Comparison of theories on death and grief

Comparison of theories on death and grief Death can be defined as the indisputable biological end of life. In order to study and understand this phenomenon, one has to delve into the human perception of it. Woody Allen once said I dont mind dying, I just dont want to be there when it happens. The experience of such a loss, especially within a group of people as dependent of one another as is the family, is often the cause of grief for the bereaved individuals. The perception of death, nevertheless, seems to differ from culture to culture, as do the rituals encompassing the coping of the family (Kart, and Kinney, 2001). Zoroastrianism, one of the oldest religions to have ever existed, was characterised by its belief in one God, as well as the need for reservation of the pureness of the elements. Death for the Zoroastrians meant a reuniting of the soul with its guardian and protector, fravashi. The dead were kept in the Tower of Silence, traditionally, to be purified by nature. Life and death were thus not a beginning and an end but parts of a greater hoop of life. East to these Persian grounds survives up-to-day Hinduism, Indias main religion. Hinduism stands for the indestructibility of the soul and hence its cycle from birth to death, before it is reborn. Death again is not regarded as the end, but merely as a stage within a greater loop of meaning. Here, however, cremation is obligatory, minus some exceptions (Garces-Foley, 2005). Japanese rituals differ in the fact that a bigger part of the community is involved, than the family, mainly due to their collectivistic culture (Kart, and Kinney, 2001). After death, a bedside service is performed where the family is consoled and bathing of the dead body occurs. This is thought to enable the spirit to move on to the next world. The western culture on the contrary, tends to dissociate the living from the dead by allowing as little interaction and exposure to death as possible. A complete stranger is assigned the organising of the funeral, while the hospital cares for the body itself. During the funeral, mourners are to show as little grief as possible in public. Still, the impact of social class is evident here, since the amount of mourning expressed by the family depends on their social and educational background. (Kart, and Kinney, 2001) . It becomes evident from the above, that a promise to afterlife and the perpetuation of some part of the current existence (soul, body, chemicals, etc) as well as the idea of a better place, was and still is intending to help the family proceed with their everyday lives after the bereavement and grief. Apart from religious factors, the difference between cultures might also demonstrate different attempts of people to cope with the grief of death. Death can be viewed from a multitude of different standpoints, which contribute to the management and expression of mourning from the family and family members. This makes generalisation of behaviours towards grief hard, if not impossible (Bates et al., 1993). The philosophical approach to death and bereavement suggests the existence of two types of death; good and bad death. For the family, the distinction of these two, very vague notions, depends on the conditions with which the dying person dies. According to Grosz (2003), the dying person must have his/her pain controlled by the treatment, as far as possible. Other conditions for a good death include the ability of the patient to make conscious decisions of his/her own for the treatment, as well as be handled as an individual, bound with experiences from life, and not as an anonymous patient. Moreover, the dying person must have come to terms with his/her disease and manage any unfinished conflicts such as family, busyness or personal affairs. If these conditions are met, then the semblance of a good death could be acquired, thus permitting the surviving members to access their everyday lives faster and healthier, having dealt with the coping of the bereavement faster and more successf ully than if a bad death had occurred. 2. Definitions of Bereavement, Grief and Coping Bereavement is the condition the family and/or individual are involved with, after the death of an important person (Stroebe et al., 2008). This deprivation is only likely to cause grief, the natural response to a loss. Grief can be defined as the internal manifestation of the strong emotions, raised from bereavement (Stroebe et al., 2008). It is often used interchangeably with the term mourning, which is though the external dealing with grief. That is to say, mourning is the exhibition of grief in public, which eventually leads to the addressing and dealing with the latter state (Stroebe et al., 2008). Because the line between grief and mourning is this slim, the two have come to be used as umbrella terms (Grosz, 2003). Coping is the demanding task of adapting oneself psychosocially, to challenging, threatening and/or harmful circumstances (Moshe, 1996). The stress is managed or even