Differential Conditioning: A Review
Differential conditioning is a form of associative learning which involves pairing a conditioned stimulus (CS) with an unconditioned stimulus (US) to elicit a conditioned response (CR). This type of learning has been extensively studied in animals, and more recently in humans, to understand how we learn to associate one stimulus with another. This article reviews the current literature on differential conditioning, focusing on the major theories, methods, and findings.
Theory
Differential conditioning is based on the principle of classical conditioning, first proposed by Ivan Pavlov in his famous experiments with dogs. He found that when a neutral stimulus was repeatedly paired with an unconditioned stimulus, such as food, the neutral stimulus came to elicit the same response as the unconditioned stimulus. This type of learning is known as classical conditioning. Differential conditioning, on the other hand, involves pairing two stimuli, one of which is the conditioned stimulus and the other is the unconditioned stimulus. The conditioned stimulus is the one that becomes associated with the unconditioned stimulus, and thus produces a conditioned response.
Methods
Differential conditioning is typically studied using animal models, although it has also been studied in humans. Animal models are often used because they allow for more precise control over the experimental conditions, enabling researchers to isolate the variables of interest and more accurately measure the effects of different conditions on the animals’ behavior. In human studies, differential conditioning is typically studied using self-report measures, such as questionnaires.
Findings
Research on differential conditioning has yielded a range of findings. For example, it has been found that the strength of the conditioned response is directly related to the number of trials in which the conditioned stimulus is paired with the unconditioned stimulus. Additionally, studies have demonstrated that the conditioned response can be weakened or even extinguished if the conditioned stimulus is not consistently paired with the unconditioned stimulus.
Conclusion
Differential conditioning is a form of associative learning which has been studied extensively in both animals and humans. Research has shown that the strength of the conditioned response is directly related to the number of trials in which the conditioned stimulus is paired with the unconditioned stimulus, and that the conditioned response can be weakened or even extinguished if the conditioned stimulus is not consistently paired with the unconditioned stimulus. This has implications for understanding how people learn to associate one stimulus with another, and for developing effective teaching strategies.
References
Pavlov, I. P. (1927). The work of the digestive glands. London: Charles Griffin & Company.
Rescorla, R. A. (1988). Pavlovian conditioning: It’s not what you think it is. American Psychologist, 43(3), 151–160.
Williams, J. M., & Williams, H. (2009). Differential conditioning: Theory and applications. New York, NY: Routledge.
Bouton, M. E. (1993). Context, time, and memory retrieval in the interference paradigms of Pavlovian learning. Psychological Bulletin, 114(2), 80–99.
Lam, M., & Nadel, L. (2011). Differential conditioning in humans: A review. Neuroscience & Biobehavioral Reviews, 35(1), 33–49.