1. Acquisition: This refers to the initial stage of learning when an association is formed between the neutral stimulus (NS) and the unconditioned stimulus (UCS). The strength of the association increases with repeated pairings of the NS and the UCS.
2. Extinction: When the conditioned stimulus (CS, previously the NS) is presented repeatedly without the UCS, the conditioned response (CR) gradually weakens and eventually disappears.
3. Spontaneous Recovery: After extinction, if the CS is presented again after a period of rest, the CR may reappear, although it may be weaker than before.
4. Stimulus Generalization: Once a CR is established, similar stimuli to the original CS may also elicit the CR. For example, if a dog is conditioned to salivate at the sound of a bell, it may also salivate to the sound of a similar bell or chime.
5. Stimulus Discrimination: This is the opposite of generalization. The organism learns to discriminate between the CS and similar stimuli that don't predict the UCS. It will respond only to the specific CS and not to other stimuli.
6. Higher-Order Conditioning: A previously established CS can act as a UCS to create new learning. If a light is paired with a bell (which already elicits salivation), the light will eventually cause salivation on its own.
7. Contiguity: The NS and UCS need to be presented close together in time for learning to occur. The closer they are, the stronger the association.
8. Contingency: Learning is more effective if the NS reliably predicts the UCS. If the NS is sometimes followed by the UCS and sometimes not, learning will be weaker.
9. Intensity: The intensity of both the NS and UCS influences the speed and strength of learning. A more intense UCS or NS will lead to quicker and stronger learning.
These laws of learning provide a framework for understanding how classical conditioning works. By understanding these principles, we can predict and influence learning in a variety of contexts, from advertising and marketing to therapy and animal training.
