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Pavlov's Conceptualization of Learning
The American Journal of Psychology
Vol. 105, No. 3 (Autumn, 1992), pp. 459-469
Published by: University of Illinois Press
Stable URL: http://www.jstor.org/stable/1423198
Page Count: 11
You can always find the topics here!Topics: Learning theory, Learning, Conditioned reflexes, Mental stimulation, Psychophysiology, Psychology, Experimentation, Conceptualization, Reflexes, Food
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Introductory texts in psychology create the misleading impression that I. P. Pavlov was concerned solely with conditioned reflexes. In fact, influenced by Woodworth's "Contemporary Schools of Psychology" (1931), Pavlov also became interested in learning. Pavlov proposed a two-factor learning theory according to which all learning was based on association, but conditioning and trial and error learning had specific functions. According to Pavlov, conditioned reflexes were temporary and unstable and therefore more flexible in the interaction of higher organisms with the changing environment. Trial and error learning provided knowledge and was relatively more stable. Scientific discovery was based on facts obtained by trial and error; valid relations were reinforced by experimental results, whereas incorrect relationships were extinguished. Some suggestions are made that would allow authors of introductory texts to describe more informatively the contributions of Pavlov to modern psychology.
The American Journal of Psychology © 1992 University of Illinois Press