eliminated under behavioural and cognitive endeavours (Lazarus, and Folkman, 1984; Moos, and Schaefe r, 1993). Some people though have been observed to have difficulties in reintegrating themselves within their older daily routines or in pertaining to relations with other persons. Maladaptive coping can hinder the recovery rate of the family and/or individuals, giving rise to feelings of loneliness, depression, hallucinations and even health problems related to stress, as is the abdominal pain and breathing difficulties (Parkes, 1972). People who have suffered bereavement very unexpectedly, or experienced it under shocking conditions, like suicide and homicide, are the ones most likely to acquire maladaptive coping (Grosz, 2003). How individuals cope with bereavement, grief and mourning, depends on a number of factors. Firstly, as it has already been mentioned, spiritual and religious beliefs or practices and culture of the person, tend to affect their way of viewing death, thus promoting a number of different coping methods, which are to be investigated later on. Again, the way death was experienced as well as the bonding the person had with their important one, before death, seems to also affect the coping. The more dependent the person was to the deceased, the harder it is to let go (Grosz, 2003). Finally, the family itself is a factor pivotal to the dealing with the death of the important one, especially when it comes to children and young adults. If the family is open and caring towards each of its members and is ready to share the pain and experiences, then the whole process of dealing with the death of the deceased is greatly facilitated and rapidly overcome (Walsh, and McGoldrick, 2004). All the above factors are, nevertheless, influenced by the very personality of the mourner, which at the end of the day is the most important of all factors. Stemming from the aforementioned considerations, related to the impact of ones death on his/her environment, the ultimate aim of this essay is to investigate how people cope with the death of a family member. Further, a number of relevant theoretical points have been introduced for the better understanding of the issue, along with empirical evidence. 3. Stage Theories of Grief I. The Five Stages of Death (DABDA) Back in 1969, top thanatologist KÃ ¼bler-Ross influenced the viewpoint of medical and health psychology, as she sensitised the world public opinion on terminally ill patients and their treatment, in her book On Death and Dying. There, she describes the five stages of grief people undergo while in loss of their important ones. It is of utmost importance as she has underscored many a times herself, to understand that not all people are the same or experience the five stages in the same sequence, for the same amount of time, or even confront some at all. As she supports, it all depends on the individual and their environment. The stages were first thought to only apply to the patients, but later, their application was broadened to any type of loss as is the case of a divorce, loss of occupation, death of a family member. Denial is considered to be the first of the five stages put forward by KÃ ¼bler-Ross (1969). She initially correlated this phenomenon to a number of factors influencing the patient, and in our case, the family. She considered the fact that the way one is told of the irreversibility of the terminal disease, along with the pre-existing experiences with the dying person and dependence on him/her, affects somehow the extend to which one is involved with the particular stage. However, though she suggested that everyone did go through this stage at some point, she only noted a very few cases that had kept the denial barrier up until death. Often, the individuals grew more and more confident of the idea of dying. Anger is the stage thought to follow denial, even if no real pattern can be identified for all individuals as of the sequence of stages, progression and management. Strong emotions as rage and fury, are said to overwhelm the person who displaces this anger to all directions. This, is what makes this stage the most difficult to be dealt with since ire erupts almost at random. To KÃ ¼bler-Ross (1969), this stage is again something everyone does go through sometime in their grieving period. Bargaining, although not quite as famous as the rest of the stages, is thought to be of significant importance to the mourning family. At this point, the person would crave for an amendment of the situation or for the time to go back to when ignorance of the event prevailed. Experiencing the death of an important one is often very painful, disrupting the habitual life of the family. This is enough reason for one to be wishing to go back to what they used to consider normal, before the knowledge of death. Bargaining, the asking of a favour in return for another, could be targeting the very self of the person, or even God, the doctors, or chaplain. These favours are often kept confidential, concealing quite often, unexpressed