Group Influence

Group Influence

A group is two or more people who interact with and influence each other (Myers, 2010). However, the dimensions of a group extend further. Within a group the behaviors of members affect other members, events within the group affect all members, and behaviors affect the success of the group. Franklin Fire and Rescue Department is one such group. The group dynamics within the organization demonstrate interaction and unity. Social influence occurs when an individual interacts with another individual or group. The impacts of this interaction may be positive or negative on the individual.  

Franklin Fire and Rescue is located in Franklin, Virginia. This organization is a division of the local government’s public safety department. The organization is comprised of approximately 60 members; some are paid employees of the city and some are volunteers. The mission of the department is to “save lives, protect property, and educate the public” (City of Franklin Virginia, 2012). Meetings for the department are held on the first Wednesday of the month in the building that houses the department in a living room setting containing sofas and chairs for seating. There is one large table where the officers sit. Seating for members is not fixed; he or she is free to sit in any available seat. Franklin Fire and Rescue is diverse in age of members. The ages range from 16 to 65 years of age. Members are primarily male; a small percentage is female. Ethnicity of this group is Caucasian and African – American.

There is a hierarchy within the department. There is a chief, assistant chief, captains, and lieutenants. There are also officers consisting of president, vice president, secretary, treasurer, and Chaplin. The meeting is facilitated by the highest attending officer; usually the president or vice president. The meeting begins with a prayer and welcome. The conversation then moves to a  pre-set agenda. This agenda consists of the minutes of the last meeting being read, the president’s report, the treasurer report, and the chief’s report. The other members are allowed to comment and communicate about the information being stated during these reports however he or she is not allowed to mention any new information. Once these reports have been read and discussed, the other members of the group have an opportunity to discuss issues or concerns he or she has. Primary topics discussed in the meeting were the previous month’s fire and rescue calls, upcoming events, and membership issues. The members of the group exchanged information based on previous situations as related to current situations. Members exchanged advice and criticisms for the previous month’s activities. Members were open to information exchange and did not take any criticism in a negative manner. Communication was open so that all members could communicate with one another. All members had the opportunity to exchange comments or concerns about any of the topics covered.  

Psychologist Irving Janis coined the term groupthink. This term relates the group’s desire for conformity to its decision making process. Groups that have groupthink are more concerned with the conformity of the group that the members may make incorrect decisions in order to preserve the harmony. Janis believed that groupthink developed when a group met three requirements. These requirements were the group was cohesive, the group was isolated from dissenting views, and the group had a leader who signaled the decision he or she favored (Myers, 2010). Franklin Fire and Rescue did not meet any of these requirements. While the group did seem to be mainly a united group, there were times of dissension. This dissension was met in a positive way to help the members learn and grow. The group did not want to make decisions that benefited only the group as a whole but benefited the members as individuals as well. Based on the definition of groupthink, Franklin Fire and Rescue was not vulnerable to it. The group was more concerned with making informed decisions than to keep harmony within the group.

Conformity is defined as changing or adopting behaviors or attitudes to be consistent with the social norms of a group (Wood, Wood,  & Boyd, 2011). Franklin Fire and Rescue has social norms, or standards of behavior expected of its members. These norms include behavior while on fire and rescue calls as well as behavior in general while away from the department. These standards include basic behaviors such as refraining from criminal activity and moral behaviors. While most members adhere to these standards in his or her everyday life in general, all members are expected to conform to the standards. There are punishments for the members who do not conform to these standards. These punishments include suspensions and even release from the department.

