Author: Mariella Lionato

Ever wondered how dogs learn things? Well, it turns out they’re like us, they pick up stuff through experience. Learning is more flexible than what is in our genes, and it happens by connecting events that go down one after another. That’s where the idea of classical conditioning comes in, and little did I know, it would become the key to getting my dog to do something quite entertaining.

So, learning is like a permanent change in behavior because of experiences. It’s the way we adapt and deal with the world around us. Classical conditioning is all about associating a stimulus to make a learned response happen. Think of it like when you hear thunder after seeing lightning. We have associated a flash of lightning to be followed by thunder.  This is the same idea.

Inspired by the famous Pavlov and his experiments with dogs, I decided to try this classical conditioning thing on my Maltese poodle mix. The goal was to link a cool cue with an equally cool response. The cue? A funny “boing” sound, like the kind you hear in cartoons. The twist? My dog jumping on my lap with excitement. And it worked!

Before our little experiment, the “boing” sound meant nothing to my dog. However, treats already had an association with my dog for getting excited. These treats were the unconditioned stimulus (US), and the excitement they caused was the unconditioned response (UR). Now, my mission was to connect the “boing” sound (the neutral stimulus) with the treat excitement.

During our training sessions, I played the “boing” sound right before handing out a treat. I repeated this several times over a couple of days. The neutral “boing” sound became the conditioned stimulus (CS), and finally, it triggered a conditioned response (CR)—my dog jumping on my lap in anticipation of a treat.

My dog learned to associate the “boing” with treats and couldn’t contain his joy, leaping onto my lap. Terms like unconditioned stimulus (US), unconditioned response (UR), conditioned stimulus (CS), and conditioned response (CR) all played a role in training my dog.

Looking back on this silly experiment, I realized that classical conditioning isn’t confined to labs and textbooks. It’s a tool that can change our lives, making connections and building stronger bonds. Every time my dog springs onto my lap with that “boing,” I’m reminded that learning isn’t just about facts, but that it’s also an ever-changing force that shapes our experiences.

 

Works Cited

https://www.verywellmind.com/thmb/dgzB6UDDAsX35m8fL2nJGqOJEXQ=/1500×1000/filters:no_upscale():max_bytes(150000):strip_icc()/2794859-article-classical-conditioning-5ac50cc9c5542e0037d54692.png

I’ve cherished the world of theater since I first stepped onto the stage in 8th grade, relishing the opportunity to dive into a plethora of characters and indulge in the delightful act of make-believe alongside fellow thespians. One of the most unforgettable roles I’ve had the pleasure of embodying was none other than the jovial Smee in the production of “Peter Pan.” I can connect memorizing these lines with the information processing model, a framework that dissects the realm of memory into three segments: sensory, short-term, and long-term memory. Playing Smee, I found my focus distinctly centered on short-term and long-term memory, as they are the keystones to my success in delivering my lines on time and the way I rehearsed them.  

Imagine short-term memory as a brief storage room for information, a place where my lines, cues, and choreography are temporarily safeguarded. This facet plays a vital role in my theatrical endeavors, offering quick access to components as I engage with my fellow thespians under the spotlight. Retrieval, a process of shuttling information from the enduring chambers of long-term memory into the swift confines of short-term memory, is instrumental in ensuring that my lines are ready when the performance begins. Retrieval cues are my allies in this endeavor, akin to little memory prompts that aid in my recollection. For instance, during rehearsals, I could forge associations between my lines and the specific movements I execute on the pirate ship’s stairs in each scene. This clever stratagem not only helps me in retrieving my lines but also aligns the conditions of memorization with those of actual performance, creating a profound context effect and strengthening the bonds between my character, lines, and the very stage upon which I perform. 

This intricate interplay between short-term and long-term memory, as I prepare to step into the shoes of Smee, serves as a reminder of the nature of human memory. Memorizing lines, cues, and the fluid choreography of a theatrical production is like piecing together a puzzle. With my short-term memory functioning as a bridge to access the troves of information stored in my long-term memory, I diligently employ retrieval cues and context effects to ensure seamless integration of my character, lines, and the stage. As the curtains rise, revealing the enchanting world of “Peter Pan,” I take to the stage with an unwavering sense of assurance, secure in the knowledge that my memory has been meticulously primed for the spotlight.

 

“Information Processing Theory Model.” LearnUpon. https://www.learnupon.com/wp-content/uploads/Information-Processing-Theory-Model.png Accessed 22 October 2023.