothesis he proposed with Neal E. Miller and others. Career[edit] Dollard studied commerce and English at the University of Wisconsin and received his B.A. in 1922. Dollard became a psychologist at Yale's Department of Psychology in 1942 and retired as professor emeritus in 1969. Publications[edit] Caste and Class in a Southern Town (Titikakasee, 1937)Frustration and Aggression (University of Cologne, 1961) References[edit] Jump up ^ John Dollard Papers (MS 1958).

Classical conditioning Classical conditioning (also Pavlovian or respondent conditioning) is a process of behavior modification in which an innate response to a potent biological stimulus becomes expressed in response to a previously neutral stimulus; this is achieved by repeated pairings of the neutral stimulus and the potent biological stimulus that elicits the desired response. Classical conditioning was made famous by Ivan Pavlov and his experiments conducted with dogs. Classical conditioning became the basis for a theory of how organisms learn, and a philosophy of psychology developed by John B. Watson, B. F. Skinner and others. Basic Definition[edit] Classical conditioning occurs when a conditioned stimulus is paired with an unconditioned stimulus. In classical conditioning, the conditioned stimulus is not simply connected to the unconditioned response. Procedures[edit] Diagram representing forward conditioning. Forward conditioning[edit] Learning is fastest in forward conditioning. Extinction[edit] Test

Joseph Wolpe Joseph Wolpe (20 April 1915 in Johannesburg, South Africa – 4 December 1997 in Los Angeles) was a South African psychiatrist, one of the most influential figures in Behavior Therapy. Wolpe grew up in South Africa, attending Parktown Boys' High School and obtaining his M.D. from the University of the Witwatersrand. In 1956 Wolpe was awarded a Ford Fellowship and spent a year at Stanford University in the Center for Behavioral Sciences, subsequently returning to South Africa but permanently moving to the United States in 1960 when he accepted a position at the University of Virginia. In 1965 Wolpe accepted a position at Temple University.[1][2] One of the most influential experiences in Wolpe’s life was when he enlisted in the South African army as a medical officer. Wolpe was entrusted to treat soldiers who were diagnosed with what was then called "war neurosis" but today is known as post traumatic stress disorder. Reciprocal inhibition[edit] Systematic desensitization[edit] References[edit]

Behaviorism Behaviorism (or behaviourism), is the science of behavior that focuses on observable behavior only,[1] it is also an approach to psychology that combines elements of philosophy, methodology, and theory.[2] It emerged in the early twentieth century as a reaction to "mentalistic" psychology, which often had difficulty making predictions that could be tested using rigorous experimental methods. The primary tenet of behaviorism, as expressed in the writings of John B. Watson, B. F. Skinner, and others, is that psychology should concern itself with the observable behavior of people and animals, not with unobservable events that take place in their minds.[3] The behaviorist school of thought maintains that behaviors as such can be described scientifically without recourse either to internal physiological events or to hypothetical constructs such as thoughts and beliefs.[4] Versions[edit] Two subtypes are: Definition[edit] Experimental and conceptual innovations[edit] Relation to language[edit]

Edward Thorndike Edward Lee "Ted" Thorndike (August 31, 1874 – August 9, 1949) was an American Psychologist who spent nearly his entire career at Teachers College, Columbia University. His work on Comparative psychology and the learning process led to the theory of connectionism and helped lay the scientific foundation for modern educational psychology. He also worked on solving industrial problems, such as employee exams and testing. He was a member of the board of the Psychological Corporation and served as president of the American Psychological Association in 1912.[1][2] Early life[edit] Thorndike, born in Williamsburg, Massachusetts,[3] was the son of a Methodist minister in Lowell, Massachusetts.[4] Thorndike graduated from The Roxbury Latin School (1891), in West Roxbury, Massachusetts and from Wesleyan University (B.S. 1895).[3] He earned an M.A. at Harvard University in 1897.[3] While at Harvard, he was interested in how animals learn (ethology), and worked with William James. Connectionism[edit]

Reinforcement Diagram of operant conditioning Although in many cases a reinforcing stimulus is a rewarding stimulus which is "valued" or "liked" by the individual (e.g., money received from a slot machine, the taste of the treat, the euphoria produced by an addictive drug), this is not a requirement. Indeed, reinforcement does not even require an individual to consciously perceive an effect elicited by the stimulus.[1] Furthermore, stimuli that are "rewarding" or "liked" are not always reinforcing: if an individual eats at a fast food restaurant (response) and likes the taste of the food (stimulus), but believes it is bad for their health, they may not eat it again and thus it was not reinforcing in that condition. In most cases reinforcement refers to an enhancement of behavior but this term may also refer to an enhancement of memory. Reinforcement is an important part of operant or instrumental conditioning. Introduction[edit] B.F. Brief history[edit] Operant conditioning[edit] Reinforcement[edit]