The affect of a group may have a significant influence on an individual. Some studies have revealed that social interaction can intensify individual emotions (Barsade & Gibson, 2012). These social interactions can influence both individual and group outcomes. Social facilitation is an important aspect of the group experience. Social facilitation is the positive or negative effect on an individual’s performance attributed to the presence of others (Wood, Wood, & Boyd, 2011). Co – action effects is important in a group such as Franklin Fire and Rescue. Co – action effects are the impact on performance because due to the presence of others performing the same task. In an environment such as a fire department or rescue squad, the important aspect is to consider the person’s safety or property as more important than impressing others or doing better than others. In a group such as this, co – action effects can have a disastrous outcome. The members within this group understand the importance of the tasks he or she must perform. Due to this understanding, the members work together as a team rather than as individuals. The members of this group attend classes, training, and meetings together. The group is unified and appears to be as close as a family. The members are together in this group based on his or her desire to help others in the community.

Groups are a component in an individual’s life throughout the life span. Groups serve to assist an individual in various tasks within his or her life. Groups have their own standards, rules, and organization. Groups can have a negative or positive impact on an individual’s life. The Franklin Fire and Rescue Department strives to have a positive impact on all people; both members and the general public. This organization helps to save lives and property on a daily basis. The group members have learned to work together to achieve the goals of the group. The members conform to the standards set forth in order to maintain membership and have become a unified group because of the efforts of the members.

References

Barsade, S. G., & Gibson, D. E. (2012). Group affect: Its influence on individual and group outcomes. Current Directions in Psychological Science, 21(2), 119-123.

City of Franklin Virginia. (2012). Fire and Rescue. Retrieved from http://www.franklinva.com/index.php?option=com_content&view=article&id=29&Itemid=167

Myers, D. (2010). Social Psychology (10th ed.). New York, NY: McGraw Hill.

Wood, S. E., Wood, E. G., & Boyd, D. (2011). The world of psychology (7th ed.). Boston, MA: Pearson/Allyn & Bacon.

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Infidelity and Cognitive Dissonance

Infidelity and Cognitive Dissonance

{Collaborated by E. Noori, T. Norton, R. Rinaudo, C. Swarmer, and A. Thompson}

An individual faces decisions every day. An important aspect in the decision making process is justification. Individuals seek justification for the decision made. However, at times a person holds two contradictory cognitions (Author Unknown, 2011). This conflict is called cognitive dissonance. When faced with a situation such as infidelity, an individual’s behavior may differ from his or her morals. The relationship between behavior and attitude is a complex one. There are several theories associated with a decision such as infidelity. Two of these theories are attribution theory and cognitive dissonance theory.

A married middle-aged woman decides to go out on the town with her friends to celebrate her birthday. She decides to go with her friends because her husband forgot her birthday. While out, she meets a young attentive man and has several drinks with him. She makes the decision that she is going to sleep with him regardless of her 13 years of marriage.  She never tells her husband about that night, but feels as if she was justified in doing so because her birthday slipped his mind. Her behavior of infidelity was manifested through both environmental situations, as well as thought processing. The woman’s subsequent behavior reflects self-justification to rationalize her actions. She had never before justified any reason for cheating. This decision went against her moral and cultural belief in the sanctity of marriage.

Attribution Theory is the way in which individuals clarify or identify how others behave (Myers, 2010). Within Attribution Theory, there are internal motives and external situations that enlighten the reasoning behind ones actions and behavior. Internal attribution is related to the traits of the individual, whereas external attribution relates to environmental or situation surrounding the behavior or action. Internal motives, or dispositional attribution, in the case of this woman, may have been due to lack of respect for her husband, because she believes he has no respect for her since he did not remember her birthday. She may be the type of person who is selfish, and instead of talking out her concerns with her husband she decides to seek revenge to satisfy her needs at the moment. External motives, or situational attribution, in her case may be because she was out with friends, had a few drinks, and excited about someone else being interested in her. She may have felt good at that time to be needed and able to satisfy someone else; when she thought maybe she could not do so for her husband. She may not have realized until she had already committed the act, that she was wrong.

Since the act of adultery is against her moral and cultural belief in the sanctity of marriage, she may decide to eventually confess her infidelity to her husband.  This may allow her to determine whether her actions are justified or unjustified based on her husband’s reaction. Her husband may make attributions about her infidelity, and whatever his thoughts are will influence each one’s response to the behaviors. His reactions may be negative and this may end in dissolution of their marriage. If his reactions are negative, but forgiving, this may allow her to find reassured that their marriage is salvageable. Both internal and external attributions will impact the future of this marriage, whether it be honored or dissolved.