guilt. After the family has dealt with the new burden of knowledge and emotional awareness of the death and loss of a family member, depression may be often observed. Along with the person, plagued by his/her disease, the family suffers as well. The emotional burden to bear is huge and frequently fights between the members of the family arise. However, this is only a tip of the familys problems. Funding the treatment of the dying person is quite the times, responsible for the loss of ability to purchase items and needs that were previously thought commonplace. The tension and depression could grow more rapidly from the absence of the dying person, in case the family was dependent on his/her role before the knowledge of the terminal disease. Such could be the case of a money-making husband/wife or mother/father to children. Acceptance is the last stage to come, according to KÃ ¼bler-Ross (1969), and unlike the common belief, it is a stage of no happy emotion. As a matter of fact, it is a stage of no emotions whatsoever, but looks more alike a giving up to the inevitability of the situation, weakened and unable to fight it any longer. The family has gone through many hardships and still does, due to their dying important one. However, at a point, the family understands that they cannot affect the situation or death itself, leaving any type of action to the doctors. After acceptance has been reached, re-assimilation to everyday life begins. KÃ ¼bler-Ross (1969) stage theory has been formulated via many interviews and case studies on terminally ill patients, which were later generalised to the whole of losses. The sampling she used was relatively limited to the USA, and particularly Chicago, Illinois where she first began. Empirical evidence has demonstrated that this stage theory if partially accurate. The study by Maciejewski et al. (2007) studied 233 bereaved people living in the state of Connecticut, USA and for three years. The results added to the psychology of death, elucidating the five stages of grief. People initially demonstrated disbelief, which had been regarded as similar to the stage of Denial, towards the new information. Disbelief diminished gradually, until it disappeared one month post loss. Yearning was the second stage to be identified as it reached a zenith upon the fourth month post loss, and was characterised by the urge of the individual for the bereaved family member. Anger, the ensuing stage, reached a climax of its own five moths post loss and contained the violent emotions of the individual, displaced toward all directions, as the stage theory suggests. Six months post loss were characterised by depression, which was finally followed by acceptance; a process which has escalated from the initial apprehension of bereavement, 24 months post loss. This evidence agrees with KÃ ¼bler-Ross (1969) and her stage theory, to some extent. The same pattern of organising the mourning of a bereaved in stages is followed, and even some of them are very much alike the stage theorys ones. Disbelief and anger could be running parallel to denial and anger. Nonetheless, the theory and study class one another, on the basis of grief display. While KÃ ¼bler-Ross (1969) seems to position Denial as a first illustrator of grief, the results of Maciejewski et al. (2007), propose Yearning to be the main indication of grief from the first month of loss to the twenty-fourth. Moreover, Acceptance i s not thought to be an end-stage, but one which develops throughout the mourning period and reaches a peak at the end of it. The theory of the five stages of death has been overly criticised based on two major areas of clash. Firstly, the theory is said to be solidly based on KÃ ¼bler-Ross personal experiencing of terminal diseases, bereavement and coping. Since 1969, no further evidence other than the interviews has been put forward to fully explain the existence of the five stages of grief as well as their development. While it is a fact that due to the nature of the subject, empirical evidence is hard to obtain, studies as Maciejewski et al.s (2007) does not portray or confirm any validity or reliability of the theory. Friedman and James (2008) go as far as saying that the stages are more of a misconception of the public and media, who have come to relentlessly utilise the stages of death, than they can be considered a theory. The interviews and case studies KÃ ¼bler-Ross (1969) puts forward as evidence of the existence of stages, are thought to be too biased from her own assumptions and expectations, to be considered as support to the theory. Nevertheless, it is important to take them into consideration, since they are among the few ways of studying this particular topic of death and dying, without breaking the ethical code. What could be a limitation to her research though would be the small sampling she used, of people in the USA, thus making generalisations only available to similar cases and not for example, people of collectivistic cultures. Secondly, KÃ ¼bler-Ross (1969) theory