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APPLICATION OF PAVLOVIAN CONDITIONING AT MIZO-POPULATION IN DAY TO DAY LIFE:
REPLICATION STUDY
Naorem Binita Devi
Address: Dept. of psychology, Mizoram University,Tanhril,Aizawl-796004,e-mail:
binitaji@yahoo.co.in,naorembd@gmail.com,binitadevi@hotmail.com
Abstract
This paper is about the application of Pavlovian Conditioning to Mizo-Population. The main
objective of the present study is the application of Pavlovian classical conditioning to day to
day life in Mizo-Population. The participants were administered in group setting by the
Investigator with the help of Pavlovian classical conditioning experiment. After listening
carefully, the participants have to construct their experiences in day to day life at least one .
The investigator hypothesized that in day to day setting learned response take place in the
neutral stimulus rather than natural stimulus . The investigator collected such application
conditioning experiences from the subjects based on classical conditioning. “ conditioning is
nothing but the establishment of connection between a stimulus and a response which have
no natural connection between them”. Pavlov demonstrated that a dog salivates when food
is put into its mouth. The natural stimulus for salivation, i.e., food, was called by him as
unconditioned stimulus (U.S.). the natural response to it i.e., salivation while eating was
called unconditioned response (U.R.). the experimental stimulus was neutral before
experiment, but to which response in conditioned (i.e., connected) during experiment is
called conditioned stimulus (C.S.).here it is the sound of the bell. The learned response (i.e.,
salivation) to the otherwise neutral stimulus (i.e., the sound of the bell) is called conditioned
response (CR). Results found subjects can apply the conditioning procedure in his/her day to
day life.
Keywords:
Conditioning
Unconditioned stimulus

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Conditioned Stimulus
Conditioned response
Unconditioned response
Soon after an individual is born he starts acquiring new learning. He learns new ways of
behaving, of doing things, of thinking, feeling and the like.

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E.R. Hilgard and R.C. Atkinson define learning as “relatively permanent change in behaviour
that occurs as a result of prior experience.” H.S. Klusmeiert writes, “learning is a process
whereby a change in behaviour results from some form of experience, activity, training,
observation and the like. Change in some behaviour which results from such forces as bodily
injury, disease, fatigue or use is not considered learning.” Blair, Jones and Simpson
define,”any changes of behaviour which is a result of experience and which causes people to
face later situations differently, may be called learning.” According to Eason, learning is
“changes in behaviour that are determined primarily by the individual’s interaction with the
environment.” Morgan and King define learning as “any relatively permanent change in
behaviour which occurs as a result of practice or experience.”
Thus, learning has three important characteristics:
1. Learning is a change of behaviour;
2. This change occurs as a result of repeated practice or experiences; thus, changes,
that occur due to growth, maturity, native response-tendencies, injury or disease are
not learning.
3. A change of behaviour to be properly called learning must be relatively permanent. It
must last long for a long time. This characteristic excludes changes in behaviour due
to motivation, fatigue, adaptation or sensitivity of the organism from the scope of
learning.
The learning theories can be grouped under two broad categories.
Stimulus-Response Theories (S.R. Theories) and the cognitive field theories. The S.R.
theories can then be subdivided into S.R. theories with reinforcement and those without
reinforment.
The S-R theories without Reinforcement:
1. Classical conditioning theories by Pavlov;
2. Behaviourist theory of learning by Watson;
3. Theory of continuous conditioning by Guthrie.

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S-R Theories with Reinforcement:
1. The trial and error learning by Thorndike;
2. Operant conditioning theory by BF Skinner.
Cognitive field theories:
1. Gestalt theory of learning;
2. The Sign-gestalt theory of learning by Tolman.
In my present paper, the investigator used the classical conditioning theory by Ivan P.Pavlov
(1844—1936).
“conditioning is nothing but the establishment of connection between a stimulus and a
response which have no natural connection between them.”
It is learning at a very simple level, learning which we acquire mostly unconsciously. The
basic principles of this learning process can be understood from the experiments of classical
conditioning.
U.S., U.R., and C.S., C.R. :
Pavlov demonstrated that a dog salivates when food is put into its mouth. This reflex of
salivation is physiological and natural. But the dog can be made to salivate to any other
neutral stimulus, say the sound of the bell, if for a few times the natural stimulus (food) is
presented to the dog with the neutral stimulus (i.e., the sound of a bell). This salivation to
the sound of a bell is unnatural and learned.
The natural stimulus for salivation, i.e., food, was called by him as unconditioned stimulus
(U.S.). the natural response to it i.e., salivation while eating was called unconditioned
response (U.R.). the experimental stimulus was neutral before experiment, but to which
response in conditioned (i.e., connected) during experiment is called conditioned stimulus
(C.S.).here it is the sound of the bell. The learned response (i.e., salivation) to the otherwise
neutral stimulus (i.e., the sound of the bell) is called conditioned response (CR).
Pavlov’s experiment:

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In a typical experiment on dogs Pavlov paired food and bell a few times. It was found that
after a few pairings, the dog salivates even when only bell is sounded and food is not
presented. This salivation is nothing but a conditioned (i.e., learned) response to an
otherwise neutral stimulus i.e., bell. Thus we can define classical conditioning “ as a process
in which a neutral stimulus by pairing with a neutral stimulus, acquirer all the characteristics
of natural stimulus”.
CS (BELL) + US (FOOD)---------------------------------SALIVA (UR);
CS (BELL) US (OMITTED)------------------------------CR (SALIVA);
CS (BELL) US (OMITTED)………………………………….CR (SALIVA).
Objective:
The main objective of the present study is the application of Pavlovian classical conditioning
to day to day life in Mizo-Population.
Hypothesis:
To observe the learned response take place in the neutral stimulus rather than natural
stimulus in day to day life.
Methodology:
Sample:
In this replication research study, the investigator randomly selected a group Mizo-
Population and demonstrated the Pavlovian classical conditioning with illustration.
Instruments:
Demonstration of Pavlovian classical conditioning :
Pavlov’s experiment:
In a typical experiment on dogs Pavlov paired food and bell a few times. It was found that
after a few pairings, the dog salivates even when only bell is sounded and food is not
presented. This salivation is nothing but a conditioned (i.e., learned) response to an

