PROGRAMA FORMATIVO S4: ANÁLISIS FUNCIONAL DE LA CONDUCTA

Buenas noches con todos. Bienvenidos a una sesión más. En esta ocasión estamos por dictar la sesión número 4 del programa formativo análisis funcional de la conducta.

This class we will be able to see classical conditioning part 1 with our teacher Robert Polanco. Welcome Robert, welcome guys. Remember as much as possible to have the camera on, to actively participate by WhatsApp, also requesting the audio and also please place your name and last name to verify your attendance. Good evening Alexandra, how are you?

How are you guys? How are you? Well, another week where we will be learning another step of what it is already where we are in practice, the functional analysis of behavior. Before I start, I would like to ask you

How have you experienced so far the subject of the knowledge of the class? Have you had any kind of doubt? Any kind of comment about it? With the objective, let's say, to clarify some very specific aspects today. Five, four, three, two, good evening. Mari, how are you? It's a pleasure. How are you? Right now I have a consultation that I remember I have already signed up for the supervision session.

But I wanted to comment, I had asked if we could have the slides in advance and it was being sent, but it wasn't sent for this class. I wanted to know if it was a difficulty for you if you couldn't have them before or you would prefer not to send them before.

I would appreciate that because it helps me a lot to go through the previous one and then I listen to it and there it fits better the information for me. Yes, yes, perfect, perfect, very good quote, yes, the issue of the slide this week was missing. In fact, I'm going to take advantage of this moment to send it. If it is true that many slides, when you have it, you will not have everything in the slide because there are slides that involve exercises, right?

y involucran actividad. Entonces, imagínense, ver la actividad antes de la diapositiva o antes de la clase como lanzarte un auto-spoiler. Como que, ah, bueno, ya puedo, ya puedo anticiparme a responder el ejercicio. Entonces, quizá, en ese caso, sí, ya, digamos, bueno, ya a partir el día de hoy se le va a pasar esta clase y antes de la siguiente clase que

that before the next class, which is class number five, which is the part of the classic conditioning, the next one is going to happen so that you have it days before and you can have like a pre-sale or a preview before the explanation itself. Generally the slides, guys, this

As you can see, my slides are very specific, very clear words. And sometimes the clear words can be left with questions. And well, I had the dynamic to give you the class, then you have the slide and you can reaffirm what you see in the class. But if you consider having the slides before, previously, as I have done, then perfect, nothing happens. Rather, thank you for commenting on it.

And that's how it's going to be. Any other voting before starting? Any questions or anything? Well, from what I see, everything has been clear so far. That gives me a good indication. There is a class specifically for the subject of the rules. I'm going to share the screen, guys, so that you can have it there in your hand. You tell me mainly if it looks good.

Confirm me anything if you see the slide say yes or no. Yes, it is seen. Okay, okay, great, great. Ale, I'm going to ask you a favor. If there are written questions, don't raise your hand, interrupt me. Look, Robert, shut up. There is a question and I'm going to be silent and I'm going to listen to the question to clarify aspects of today's class.

Well guys, as you can see, today we are in the fourth class, in fact, the slide, I'm going to put it like this instead of placing it completely because there are specific points that I miss because of the recording issue that comes out above, so it is also seen there when you notice or if you notice that it does not look clear, well, I extend it there so that you can check it, I will accommodate the phone for a moment on this side, ok.

Well guys, here we see lesson 4 and 5, I say lesson 4 and 5 because in the end the material, let's say, of this class has been built on the same presentation, to be dividing it, therefore, since it is the same topic, but with its extensions, because two hours can be, let's say, very short to be able to address at least the most central components of the classical conditioning,

It is important to make it clear that the classic conditioning is like any of the processes that we have addressed, for example, the conditioning in stimulating when we see the operating conditioning, when we see verbal behavior, among others, are knowledge that