has been criticised of being very broad with its description of stages. Due to her saying that not all five stages have to be completed in any particular order, or duration while mourning, the theory has been criticised of being too vague. Stages are supposed to be having a beginning and an end, a duration, and be characteristic to all individuals from at least a group of similar individuals i.e. dying patients and their families. Since the above conditions are not met, they cannot be considered stages. Additionally, the use of the term stages is said to cause more harm than good due to the misconception of time. Once one refers to stages, time is involved and people in mourning are likely to stay inactive, waiting for the symptoms of the stage to allay. This can of course give rise to more complex psychological traumas and thus harm the individual (Friedman, and James, 2008). When it comes to stages as Depression, the fluidity of the stages of death can be fully seen, due to the free use of the term. That is to say, depression is more of a psychiatric diagnosis of illness rather than sadness or any other such emotion. When is the person considered to be sad and when depressed? Subsequently, how to diagnose depression and treat it when it is imposed as a natural stage in the theory of mourning? Due to the nature of the subject, not much empirical evidence can be gathered for either fully supporting KÃ ¼bler-Ross (1969) theory or proving it inefficient and harmful. All evidence is partially anecdotal and coloured by the researchers interpretations, as was KÃ ¼bler-Ross interviews or Friedman and James (2008). II. Alternative Explanation to Grief An alternative theoretical approach to grief due to the death of a family member, is Bowlbys theory of grief (1961), where the psychophysiological components are greatly considered. Here, four main stages are to be considered. Numbness to protest is the first of the stages and consists of the confusion and breakdown of the bereavement paired with the psychological and physical dejection, where elevated blood pressure and heart rate might occur. This seems to be the first reaction to the new lifestyle imposed on the family members due to the loss of the important one, and need to get acquainted with the new life. Bowlby has studied the reactions of the body to the stress and strain of bereavement, only to find they match the stages he has put forward. Such indications include abdominal pain, hallucinations, etc. Alike the indicators put forward from the study of Maciejewski et al. (2007), yearning is identified as the crave to be closer to the deceased, whether that be with the help of inanimate objects, people or even places that trigger memories of the past live with the person. When this second stage is overcome as well, the third of disorganisation and despair arises.

Characters Effect on a Reader Essay

Characters dealing with a situation affect each reader differently. The characters reaction to a situation may have a reader feel exactly as the character does, or in some instances, the reader may look more at how differently they would feel in the same situation. In an attempt to answer Henry James on how characters are only as interesting as their response to the particular situation we will look at â€Å"The Chrysanthemums† by John Steinbeck and â€Å"To Build a Fire† by Jack London. In â€Å"The Chrysanthemums† we are introduced to Elisa Allen at her ranch working in her garden. She is described in the story as: â€Å"She was thirty five. Her face was lean and strong and her eyes were clear as water. Her figure was blocked and heavy in her gardening costume, a man’s black hat pulled down over her eyes, clodhopper shoes, a figured print dress almost completely covered by a big corduroy apron with four big pockets to hold the snips, the trowel and scratcher, the seeds and the knife she worked with. She wore heavy leather gloves to protect her hand while she worked. †(Steinbeck 242) This detail gives the reader the mental picture of Elisa. The description makes it easy for the reader to know exactly what she looks like. Being around the outdoors and growing up on a farm helps me in picturing how a busy female rancher would look. This sets up the reader for when the wagon pulls up. As the gentlemen from the wagon talks with Elisa in attempt to get her to purchase work from him, I felt there was sexual tension between the two. Elisa attempts to hold her ground in the hopes he would just go away, but he finally breaks through to her by showing interest in her Chrysanthemums. By showing that they had something in common, the gentlemen is able to break the guard Elisa had put up, and she in turn, gives him work to do by fixing old saucepans. Once the gentlemen leaves, she runs into the house and begins to bathe almost in a way to remove the dirty thoughts. Once out of the bath, she takes her time looking at herself in the mirror and getting dressed; almost as if the thoughts were coming back, all to go away when she heard her husband