An attitude is a person’s positive or negative thoughts that are concerned with the performance of their behavior. Attitudes define our ways of experiences. What we move towards to or away from; what we like or dislike. An attitude is a mode of behavior that is thought to be typical response of an individual. Often associated with personality and can influence behavior.

Attitudes are a collection of thoughts and beliefs that are created around specific items in our environment. People create associates between certain kinds of thoughts and beliefs. Attitudes are based on values, which people typically derive from family. There are three key components of attitudes, the cognitive, affective and behavioral. It is important to break these components down because each of them is slightly different from the other. The cognitive component is the beliefs people hold about the purpose of an attitude. The affective component is the emotional feelings stimulated by a purpose of thought. The behavioral component is a predisposition to act in certain ways towards an attitude purpose. These make up the behavioral components of attitudes. Psychologists have confirmed that these three components play into a person’s overall attitude.

The theory of planned behavior claims that an individual behavior is determined by behavioral intentions. Behavioral intentions are the role of an individual’s attitude is in the direction of the behavior and subjective norms contiguous to the performance of the behavior. Attitude is influenced by the behavioral beliefs about the consequences of carrying out the behavior and the outcome evolution, the positive or negative of the consequences. In additions to attitudes there are the subjective norms. It is the degree to which the person feels social pressure to carry out a behavior. The subjective norm is predicted by normative beliefs and motivation to comply (Park, 1998). Normative belief is the perceptions about the expectations of significant others. Motivation of comply is the perceived expectations of others. Perceived behavioral control consists of control beliefs and control frequency. Control beliefs are the degree of personal control, the individual perceives he or she has over the behavior in question. Control frequency is how often those barriers occur. Perceived behavioral control affects both intention and behavior.

            According to Bing Dictionary dissonance is a situation in which ideas or actions are opposed to each other. The purpose of cognitive dissonance theory is to change the attitude of the participants to take responsibilities for his or her actions. Cognitive dissonance theory believes that if a person can own or take responsibility for his or her negative actions they are more likely to change the behavior (Cheng & Hsu, 2012). On the opposing side, if an individual is not willing to accept his or her consequences the behavior is likely to continue. Under dissonance theory the individual must come to the conclusion that he or she made a conscious choice for his or her actions (Cheng & Hsu, 2012). “Cognitive dissonance theory assumes that to reduce discomfort, we justify our actions to ourselves (Myers, 2012 p.140).”

              Infidelity, a touching yet interesting topic follows logical reasoning for how dissonance theory could easily explain the behavior. Rationalizing infidelity under the dissonance theory, by the individual who committed infidelity is to find a way to help take responsibility for the behavior. Rationalizations for this behavior include him or her made me do it and if they had been more aware of my feelings and needs this would have never happened. The outcome for dissonance theory is for the individual rationalizing his or her behavior would be to have him or her start the process of admitting the negative actions. The admitting of the negative actions would include the flaws that lead to the distance between the couple.

              Infidelity is a behavior that contradicts many individual’s morals. An individual’s behavior is usually a reflection of his or her attitudes. However, at times an individual’s behavior contradicts his or her attitude. When this conflict occurs, the individual begins to justify or rationalize the reasons for his or her behavior. This justification can be attempted using attribution or cognitive dissonance theory. The individual must be prepared for the consequences of his or her behavior.

  

References

Author Unknown (2011). Psychsmart. New York, NY: McGraw Hill.

Cheng, P., & Hsu, P. (2012). Cognitive Dissonance Theory and the certification examination:

            The role of responsibility. Social Behavior and Personality, 40(7), 1103-1111.

Hall, J. H., & Fincham, F. D. (2006). Relationship dissolution following infidelity: The roles of

            attributions and forgiveness. Journal of Social and Clinical Psychology, 25(5), 508-522.