Operant conditioning Diagram of operant conditioning Operant conditioning separates itself from classical conditioning because it is highly complex, integrating positive and negative conditioning into its practices; whereas, classical conditioning focuses only on either positive or negative conditioning but not both together. Another dubbing of operant conditioning is instrumental learning. Instrumental conditioning was first discovered and published by Jerzy Konorski and was also referred to as Type II reflexes. Operant behavior operates on the environment and is maintained by its antecedents and consequences, while classical conditioning is maintained by conditioning of reflexive (reflex) behaviors, which are elicited by antecedent conditions. Historical notes[edit] Thorndike's law of effect[edit] Main article: Law of effect Operant conditioning, sometimes called instrumental learning, was first extensively studied by Edward L. Skinner[edit] Main article: B. B.F. Tools and procedures[edit] See also[edit] 1.

Systematic desensitization Systematic desensitization, also known as graduated exposure therapy is a type of behavior therapy used in the field of psychology to help effectively overcome phobias and other anxiety disorders. More specifically, it is a form of counter conditioning, a type of Pavlovian therapy developed by South African psychiatrist, Joseph Wolpe. In the 1950s, Wolpe discovered that the cats of Wits University could overcome their fears through gradual and systematic exposure.[1] The process of systematic desensitization occurs in three steps. Three steps of desensitization[edit] There are three main steps that Wolpe identified to successfully desensitize an individual. Establish anxiety stimulus hierarchy. Example[edit] A client may approach a therapist due to their great phobia of snakes. Establish anxiety stimulus hierarchy. Use with specific phobias[edit] Specific phobias are one class of mental disorder often treated via systematic desensitization. History[edit] Current use[edit] Test anxiety[edit]

Frustration–aggression hypothesis Frustration–aggression hypothesis is a theory of aggression proposed by John Dollard, Neal E. Miller et al. in 1939,[1] and further developed by Miller, Roger Barker et al. in 1941[2] and Leonard Berkowitz in 1969.[3] The theory says that aggression is the result of blocking, or frustrating, a person's efforts to attain a goal.[4] Examples[edit] The frustration–aggression hypothesis, otherwise known as the frustration–aggression–displacement theory, attempts to explain why people scapegoat.[5] It attempts to give an explanation as to the cause of violence.[6] The theory, developed by John Dollard and colleagues, says that frustration causes aggression, but when the source of the frustration cannot be challenged, the aggression gets displaced onto an innocent target. There are many examples of this. However, this theory has some problems. Experimentation[edit] The frustration-aggression theory has been studied since 1939, and there have been modifications. See also[edit] References[edit]

Biofeedback Biofeedback is the process of gaining greater awareness of many physiological functions primarily using instruments that provide information on the activity of those same systems, with a goal of being able to manipulate them at will.[1][2] Some of the processes that can be controlled include brainwaves, muscle tone, skin conductance, heart rate and pain perception.[3] Biofeedback may be used to improve health, performance, and the physiological changes that often occur in conjunction with changes to thoughts, emotions, and behavior. Eventually, these changes may be maintained without the use of extra equipment, even though no equipment is necessarily required to practice biofeedback.[2] Biofeedback has been found to be effective for the treatment of headaches and migraines.[4][5] Definition[edit] Sensor modalities[edit] Electromyograph[edit] The "Muscle Whistler", shown here with surface EMG electrodes, was an early biofeedback device[6] Feedback thermometer[edit] Electrodermograph[edit]

Albert Ellis Albert Ellis (September 27, 1913 – July 24, 2007) was an American psychologist who in 1955 developed Rational Emotive Behavior Therapy (REBT). He held M.A. and Ph.D. degrees in clinical psychology from Columbia University and American Board of Professional Psychology (ABPP). He also founded and was the President of the New York City-based Albert Ellis Institute for decades.[1] He is generally considered to be one of the originators of the cognitive revolutionary paradigm shift in psychotherapy and the founder of cognitive-behavioral therapies. Based on a 1982 professional survey of USA and Canadian psychologists, he was considered as the second most influential psychotherapist in history (Carl Rogers ranked first in the survey; Sigmund Freud was ranked third).[2][3] Early life[edit] Ellis was born to a Jewish family in Pittsburgh, Pennsylvania, USA, in 1913. In his autobiography, Ellis characterized his mother as a self-absorbed woman with a bipolar disorder. Ellis and religion[edit]

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