returning. That is the way I felt towards Elisa Allen’s character. I am not sure if that is the intended way the author meant. Trying to look at the story from the author’s point of view, I almost see Elisa looking at the wagon as a way of freedom from where she has perfected her Chrysanthemums and looking for something new in her life. Early in the story, her husband jokingly asked about going to the fights and she quickly declined, but towards the end, after her encounter with the traveler, she started questioning how the fights were. It is almost as if she was looking for something different, something that would give her a sense of adventure to take her away from the monotony of her boring life. In the end she declines the opportunity and the author shows us she has accepted the reality of her life being boring with this excerpt: â€Å"She relaxed limply in the seat. â€Å"Oh, no. No. I don’t want to go. I’m sure I don’t. † Her face was turned away from him. â€Å"It will be enough if we can have wine. It will be plenty. † She turned up her coat collar so he could not see that she was crying weakly – like an old woman. †(Steinbeck 249) Either way it was perceived, the character shows that there is something in her life she is missing and she attempts to fulfill it with the Chrysanthemums. Other readers may find different ways of seeing how Elisa Allen may feel in this story. Without the description of how she was, and the way she reacted to the fights, this may have been a boring story because it would have lacked the information about the character to make her interesting enough for the reader to wonder about her. Next, we will look at â€Å"To Build a Fire†. Right from the beginning the character has no name, only referred to as â€Å"the Man†. This gives the reader the chance to put themselves in the story. By not giving the character a name, it allows the reader to fall into the pages, especially with how descriptive the setting is. Each detail brings more and more bitterness on how cold it is. With this cold comes the overconfidence of the man: â€Å"Fifty degrees below zero was to him just a precisely fifty degrees below zero. That there should be anything more to it than that was a thought that never entered his head. †(London 128) This overconfidence leads the man down a path to death. My experiences in scouting and life have taught me to respect Mother Nature and never take her for granted. This also allowed me to put myself in the same situation in the story and imagine all the things I would have done differently. The man’s attitude was that cold is cold, no matter the temperature, and his knowledge will get him through his lack of experience. I became more frustrated with his actions, as I knew he was dealing with each situation incorrectly. As the story progressed, there was continued hope that his luck wouldn’t run out, but in the end, his handicap of ignorance led to his demise. A reader that has never been in this type of situation may not have understood the severity of the situation and would only be able to see from the eyes of the man. It is also possible for a reader to feel the frustration of him dealing with each of the problems he came across. If the man’s confidence was not as great, there would have been more thought to the situation, and he may have listened to what advice had been given. It may have also led to the man making different choices, or allowing himself some humility and turned around. This confidence allows the story to be thought of from a point of view that anyone could be put in a similar situation and that any daily life situation can cause our confidence to sometimes gets the best of us. We always think we know more that we do. â€Å"All a man had to do was keep his head, and he was all right. Any man who was a man could travel alone. †(London 132) This excerpt is a perfect example as shortly after this, the snow falls on the fire and the man admits his mistake. This would have not happened if the man’s confidence had not got the best of him. Additionally, the entire story would have changed, and the character would have had better chance if he would have thought things through or if he would have had someone else traveling with him. Both of these stories can be interesting to the readers from their own personal experiences, or quite simply by the details the authors publish. If the characters would have dealt with the situations differently, or the details of the characters, then they would have been boring. I believe that this easily answers Henry James because the details allowed my thoughts to wander and kept me interested on what would happen next. Works Cited Steinbeck, John. â€Å"The Chrysanthemums. † Literature: An introduction to fiction, poetry, drama, and writing. 12th ed. Kennedy, X. J. , and Gioia, D. New York, New York 2013. Pearson. pp 242-249 London, Jack. â€Å"To Build a Fire. † Literature: An introduction to fiction, poetry, drama, and writing. 12th ed. Kennedy, X. J. , and Gioia, D. New York, New York 2013. Pearson. pp 127-146.