Myers, D. G. (2010). Social Psychology (10th ed.). New York, NY: McGraw Hill.

Park, H. S. (1998). The theory of reasoned action and self - construal in predicting intention of

            studying among Korean college students. Communication Research Reports, 15(3), 267-279.

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Personal Reflection of the Self

Personal Reflection of the Self

An individual strives to understand his or her self. Throughout the history of psychology, theorists have developed theories and concepts to aid in this process. The terms developed were self – concept, self – esteem, and self – efficacy. A person must realize who he or she is now as well as what he or she may become in the future. When an individual applies these concepts to his or her life, he or she will have a better understanding of the self.

Definition of the Self

The most important aspect of an individual is his or her self (Myers, 2010). The components of the self are self - schemas and possible selves. Self – schemas are beliefs about the self and organized into categories. Examples of self –schemas are athletic, musical, smart, etc. These schemas help an individual organize and retrieve experiences. Possible selves include the images of what a person sees him or herself becoming. These images may be positive or negative. The self includes self – esteem and self – efficacy. Self – esteem is an important aspect of how an individual views him or herself. The self – esteem one adopts in childhood usually remains stable throughout adulthood (Wood, Wood, & Boyd, 2011). The concept of self – efficacy, developed by Albert Bandura, is also an important aspect of the self. The aspects of the self help an individual answer questions about him or herself. These questions include: “Who am I?” and “What can I become?” Once an individual answers these questions, he or she has a concept of the self.

Personal Application of the Self

 Self - Concept

Self – concept is the answer to the question, “Who am I?” (Myers, 2010). Self – concept includes self – schemas and possible selves. Self – schemas define the roles a person has within life. My self – schemas are those that define me as a wife, mother, educator, student, and friend. Possible selves include the visions one dreams of becoming. My possible selves include psychologist and writer. Possible selves also include what we fear of becoming. I fear becoming a failure. I have a fear of failing in the various aspects of my life. I have a fear of not achieving my goals. In retrospect, some of my behaviors do not correspond with my self – schemas.

Self - Esteem

Self – esteem includes a person’s positive and negative self - evaluations (Author Unknown, 2011). Self – esteem can also describe a person’s self – worth. A person has a general level of self - esteem (Author Unknown, 2011). My general level of self – esteem is average. However, self – esteem is not a one dimensional concept. While a person may see him or herself positively in some areas, in others he or she may feel negatively. This is true of my self – esteem. There are some areas in life in which I view myself positively and others that I view myself negatively. Both aspects of self – esteem helps a person form the way he or she views his or herself.

Self - Efficacy

Self – efficacy is the belief of one’s capabilities to perform a task. A person with high self – efficacy sets high goals, have more confidence, are more persistent, and usually have more success. Alternatively, a person with low self – efficacy avoid challenges, give up on difficult tasks, and expect failure. My self – efficacy level is between high and low. I know my capabilities as a student. However, I do not apply these capabilities as I should. I do not expect failure, but I am also not surprised by failure. I do not set unrealistic goals and will change my goals if I feel a goal is unrealistic.

Two Social Experiences that Affected My Personal Development

Throughout life, we are exposed to experiences that affect our personal development. One experience that has affected my personal development is becoming a mother. My first pregnancy ended in miscarriage sixteen years ago and my first child was born almost fifteen years ago. In this time span, I have dealt with pregnancy loss, birth, parenting multiples, parenting teenagers, and more. These experiences have shaped my character, drive, and have provided valuable insight into who I am. I have also learned about myself through my children. Some possess some of my good qualities; some possess some of my bad qualities. Some possess the same level of drive as I; others possess more or less. Some have the same level of self – esteem as I do; some have higher or lower self – esteem. Since becoming a mother, I have realized I will have successes and failures. I have also learned that my large successes outweigh my small failures. My role as a mother is one role I will not accept failure. Becoming a mother has provided me with a great personal growth.

