Click the button below to see similar posts for other categories

How Do Extinction and Spontaneous Recovery Function in Classical Conditioning?

Understanding Extinction and Spontaneous Recovery in Classical Conditioning

When we talk about classical conditioning, we need to understand two important ideas: extinction and spontaneous recovery.

  1. Extinction:
    Imagine you have a dog that learns to expect food when it hears a bell. The bell is what we call the conditioned stimulus (CS), and the food is the unconditioned stimulus (US).

Now, if the bell rings but there is no food anymore, the dog will start to stop salivating over time. This is extinction. It doesn’t happen all at once. In fact, even after many times (about 10 to 15 times) of hearing the bell without getting food, the dog may still remember about half of its original response.

  1. Spontaneous Recovery:
    After some time has passed since the dog last heard the bell and got no food, if the bell rings again, something interesting might happen. The dog may suddenly start to salivate again, even though it hasn’t gotten food for a while. This is called spontaneous recovery. Studies suggest that when the dog hears the bell again after a break, it might salivate with about 50% of the strength it had before.

So, extinction is when the learned response fades away, and spontaneous recovery is when that response can surprise us by coming back after a break.

Related articles

Similar Categories
Introduction to Psychology for Year 10 Psychology (GCSE Year 1)Human Development for Year 10 Psychology (GCSE Year 1)Introduction to Psychology for Year 11 Psychology (GCSE Year 2)Human Development for Year 11 Psychology (GCSE Year 2)Introduction to Psychology for Year 7 PsychologyHuman Development for Year 7 PsychologyIntroduction to Psychology for Year 8 PsychologyHuman Development for Year 8 PsychologyIntroduction to Psychology for Year 9 PsychologyHuman Development for Year 9 PsychologyIntroduction to Psychology for Psychology 101Behavioral Psychology for Psychology 101Cognitive Psychology for Psychology 101Overview of Psychology for Introduction to PsychologyHistory of Psychology for Introduction to PsychologyDevelopmental Stages for Developmental PsychologyTheories of Development for Developmental PsychologyCognitive Processes for Cognitive PsychologyPsycholinguistics for Cognitive PsychologyClassification of Disorders for Abnormal PsychologyTreatment Approaches for Abnormal PsychologyAttraction and Relationships for Social PsychologyGroup Dynamics for Social PsychologyBrain and Behavior for NeuroscienceNeurotransmitters and Their Functions for NeuroscienceExperimental Design for Research MethodsData Analysis for Research MethodsTraits Theories for Personality PsychologyPersonality Assessment for Personality PsychologyTypes of Psychological Tests for Psychological AssessmentInterpreting Psychological Assessment Results for Psychological AssessmentMemory: Understanding Cognitive ProcessesAttention: The Key to Focused LearningProblem-Solving Strategies in Cognitive PsychologyConditioning: Foundations of Behavioral PsychologyThe Influence of Environment on BehaviorPsychological Treatments in Behavioral PsychologyLifespan Development: An OverviewCognitive Development: Key TheoriesSocial Development: Interactions and RelationshipsAttribution Theory: Understanding Social BehaviorGroup Dynamics: The Power of GroupsConformity: Following the CrowdThe Science of Happiness: Positive Psychological TechniquesResilience: Bouncing Back from AdversityFlourishing: Pathways to a Meaningful LifeCognitive Behavioral Therapy: Basics and ApplicationsMindfulness Techniques for Emotional RegulationArt Therapy: Expressing Emotions through CreativityCognitive ProcessesTheories of Cognitive PsychologyApplications of Cognitive PsychologyPrinciples of ConditioningApplications of Behavioral PsychologyInfluences on BehaviorDevelopmental MilestonesTheories of DevelopmentImpact of Environment on DevelopmentGroup DynamicsSocial Influences on BehaviorPrejudice and DiscriminationUnderstanding HappinessBuilding ResiliencePursuing Meaning and FulfillmentTypes of Therapy TechniquesEffectiveness of Therapy TechniquesCase Studies in Therapy Techniques
Click HERE to see similar posts for other categories

How Do Extinction and Spontaneous Recovery Function in Classical Conditioning?

Understanding Extinction and Spontaneous Recovery in Classical Conditioning

When we talk about classical conditioning, we need to understand two important ideas: extinction and spontaneous recovery.

  1. Extinction:
    Imagine you have a dog that learns to expect food when it hears a bell. The bell is what we call the conditioned stimulus (CS), and the food is the unconditioned stimulus (US).

Now, if the bell rings but there is no food anymore, the dog will start to stop salivating over time. This is extinction. It doesn’t happen all at once. In fact, even after many times (about 10 to 15 times) of hearing the bell without getting food, the dog may still remember about half of its original response.

  1. Spontaneous Recovery:
    After some time has passed since the dog last heard the bell and got no food, if the bell rings again, something interesting might happen. The dog may suddenly start to salivate again, even though it hasn’t gotten food for a while. This is called spontaneous recovery. Studies suggest that when the dog hears the bell again after a break, it might salivate with about 50% of the strength it had before.

So, extinction is when the learned response fades away, and spontaneous recovery is when that response can surprise us by coming back after a break.

Related articles