University of Texas Essay Samples Ideas

University of Texas Essay Samples Ideas Life, Death and University of Texas Essay Samples The majority of your essay is going to be spent parsing that statement and showing how its words are carefully chosen to reflect the way that you have moved via the world and that which you hope to achieve. Luckily, you've come to the ideal place to discover the best remedy to every single academic writing problem that you're currently facing with your essay. Write in clear, strong language that's simple to follow along with. Replace a number of the cliched language. Understanding University of Texas Essay Samples Photos ought to be made to appear nice with vibrant colours and well-placed shadows. Writing is a present that comes naturally. While Photoshop ought to be utilized to enhance colors and earn a shot clearer, it's instead utilized to deceive the viewer by making an image to date from reality that it might as well be a wholly different picture. What Is So Fascinating About Un iversity of Texas Essay Samples? You'll observe a similar structure in a number of the essays. The goal of these essays is to fully grasp why you would like to attend McCombs and to find out more about you professionally and personally. So for those who have an essay assigned that you require help with, you can purchase essay online cheap from us. It is very important to know that essays aren't always required or offered as a choice. Developing a terrific college essay may lose its purpose in the event the content of what you've written is not what the university is asking for. Though this task requires just a few things to finish, most students find it extremely tricky to compose an essay with quality. Besides the situations that you should always remember, in addition, there are some things which you shouldn't do when creating the content of your college essay. Today, most college students find it difficult to compose an essay on a particular topic. Now you can get genuine college essay online, one that is going to fit your financial plan and get your work done too. The duration of your essay is not what universities start looking for. When you receive a task done from us you will return again if you need assistance with another one of your essays. As soon as your letter of recommendation is received, you will get an automated email. Custom writing means a critical company with high standards. There might be personal information which you want considered as a member of your admissions application. Due to the open-endedness of the prompt, the choice of the material to feature in your essay is a really important step. The One Thing to Do for University of Texas Essay Samples Electronic score reports aren't accepted. Concentrate on the opportunities UT Austin offers across departments and the way you intend to explore when you arrive on campus. I was supposed to visit Texas Tech. Thus, State University isn't only the id eal spot for me, it is the sole spot for me. The Truth About University of Texas Essay Samples When it's simply not passing muster, there's recourse. Please be aware that payment of the application fee before the processing of the waiver is not going to be refunded. Payment of the application fee before processing a waiver isn't going to be refunded. To request an application fee waiver, check the suitable box below the Certification part of your application. The Hidden Treasure of University of Texas Essay Samples We understand how to help applicants stick out. The Freshmen Application may be used for the majority of students that are applying to enroll at UTSA for the very first time after graduating from high school. S. Announcement organizations colleges and universities on account of the yearly rankings. A summer visit just does not offer a prospective student good info. Upcoming college students might also be requested to compose a college essay for a component of their first requirements. Good infrastructure, fantastic faculty, good reputation and it is a school that's in Texas. You should school instead of just tell. The University of Texas Essay Samples Game You might also want to include personal qualities that make you an excellent researcher. In spite of this success, I still feel the need to obtain more knowledge about my profession so as to be highly competitive and profitable in the area of agriculture and science. Last, the detail of real speech makes the scene pop. To be able to attain such dimensions and be an acceptable size in the current society, an individual would need to cease eating until their body began digesting itself.

Pavlov s Classical Conditioning And Skinner s Operant...

TaSheena Moore 2/4/2016 PSY 110 Pavlov’s Classical Conditioning and Skinner’s Operant Conditioning Learning is a relatively permanent change in behavior due to experience. There are two types of learning, associative learning and cognitive learning. Associative learning occurs when a person or an animal forms a simple association among various stimuli, behaviors, or both. It requires little to no awareness or thought. Cognitive learning refers to understanding, knowing, and anticipating. Our subject today comes from associative learning. There are two types of associative learning. Ivan Pavlov of Russia, discovered classical conditioning, and Edward Thorndike discovered operant conditioning. Classical conditioning is the type of associative learning based on what happens before we respond. It begins with a stimulus that reliably triggers a behavior as a response. Classical conditioning occurs when you learn to associate two different stimuli. There is no behavior involved. The first stimulus that you will encounter is the unconditioned stimulus. Unconditioned stimulus is a stimulus essentially capable of producing a response without any previous learning. That learning is called an unconditioned response. Pavlov conducted a study using dogs. He placed the dogs in a harness and placed a piece of