They are quite extensive. What do I mean by this? There are phenomena that you will be able to identify in literature, for example, in the book of what I told you in English, The Debut, you will find literature of many investigations that are not even directly linked to the clinic, but are investigations that try to polish the conceptualizations of what is the classic conditioning, the way in which different phenomena are evidenced,

in this type of associative learning and well, generally it has been tried to do as a kind of polishing or synthesis where we can involve here the procedures or the explanation that can later be transferred

a la clínica per se. ¿Bien? ¿Por qué? Porque al final hay fenómenos que se quedan en investigación básica, ya sea en investigación con animales, que aún, al menos en la actualidad, no son homologables en lo que implican los fenómenos

of human beings and well, as we are here mainly to learn functional analysis, how to build, let's say all these, let's say it like this, this evaluation, we must properly consider those phenomena that can serve us for practice, that can serve us to understand clinical phenomena and to be able to organize that information according to what we are going to build along the conceptualization of the cases. However, if it is important,

comment the following guys in this class we are going to see or well here is let's say everything we will see in the two classes mainly know the paradigm of classical conditioning there will be certain experimental examples that have been that were used as they have been let's say so the paradigmatic that maybe we can already know as for example the conditioning from

of the Pavlov dogs, which is when these investigations began to be constituted. For example, when we talk about the condition of fear, as can be seen a lot in animal research, but in clinical we can see it in what is the constitution of phobias, as is found, for example, in the case of the little Albert, how can fear be conditioned in that sense.

Then we will see how we can generate a procedure that can generate, let's say, a counter conditioning, which is the name of the phenomenon, which is basically how we could reverse that fear. That is, how can we lead a person who already has a problem, let's say with some phobia, with some situation, let's say traumatic stress, etc.

have, let's call it that, a resurgence, or more than a resurgence, that's not the word, as a way for that conditioned fear to decrease from completely different learning and completely different associations.

I remember before continuing a question that they asked me last week, which was if an aversive or appetitive stimulus could start to have, let's say, appetitive functions or aversive functions. For example, the appetitive could be an aversive, the aversive could be transferred to the appetitive and right here it begins to show how it can be done.

How can it be given? Because in the end, although there are stimuli that are biologically relevant for the species, for the phylogenetic part, those stimuli at some point can move with conditioning towards another type of direction, either of approximation, for example, an experience that is the experience of pain. It is an experience that automatically in us can cause us to repel.

That is, to get away from that experience. But there are practices that will involve pain, whether it is physical pain, etc., that people could constitute as satisfactory or appealing in that sense, precisely because there is a conditioning with something else, either with an idea, either with another stimulus or basically with the arrangements that are made in that sense.

We are going to see the ways in which the classic conditioning is usually presented. The first two points are the phenomena that we are going to see in this class, how classic conditioning is constituted, the types of classic conditioning procedures, and next week we will see quite particular phenomena, which are, let's say,

the phenomena of preconditioning, of sensory preconditioning, of ways in which certain learning could be facilitated or blocked, phenomena such as blocking, shadowing, do not get overwhelmed with the terminology. Likewise, that will be explained with examples, but it is so that you can see how these classes are going to be organized and well, in the end, the different examples will always be linked.

Note the following guys, doing a kind of quick initial historical content

a large part of what are the conditioned reflexes, the conditioned reflexes are attributed to the great physiologist Ivan Pavlov, that is, when we think of operative conditioning, we automatically come across this man. This man, obviously, practically the phenomenon of conditioning, the conditioned reflexes, sorry, was the product of a serendipity, basically. What does this mean? What is

Pablo's research line was not to see how these associations were established, but the line of interest of this author's study was practically how the mechanisms of the physiology of digestion were generated.

The thing is that many times these investigations where they were incorporated, let's say, a kind of tubes in the parts of the saliva gland of the animal that carried and showed in some way how there were greater saliva secretions when the food was present and how that at some point could generate the destruction of the food in the process of digestion.

it began to be noticed that the animals began to salivate not only in the presence of the food itself, but also in the presence of the experimenter. So practically that phenomenon at that time, which is the phenomenon of classical conditioning, was known more than anything else as psychic secretions.

Why? Because there were already some properly physiological secretions that were direct learning products or direct experiences with food, but there were already other types of expressions, other types of behavior, in this case, the behavior of the saliva secretion, which was no longer directly a product of food.

but of the presence, either of a sound, the metronome, as we will see right now in the investigation, which is the design that was made or directly the presence of the researcher in the place of the investigation, where it is being worked on. And this is very important, guys, and we are going to see it a little later, because usually the classic conditioning is proposed before an idea

I'm not going to go ahead, I'm going to explain it better with an example. Notice that a preliminary division that says that the process is the process through which a stimulus, that is, a stimulus, let's call it neutral, that leads us to a response of the unconditional response itself, we are going to see it, will acquire the ability to elicit or provoke a response due to a repeated matching with another stimulus that already produced it. Well, a very technical definition, right now we are going to go through it

