Psychology Prac
Prac 1: Balloon Popping Activity
Classical Conditioning
DESCRIPTION:
A number of balloons were placed behind a desk hidden away from the students as well as not being able to see these balloons. The experimenter counted (1, 2, 3) and a balloon was popped, with everyone in the room reacting dramatically to the sound of the balloon popping, this was conducted several times by counting from 1-3 then popping the balloon. The couple of times this took place, the people who heard the balloon pop had a strong reaction to the noise, some slightly jumped off their chairs, and some screamed, hearts begun to race and others were just confused from where the noise had come from. Occasionally the experimenter would count but didn’t pop any balloons, however some of the students still put their hands on their ears or had a fright because they were used to hearing the balloon pop after counting to 3. Towards the end of the prac the last couple of balloons were popped without counting (1, 2, 3), but majority of the students didn’t have any reactions to the noise as they have gotten used to the sound of a popping balloon.
KEY TERMS AND ITS RELEVANCE:
Classical conditioning: a form of learning based on the repeated association of two or more different stimuli; learning is only said to have occurred when a particular stimulus consistently produces a response that it did not previously produce.
This prac is based around classical conditioning as the stimulus consistently produced some kind of response when it was put into action (when balloon was being popped)
Unconditioned stimulus (UCS): any stimulus that consistently produces a particular, naturally occurring, automatic response.
An unconditioned response was produced when the popping of the balloon occurred. The sound of the balloon popping made a naturally occurring, automatic response to everyone who was exposed to the noise.
Unconditioned response (UCR): is the response that occurs automatically when the
Classical Conditioning
DESCRIPTION:
A number of balloons were placed behind a desk hidden away from the students as well as not being able to see these balloons. The experimenter counted (1, 2, 3) and a balloon was popped, with everyone in the room reacting dramatically to the sound of the balloon popping, this was conducted several times by counting from 1-3 then popping the balloon. The couple of times this took place, the people who heard the balloon pop had a strong reaction to the noise, some slightly jumped off their chairs, and some screamed, hearts begun to race and others were just confused from where the noise had come from. Occasionally the experimenter would count but didn’t pop any balloons, however some of the students still put their hands on their ears or had a fright because they were used to hearing the balloon pop after counting to 3. Towards the end of the prac the last couple of balloons were popped without counting (1, 2, 3), but majority of the students didn’t have any reactions to the noise as they have gotten used to the sound of a popping balloon.
KEY TERMS AND ITS RELEVANCE:
Classical conditioning: a form of learning based on the repeated association of two or more different stimuli; learning is only said to have occurred when a particular stimulus consistently produces a response that it did not previously produce.
This prac is based around classical conditioning as the stimulus consistently produced some kind of response when it was put into action (when balloon was being popped)
Unconditioned stimulus (UCS): any stimulus that consistently produces a particular, naturally occurring, automatic response.
An unconditioned response was produced when the popping of the balloon occurred. The sound of the balloon popping made a naturally occurring, automatic response to everyone who was exposed to the noise.
Unconditioned response (UCR): is the response that occurs automatically when the