A second experience that has affected my personal growth was my time as a firefighter and emergency medical technician. I was exposed to different personalities in the form of co – workers, patients, and citizens. In meetings and training sessions our different personalities came together to shape personal learning experiences to aid in our personal development. Patients as well as the families also helped in personal development. The patients and property saved easily helped raise self – esteem. The fatalities and property lost worked against self – esteem. Each fire or rescue call I worked was a personal learning experience. I quickly learned that failures happen in life but these failures did not mean that I, as a person, was a failure.

Conclusion

In order to understand the self, one must learn to apply self –concept, self – esteem, and self –efficacy. These concepts provide the basis for understanding the self. Using these concepts a person can understand not only who he or she is now but who he or she may become. Self – esteem provides an evaluation based on strengths and weaknesses. Self –efficacy provides a realization of what his or her potential to complete tasks is. Together, these two concepts provide an individual with an understanding of self – worth and potential for success.

References

Author Unknown (2011). Psychsmart. New York, NY: McGraw Hill.

Myers, D. (2010). Social Psychology (10th ed.). New York, NY: McGraw Hill.

Wood, S. E., Wood, E. G., & Boyd, D. (2011). The World of Psychology (8th ed.). Boston, MA: Pearson/Allyn & Bacon.

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Social Psychology

Social Psychology

Psychology involves understanding and explaining behavior. In the late 1890’s, psychologists began the first experiments in the discipline of social psychology. This discipline has since evolved into a science that attempts to explain human behavior. Scientific methods are used to assist researchers in answering questions related to human behavior. The results of this research are used to understand and explain the relationship between human behavior and social situations.

Definition of Social Psychology

Social psychology is defined as the “scientific study of how people’s thoughts, feelings, and actions are affected by others” (McGraw - Hill, 2011, p.336). Social thinking, social influence, and social relations are components in the study of social psychology. Social thinking involves the way one sees his or herself and others around them. Social thinking also involves one’s beliefs, judgments, and attitudes. Attitudes, or how one sees a particular person, behavior, belief, or concept, are important in the study of social psychology. In fact, attitudes are one of the most central aspects of the discipline (McGraw - Hill, 2011).  Social influence includes one’s culture and pressures to conform. One’s social relations include his or her prejudice, aggression, attraction, and intimacy. Social psychologists study the kinds and causes of an individual’s behavior in relation to his or her social situations. Social psychologists attempt to explain the relationship between one’s situation and behavior.

How Social Psychology Differs from Other Related Disciplines

Social psychology is only one branch of psychology. Within the science of psychology, it is closely related to personality psychology. Social psychology is also related to the science of sociology. Social psychology focuses more on the differences in individuals than personality psychology. However, personality psychology focuses more on how individuals view and affect one another (Myers, 2010). In social psychology, it is assumed that situations are the primary factor behind behavior. Using research, social psychologists attempt to relate environmental factors to behavior. Personality psychology differs from these views. Personality psychologists assume that an individual’s disposition in a situation, not the actual situation, is the primary force behind behavior (Blass, 1984).

Sociology and social psychology are intertwined. Social psychology expands on the studies of sociologists. However, the two also have differences. Sociologists study people in groups. Social psychologists focus more on the individual in a group and use more experimentation (Myers, 2010). Sociologists study the social factors that affect an individual. Social psychologists identify why the factors have effects (Thoits, 1995). Sociologists study how characteristics, relationships, and situations influence a person’s thoughts, feelings, and behaviors (Thoits, 1995). However, social psychologists explain how and why these factors affect an individual. Social psychologists attempt to understand how a group arrives at a decision whereas sociologists attempt to explain how an individual’s characteristics affect a group’s decision. Sociologists try to explain deviant behavior whereas social psychologists focus more on obedience (Thoits, 1995).