Each of these words, but it is always important to reaffirm all this position. In the end, we throughout our evolutionary history, not only human beings as homophiles, but also all species, all organisms tend to our adaptation, to our survival.

to react to signals that lead us to that success, to reproduce. We have practically our behavior, let's say so, our behaviors that are phylogenetically or biologically, let's call it that, determined, are products that in their time favored the reproduction of the species. For example, if I saw a, let's say so, a branch on the floor,

and that branch on the floor, I could confuse it with a snake, well, I could do it, I move away, but it was still a branch, but that learning helped in the face of any sign that it could have properties similar to a snake,

I could have a surveillance so that the consequence of the bite of the animal would not happen. Why? Because if I did not have that, let's call it precaution, at the moment when I approach and maybe confuse a snake with a branch and the snake bites me, we are not in the 21st century, at that time we were not in the 21st century, where, oh look, the snake bit the snake, let's take it to the doctor, that maybe

That was practically a death sentence. And this particularly worked in that stage. It was the product of those learnings and those learnings were practically transmitted

a través de las distintas generaciones con el objetivo de que pudiésemos tener una capacidad de ajuste y de adaptación mucho mayor en nuestro entorno. Cuando hablamos de aprendizaje, desde la psicología del aprendizaje, tiene que ver mucho con esto, con cómo nos acoplamos al entorno.

How the environment leads us to adapt to certain conditions and even how through our actions, the ability of operative conditioning, we can generate changes in the environment that in turn end up generating changes in us. Remember the first class, the second.

Que la conducta hay que verla desde un punto de vista de interacción. Cómo yo interactúo con el entorno, cómo el entorno provee ciertos escenarios o condiciones que de nuevo me pueden llevar a responder y que al final terminan por

generate all this series of learning that we know. For example, individuals, here we see an example that successfully evaded the predators, had greater chances of living long enough to reproduce. There was an increase in population, it is practically a kind of natural selection that was given and that these learnings enhanced the ability for us to

react or adapt to our environment. And this has a very significant value, guys, because the idea of this point is that we are not simply responding to the stimuli, we are going to call them conditioned, but we are going to see it later.

as if they were substituting those biological stimuli. No, practically, when we relate to our environment, in some way, even not directly, deliberately, consciously, reflexively, we try to predict what can happen in the presence of such or such a stimulus. We are going to see it in the form of conditioning, of how the paradigm of classical conditioning is generated.

This, going quickly, because they are concepts that we have seen, the subject of aversive, appetitive or appetizing stimuli. Practically, one can lead us to avoid those scenarios that could break in, let's say, in my stability, in my homeostasis, in my ability to adapt, as a

even disease, some type of injury, food, etc. And on the other hand, we have stimuli that are already pertinent, that lead us to the approximation. Well, for example, affiliation markers, the issue of attention properly, sex, heat, water. Likewise, this is important. Later, when we see motivational operations, how this can even influence our ability to establish the conditioning before the

Now, we will start to see acronyms that are very particular. Each acronym will indicate, let's say, a type of acronym, how it is associated with the other.

gradually building the way in which the conditionment itself is seen. I want to ask you, you know directly what is unconditional stimulus. Some have no idea. I ask you, what is an unconditional stimulus? You can comment on it in writing, you can say it by call, by voice, you can turn on your microphone.

Well, maybe it would be the unconditioned food stimulus and the unconditioned saliva response. Ok, great. Notice that you are giving me the examples, of course, practically they are quite valid examples, but directly, unconditioned stimulus, do you know the definition of what an unconditioned stimulus is?

Perfect concept, but it's like something innate in everyone. Ok, ok. It's something quite valid, look. Something very important is that generally when we associate with the innate, they are practically behaviors that are not learned, in the sense that there is no previous experience

to that stimulus, but the stimulus simply appears and already causes an automatic response. For example, here they say that a stimulus by itself does not cause a response. Ok, that's pretty valuable. Notice that here we are trying to divide it as to build it. I'm going to give you the definitions progressively. I wanted to see your ideas. Notice that it is a stimulus that produces a natural biological response. Basically, it is something very relevant, which Sebastian also comments, because it is a response that

was not based on a previous conditioning. In fact, we are going to get here to the definition. When we talk about an unconditional or conditioned stimulus, it is that it has the ability to elicit or generate an innate response, that is, it has not been learned, that is, we have not had a previous experience directly in an ontogenic way, that is, in our life history, with that stimulus, responses by the organism. For example, if they put me on food,

I don't have to learn to eat to be able to respond to that food and automatically they will start to establish unconditional or unconditional responses that can be the issue of salvation, for example. So when you see you in the literature you will find a lot of unconditional stimulus, okay? That is not that it is wrong, but it has generally been a translation that well, when it is the translation from Russian to English and then English to Spanish,

That could generate errors in the subject of the terms and it is relevant to make an abbreviation to that subject. Why? Because in the end, for example, when we talk about unconditional stimulus, it is that it does not depend on any other type of stimulus.