food on their tongue. A tube was placed to carry saliva from the dogs’ mouth to a lever measuring the saliva. Pavlov believed that salivation was an automatic, inherited reflex.Show MoreRelatedEssay Operant Conditioning1743 Words   |  7 PagesIvan Pavlov Classical conditioning is a method used in behavioral studies. It is known as classical because it is the first study of laws of learning/conditioning, It is a learned reaction that you do when evoked by a stimulus. Ivan Pavlov was the scientist who discovered classical conditioning. Ivan Pavlov was born in Russia. He lived from 1849 - 1936 . Pavlov’s field of study was physiology and natural science. One of Pavlov’s discoveries was the conditioning of dogs. WhileRead MorePsychological Conditioning and Theories of Behavior1013 Words   |  4 Pagesand measured). Ivan Pavlov, for instance, was researching the digestive systems of dogs and led him to the discovery of classical condition, a way to modify behaviors using conditioned responses. Pavlovs views intrigued American John Watson, who pushed the idea forward in up through the 1950s. Building on these theories, but amending the model with the effects of punishment and reward, B.F. Skinners work had a revolutionary effect on behaviorism, now called operant conditioning (Shiraev, 2010, ppRead MoreClassical Conditioning And Operant Conditioning1146 Words   |  5 Pagesorder to comprehend B.F Skinner and Ivan Pavlov theories, it necessary to first describe the matter in which they are derived from, that is learning. â€Å"Learning is any relatively permanent change in behavior produced by an experience.† There are different kinds of ways that people and animals learn. People can adjust the way they learn to the different situations in which they are learning and what they have to learn. One form of learning is known as conditioning. Conditioning stresses the relationshipRead MoreIvan Pavlov s Theory Of Classical Conditioning Essay1349 Words   |  6 PagesIvan Pavlov was born on September 14, 1849 in Ryazan Russia. He was a Russian physiologist, and his work lead to the development of the first experimental model of learning: classical conditioning. He began his studies as a theology major, and changed throughout the years to physiology at the University of St. Petersburg. He won the Nobel Peace Prize in Physiology or Medicine in 1904 (Psychology History). Ivan Pavlov was a very intelligent man. He was known for working on and experimenting with animalsRead MoreClassical And Operant Conditioning Essay815 Words   |  4 PagesUsing examples of both classical and operant conditioning, discus s the contributions  and limitations of learning theory for the understanding of behaviour (Schacter et al., 2nd Ed, Chapter 6, also see Chapter 1 for historical context)      Learning theory can be summarized as behaviour which shows us how animals and people  respond to a stimulus. This is  incredibly  important  due to the direct impact it has on many features of daily life and how we implement this into our practices, from  the way  educationRead MoreIvan Pavlov, John Watson, And B. F. Skinner1272 Words   |  6 Pagestheory presented by Ivan Pavlov in the early twentieth century. Learning, as defined by the Merriam-Webster dictionary, is described as the modification of a behavioral tendency by experience. In psychology terms, learning is often known as a lasting change in behavior as a result of experience. The psychology behind learning became more and more of a focus in the early 1900’s as behaviorism (the theory that human, and animal, behavior can be explained in terms of conditioning) rose to fame upon theRead MoreLearning: Classical Conditioning1132 Words   |  5 Pageshave to go through the process again at a later time. There are three main types of learning are classical conditioning (responding), operant conditioning (acting), and observational learning (observing). It is a nice spring day. A father takes his baby out for a walk. The baby reaches over to touch a pink flower and is badly stung by the bumblebee sitting on the petals. The next day, the baby s mother brings home some pink flowers. She removes a flower from the arrangement and takes it overRead MoreClassical Conditioning and Operant Conditioning1189 Words   |  5 Pagessimilarities between Classical conditioning and Operant conditioning? Many people believe that Classical and Operant are similar. Several people don’t know what the similarities and differences of Classical and Operant are, several people think it is the same learning method, which in this case I’m going to compare and contrast each behavior and give you information about each one, so you could have a better understanding of each method and what they do. Classical and Operant are very similar to eachRead MoreClassical And Instrumental Conditioning And Classical Conditioning Essay1049 Words   |  5 PagesIn order to analyse classical and instrumental conditioning, it is required to first define the content from which they are derived from, that is learning. According to Domjan, learning  is  a long lasting change in the process of behaviour involving particular stimuli with or alternately responses that result from previous experiences with those or almost the same stimuli and responses (2009). There are several learning paradigms which take the behaviourist approach, but as previously mentioned thisRead MorePsychodynamic Theories And Discusses Key Elements Of Classical And Operant Conditioning Essay847 Words   |  4 PagesBehaviourist Theories This essay examines behaviourist theories and discusses key elements of classical and operant conditioning. It considers a variety of psychological theorists and profoundly explores their research. Behaviourism refers to a psychological approach which explains human development in terms of how they learn from experience rather than a result of inborn tendencies or higher order thinking. Learning from experience moulds and shapes behaviour and personality. (A2Healthandsocialcarepg84)