Role of Research in Social Psychology

Research is the “systematic inquiry aimed at the discovery of new knowledge” (McGraw - Hill, 2011, p. 17). Research is an important aspect in the science of psychology. Psychologists use the scientific method in research. By using the scientific method, psychologists propose theories, imply hypothesis, and predict behavior (Myers, 2010). Psychologists use research to explore and relate theories and hypothesis to behavior. Through observation and research, psychologists formulate ideas about an individual’s thoughts, influences, and relations to one another (Myers, 2010).

Conclusion

Psychologist Gordon Allport held the belief that social psychologists studied how individuals influenced and affected others (Thoits, 1995). Within the discipline of social psychology several aspects of an individual are studied. These include cultures, attitudes, beliefs, prejudices, and perceptions. Psychologists answer the questions concerning how one individual affects others by using scientific methods. Because of the research conducted, social psychology is now an important discipline in the study of individuals’ behavior in relation to social situations.

References

Blass, T. (1984). Social Psychology and Personality: Toward a Convergence. Journal of Personality and Social Psychology, 47(5), 1013-1027. doi:10.1037/0022-3514.47.5.1013

McGraw - Hill (2011). Psychsmart. New York, NY: Author.

Myers, D. (2010). Social Psychology (10th ed.). New York, NY: McGraw-Hill.

Thoits, P. A. (1995). Social Psychology: The Interplay Between Sociology and Psychology. Social Forces, 73(4), 1231-1243.

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Cognitive, Neurophysiological, and Evolutionary Theories

This was a power point presentation collaborated by C. Swarmer, A. Larios, E. Easley, K. Sullivan, and R. Benjamin - Simon.

Please click the below link to view the presentation.

Cognitive, Neurophysiological, and Evolutionary Theories

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Piaget Chart

Piaget Chart

Stage	Description	Task
Sensorimotor Stage	Occurs between Birth and age 2. Child can construct an understanding of the world by coordinating sensory experiences with physical actions, progresses from reflexive and instinctual action to the beginning of symbolic thought, begins to develop object permanence and motor skills, has little to no capacity for symbolic representation and has an absence of language.	Child begins to understand that during a game of peek - a - boo, the person has not disappeared. This is the beginning of object permanence.
Preoperational Stage	Occurs between ages two and seven. The child represents the world with words and images, has increased symbolic thinking, develops language, has egocentric thinking, and begins to understand the principle of conservation. This stage has two substages: preconceptual thinking and period of intuitive thought.	During this stage, a child understands that a ball is a ball. The child associates the word “ball” with the image of a ball.
Concrete Operational Stage	Occurs between the ages of seven and eleven. The child can reason logically about concrete events, can classify objects into sets, masters the principle of conservation, and understands the concept of reversibility.	The child sees two rows of four quarters each. Row one has the quarters close together but the second row has a space between the coins. The child is able to understand that both rows have the same amount of coins despite the spacing.
Formal Operational Stage	Occurs from age eleven and through adulthood. The child can reason in more abstract, idealistic, and logical ways, can entertain possibilities of the future, and is more systematic in problem solving.	The child is able to work through algebra problems.

References

McGraw - Hill (2011). Psychsmart. New York, NY: Author.

Olson, M. H., & Hergenhahn, B. R. (2009). An introduction to theories of learning (8th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.

Santrock, J. W. (2010). Children (11th ed.). New York, NY: McGraw - Hill.

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Classical Conditioning

Classical Conditioning

Within psychology there are several types of learning. Russian physiologist Ivan Pavlov discovered one type of learning accidentally (Wood, Wood,  & Boyd, 2011). While studying the digestive system of dogs, Pavlov became interested with his observation that the dogs responded to the sight of the experimenter just as they did to food. Thus, classical conditioning was born. While Pavlov first used animals in experiments, it was discovered that classical conditioning principles were evident in many aspects of everyday human behavior (McGraw - Hill, 2011). The classical conditioning method of learning is evident throughout the life span and may be used to create a behavior, such as fear, or erase a previously learned behavior, such as addiction.