When we talk about conditional stimulus, it is that it practically depends on a condition towards that unconditional stimulus. So it is usually known when we see it in a more pure way in terminology that the authors can talk about unconditional stimulus, unconditional response, conditional stimulus and unconditional response or conditional response. So notice that the unconditional stimulus leads us to respond automatically. If I touch the fire,

I don't have to learn, "Oh look, I burned myself with the fire" and then I'll respond backwards because my flesh started to generate pain and as I'm experiencing pain for the first time, I learn that it's pain. No, the fact that I touch the fire, the answer is automatically given. I don't need a prior learning.

are those responses that are presented automatically, the response of fear itself. If we are facing a scenario, for example, that can involve some type of danger, automatically those responses can begin to be generated because they are, let's call it that, our phylogenetic baggage that at the time led us to adapt. So there is no

a learning experience, but rather what are the stimuli that we respond to. And well, the unconditional response obviously implies responding in an undata, not learned way to those unconditional stimuli. If they give me food, I'm going to start eating. It's a good consultation. Tell me, Mari. I was thinking a little bit, for example, about newborns who obviously start to differentiate heat,

as something... let's say, "affective". I don't know if I'm saying this correctly, but also when they start to have a fever because of the vaccines, wouldn't it start to be able to do some sort of discrimination? I don't know if what I'm saying is valid and what that can do later, to find yourself in the fire and take your hand out immediately, it also has to do with learning

Related to the first months of adaptation or am I talking about things that have nothing to do with it? No, no, no, look, it's a pretty interesting question and it's a totally valid question because in the end, look, when you talk about fever, you already associate it with a kind of fever, right?

of the body, as a result of the rise of the fever. We enter directly into a situation... And generate discomfort, right? When the child starts crying, for example. Of course, it is that, at least when we talk about an aversive stimulus, the fact of the disease and automatically our body begins to respond to protect us from that response.

of anxiety, of discomfort, for example, of the discomfort, not of the disease itself, of the fever, for example, when you talk about vaccination, vaccination, note that it is properly injected, let's say, a much lower dose of the virus so that the immune system can begin to recognize, let's say, the virus itself and thus a process of greater adaptation can be given in the event that it may appear directly in the future.

But look, when you associate it more with the issue of fire, look that the fire is much more direct and we also have to see a lot of the exit of the stimulus. Remember the previous class that we said that as the stimulus can have greater intensity, greater intensity can generate more direct response. For example, you touch the fire and the fire obviously has a very high intensity.

And obviously the body reacts because it is practically a way for us to survive in the face of those experiences. There may even be postulations at the level of biological evolution because in the past, with our ancestors, the issue of game experiences due to the issue of the Salvation Era could lead us, let's say, to have

that genetic baggage that comes from there. So notice that it is not that there is a direct connection because we would be talking about processes or different phenomena. I don't know if I understand.

I understand that they are different processes. I still have a little doubt about it. In the end, it's all about adaptation. The child starts to learn to look. At first he doesn't see well. So, I thought that...

It's like reproduction, right? The phylogenetic development in all these years or months, the first months of life. So, it's the same, you feel that there is a relationship, but of course you understand that they are different processes and that's why the answer, that's why it's considered an answer to an unconditional symbol.

Exactly, exactly. Look, there are investigations where they have used, for example, in ratics, how we could condition a response of, let's say, of evitational, of a stimulus that is not harmful. For example, to the food, the ratica was injected with a type of product, a type of substance.

that could automatically generate some kind of disease in the animal. This is known as the issue of aversion to taste. That is, the animal ate and later the animal got sick and when it got sick it began to establish associations with that experience it had with the food.

even after hours of conditioning. So that is known as long-term conditioning, as we are going to see right now, but the fact of getting sick can generate ways to respond to the environment with stimuli that are not, let's say, potentially dangerous or, potentially, let's say, potentially dangerous or maladaptive to the person.

