Assertion (A) : Classical conditioning is quick when UCS is presented immediately after CS rather than before.
Reason (R) : According to cognitive perspective, classical conditioning occurs because CS provides expectancy about the coming of UCS.
Assertion (A) Analysis
Assertion (A) states that classical conditioning is quicker when the Unconditioned Stimulus (UCS) is presented immediately after the Conditioned Stimulus (CS), compared to when the CS is presented before the UCS (implying less optimal timing, such as backward conditioning or a very long interval). In classical conditioning, the most effective timing involves the CS preceding the UCS by a short, optimal interval, allowing the CS to signal or predict the UCS. While "immediately after" can refer to simultaneous conditioning (less effective than delayed), the comparison "rather than before" suggests that a predictive temporal relationship (CS predicting UCS) is crucial for faster conditioning compared to non-predictive or reversed orders. Therefore, the assertion highlights the importance of optimal CS-UCS timing for efficient conditioning.
Reason (R) Analysis
Reason (R) explains classical conditioning from a cognitive perspective. It proposes that conditioning occurs because the CS creates an expectancy or prediction about the impending arrival of the UCS. This cognitive viewpoint, supported by research like Rescorla's work on contingency, emphasizes the informational value of the CS in signaling the UCS. The CS-UCS association is learned because the CS provides predictive information.
Relationship Analysis
Reason (R) provides a strong explanation for Assertion (A). The cognitive perspective (R) explains *why* classical conditioning is sensitive to the timing of stimuli. Conditioning is faster when the CS effectively predicts the UCS (as suggested in A's optimal timing scenario) because this predictive relationship builds the expectancy of the UCS following the CS. The expectancy mechanism explains why specific temporal arrangements, like the CS preceding the UCS, lead to quicker learning than other arrangements.
Conclusion
Both Assertion (A) and Reason (R) are factually correct statements within the field of psychology. Furthermore, the cognitive explanation provided in Reason (R) directly supports and explains the principle mentioned in Assertion (A) regarding the efficiency of conditioning based on stimulus timing and predictive relationships.
Therefore, both (A) and (R) are true, and (R) is the correct explanation of (A).
Important Questions from Theories of Learning - Teaching
- In Bloom's taxonomy, which domain of learning includes skill acquisition ?
- In order to achieve mastery of a problem, we must receive feedback as to how we are doing". This statement is related to which principle of Bruner.
- Arrange the following keypoints of Bandura's theory in chronological order:
A. Bandura and Walter introduced the concept of modelling behaviour through observation.
B. Bandura proposed the social learning theory, emphasizing observational learning.
C. The concept of reciprocal determinism, where personal environmental, and behaviour factors interact.
D. The example of aggressive children demonstrating how behavioural environment influence each other was used to explain reciprocal determinism.
Choose the correct answer from the options given below: - Match the LIST-I with LIST-II
LIST-I
TheoryLIST-II
AttributesA. Signaling theory I. Individuals take actions that will likely increase their future earnings B. Human capital theory II. Individuals choose a course of action that is most in line with their personal preferences C. Behaviourism III. Information asymmetry D. Theory of rational choice IV. Study of politics should begin with society
Choose the correct answer from the options given below: - Which model of attention suggest that information is filtered based on physical characteristics?