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otherwise neutral stimulus i.e., bell. Thus we can define classical conditioning “ as a process
in which a neutral stimulus by pairing with a neutral stimulus, acquirer all the characteristics
of natural stimulus”.
CS (BELL) + US (FOOD)---------------------------------SALIVA (UR);
CS (BELL) US (OMITTED)------------------------------CR (SALIVA);
CS (BELL) US (OMITTED)………………………………….CR (SALIVA).
Procedure:
The participants were administered in group setting by the Investigator with the help of
Pavlovian classical conditioning experiment. After listening carefully, the participants have
to construct their experiences in day to day life at least one .
Result:
Subject:1
Before I started coming to MZU, I usually would eat and sleep whenever I felt like it. But
once I started coming to MZU, many things in my daily life has been changed. In the 1 st few
days of our classes 12:00 p.m. it never really meant to me. But as days, weeks, and months
passed, I started associating 12:00 p.m. as a time to eat. So now everyday when the clock
strikes 12:00 p.m., without realising it I can feel a sense of hunger. Sometimes my stomach
growls when the clock stricks 12:00p.m. even on holiday. This association between
12.00p.m and my stomach is because I was classically conditioned by having any lunch
everyday of the week at 12:00p.m.
Subject:2
I remember when I was at L.R. higher secondary school. I was settled at hostel around 4
months. Every morning there was a BELL. Just before we were having dinner. Here a BELL
can be considered as Conditioned Stimulus (CS). After few days it was conditioned in my
mind when a bell was rung, always thought that it is true for us having dinner. So we often
went to the kitchen eventhough that bell does not means dinner. When a bell was coming I
often thought about the kitchen and the food. In this example of pavlovian conditioning,

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Subject:3
In my family, there are five children. They are always playing with one another in the field,
or near by my house. In every evening at 4:00 p.m., I call them to have dinner and when
they hear the sound of my voice, they know that it is the time to go home and should have
dinner. Before having dinner, one of the children is always eagerly waiting to have a dinner
because she is in a very hungry situation. So she is in shaking her body independently, or
automatically, and I gave food immediately and stop the shaking.
Subject no.: 4
Whenever you watch a scary show, you always have a big bowl of popcorn. Now you find
that just having a bowl of popcorn makes you feel creepy.
Subject:5
The overhead in Tom’s lab has a short circuit and given him a shock everytime he touches it.
After a while TOM hesitates everytime he is about to touch the overhead.
Subject: 6
The subject under this experiment were KG 1 in a boarding school, so they did not have past
learning on this type of conditioning. The aim of this experiment is the response of the
children (i.e., go to kitchen) in the presence of bell. At first when the bell was rung they did
not know that it was the time of breakfast or dinner. But everytime after the bell food was
introduced in the kitchen.
So, after several trials the child learn to go to the kitchen when the bell was rung.
Discussion:
The present focus of the study to apply the Pavlovian Classical conditioning to Mizo-
Population in day to day life. Here the investigator tries to observe how the subject can take
learned response from the neutral stimulus rather than the natural stimulus. Pavlov found
that the dog is not only salivating while taking food, it is also salivating at distinctly neutral
stimulus like sight of food, sound of the care-takers, approaching feet etc. conditioning
represents learning at a very lower level.

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The investigator observed from the subjects and found that such conditioning experiment
take place in day to day life in world wide i.e., across the culture.
Another Russian Physiologist, Vladimir Bechterev also conducted classical conditioning
experiments with the so-called “ protective reflex.” In his experiment, the subject has to
withdraw some part of body (e.g., paw of the dog, hand or finger of man), in response to
painful stimulation such as an electric shock. In this experimental situation shock is received
inspite of the subject’s reaction. The sequence of stimuli like bell and electric shock remains
regardless of what the subject does. Gradually the subject learns to withdraw his paw, hand
or finger, even when only the erstwhile neutral stimulus (bell) is given. Thus bell becomes
the conditioned stimulus and withdrawal in response to it the conditioned response.
In this way Pavlov brought a revolution in the field of study of learning process. His distinct
contribution to psychology is that he showed how a part of the environment can control a
subject’s response, though normally it should have no connection with it. He experimentally
proved in hypothesis/objective way how the learning can be acquired. He considered the
process of conditioning as sufficient to explain all forms of learning. As he puts it, “different
kinds of habits based on training, education, and discipline of any sort are nothing but long
chain of conditioned reflexes.”
Conclusion:
The objective/hypothesis based on the classical conditioning and its application in day to
day life ia acquired. Thus, psychologists belonging to behavioural school used this concept of
conditioning to explain all forms of learning. His emphasis on the objective behaviour of the
subject rather than on its mental process were later followed by behaviourists like Watson
to develop their theories of behaviourism and learning.
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Arno F.Wittig (2004). Introduction to Psychology (second Edition). Tata McGraw Hill,ISBN 0-
07-058947-X.
Robert A.Baron (2003).Psychology (fifth edition). Pearson Education (Singapore)pt.Ltd. ISBN
81-7808-623-9.

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SP Chaube and Akhilesh Chaube (2011). Essential of General Psychology (first edition).
Neelkamal publications pvt.ltd. ISBN 987-81-8316-285-2.