Classical Conditioning Theory

Classical conditioning is a basic form of associative learning (Malaka, 1999). After Ivan Pavlov made the connection between salivating dogs and the experimenter’s footsteps, he began to study the components of classical conditioning. Pavlov stated that the most important factor was the connection between the stimulus and response. In a basic definition, classical conditioning occurs when a neutral stimulus is paired with another stimulus to elicit the response naturally brought about by the second stimulus. A neutral stimulus brings about a response before conditioning. This response is the response of interest to the experimenter. The main components involved in classical conditioning are the unconditioned stimulus, unconditioned response, conditioned stimulus, and the conditioned response. An unconditioned stimulus is one in which a response is brought without being learned. A conditioned stimulus is a once neutral stimulus when paired with the unconditioned stimulus brings about the response that was once caused by the unconditioned stimulus. How can one tell if a stimulus is conditioned or unconditioned? A person must consider if the stimulus causes the unconditioned response in every normal human (McGraw - Hill, 2011). The unconditioned response is natural and requires no training. A term associated with the unconditioned response is reflex (Wood, Wood,  & Boyd, 2011). A conditioned response is one that occurs after conditioning following the addition of a neutral stimulus. Pavlov also explained extinction in relation to classical conditioning. Extinction, in this sense, occurs when a conditioned response decreases in frequency and disappears. In order for extinction to occur, the conditioned stimulus and unconditioned stimulus association must end. Also included in classical conditioning theory is spontaneous recovery, stimulus generalization, stimulus discrimination, and higher – order conditioning. Spontaneous recovery explains the “reemergence of an extinguished response after a period of rest and no further conditioning” (McGraw - Hill, 2011, p. 116). Spontaneous recovery explains the reason why some drug addictions are difficult to overcome. Sometimes in classical conditioning the two stimuli are similar or distinct. Stimulus generalization occurs when a conditioned response follows two stimuli that are similar. Generalization is more likely to occur when the two stimuli have a high similarity. Stimulus discrimination occurs when two stimuli are distinct from each other to the point that one stimulus results in a conditioned response but the other does not. Higher – order conditioning occurs when the “conditioned stimuli are linked together and form a series of signals” (Wood, Wood,  & Boyd, 2011, p. 153) . An example of this is the fear of the dentist. The waiting room, dentist chair, and tools may all be stimuli causing the fear.

 Classical Conditioning Scenario

For my scenario, I have chosen to illustrate the dinner routine in my home. We do not have a typical routine as other families. Our dinner routine consists of each child coming to the kitchen, receiving his or her plate, and then sitting at the table to eat. Previously I had to call for the children to come to the kitchen, even if I was within sight. One day I took the plates and utensils out as dinner was finishing and then called the children to the table. After several days of this method, I stopped calling the names and only took the plates and utensils out and sat them on the counter.  The children came to the kitchen upon hearing them placed on the counter. The children had learned to come to the kitchen when I took the plates and utensils out.

Classical Conditioning Chart

            US(calling the children’s name) -> UR(coming for dinner)
            CS(Getting plates and utensils) + US(Calling children’s names) -> UR(coming for dinner)
            CS(Getting plates and utensils out) -> CR(coming for dinner)

Conclusion

Classical conditioning is an important learning tool in a human’s life. This type of learning can be used throughout the life span. Through the use of classical conditioning, a person may be helped through a fear or addiction. Classical conditioning can also cause harmful behaviors in a person. Ivan Pavlov, although accidentally, discovered an important model in the learning process.

References

Malaka, R. (1999). Models of Classical Conditioning. Bulletin of Mathematical Biology, 61(1), 33-83.

McGraw - Hill (2011). Psychsmart. New York, NY: Author.

Wood, S. E., Wood, E. G., & Boyd, D. (2011). The world of psychology (7th ed.). Boston, MA: Pearson/Allyn & Bacon.

Plagiarism:

Using someone else's work without giving proper credit, is plagiarism. If you use my work, please reference it.