Here I am asked, do people with physiological abnormalities function the concept of unconditional stimulus? For example, a person with congenital pain insensitivity, would the same role of unconditional stimulus fulfill the same role of fire? Directly no, because there we would be talking about what you are commenting on. There is a physiological mismatch that does not allow, at least with that type of experience,

that this stimulus can generate the answer, let's say, reflects. Because as we were talking last week, there are ways in which the behaviors will not appear, whether mainly by phenomenon, we were already talking about habits and sensitization, but for that phenomenon, but it can also be due to muscle fatigue, for example, from so many repetitions of the muscle, how it gets tired and does not recover.

So, there I could present it to you.

Because we would be talking about an anomaly, a physiological deterioration that the individual has. A person who can come, let's say, without any type of physiological anomaly in that sense, because if it is going to generate, let's say, the conditioned response to that experience of pain that comes from the unconditioned stimulus, which in this case we would be talking about fire. I don't know if I clarified the question to you, Cristian, anything you let me know.

So, look at any, very good Christian, very good. So, look, look at something important. Here we are talking about answers that are simply given in our repertoire in that sense. But what happens here? Having the base, those two terms, what do we mean when we talk about a classic conditioning? Well, what do we mean when we talk about starting to respond to new estibules that previously generated us?

a response in our body, for example, here notice that we are already starting to add other components notice that there it is, I am explaining it progressively, the classic conditioning in the end has to do with learning the relationships between ordered events in the world, what does this mean? What it means is

that it is not that we do something to change the world or to generate new conditions, as happens in the operative conditioning, which we will see when it touches, but that practically, let's say it in very dramatic terms, we are, let's see it like this, at the mercy of the changes in the environment and we begin to respond to them, to respond to those stimuli, not because we generate a change in the environment.

but we start directly to learn associations. And seeing it this way, when we talk about the conditioned response that is here, it is a response that is caused due to a established relationship that is established between this stimulus, which is the unconditional stimulus, and between this stimulus. Here you can see that I put two terms or two acronyms, E, N and S,

that has to do with neutral stimuli, because we are going to see directly the neutral stimuli and when it becomes a conditioned stimulus, the animal, the species with whom, with the organism with which we are approaching and working, begins to respond unnecessarily, in a completely direct way to the unconditioned response. Right now we are going to see it with a particular example, we are going to see

This paradigmatic example, which is the paradigmatic example of Pablo's parable, look, for a conditioning to be established, it is not that we simply present that stimulus with which we want to work and that's it. We present a stimulus that is associated with the unconditional and conditioned stimulus in the form of matching, that is, with frequency.

frequently. Why? So that in the end it begins to generate the response, in this case of animal salivation. For example, as you see in the image, we have food and we have salivation, which are the two stimuli that are, let's call it that biologically relevant. We have it here. We have a bell that is the neutral stimulus.

It generates a response, in this case of salivation, and then during learning, a matching between food and sound begins to be generated. Food, sound, sound, food, sound, food, sorry.

At first, obviously, it will generate salivation because the food itself is present, but there will be a moment after conditioning that when we only present the sound, the puppy will start to salivate. And this is a concept that is why I put it here separately, which is the concept of neutral stimulus. Usually, guys, when we have seen, I don't know, you will indicate it to me in your chat if it happened to you like this.

que nos decían que el estímulo condicionado es un estímulo que no genera una respuesta. No, el estímulo, perdón, el estímulo neutro no genera una respuesta. Por eso se le llama neutro, porque no genera una respuesta.

The big detail here is that it is not that it is not an answer, because in the end every stimulus will generate an answer. If they put me on the bell, I can turn. That is an answer that is an orientation answer. And that is important to take into account, because when we talk about a stimulus, it is that it does not cause the answer that we want it to cause, which in this case we would talk about salivation. It is neutral in that sense.

The stimulus does not respond, that is, the stimulus causes an orientation response, but it does not cause the salivation response, which is the response that we want to start conditioning. So when it is said that the neutral stimulus does not generate a response, we are not talking directly about that it does not generate the response that we want to condition properly in that sense.

For example, if we start to place a light before the blow of the eye, before it starts to condition through matching, I can present the light and I can simply see the light. That is a response. But if when the light is presented, they start to blow my eye and I start to close my eye and from the matching

The eye closes and there will be a moment when my answer reflects when the light begins to come, or when the light appears automatically, I will do this. Why? Because that stimulus was established there, now that stimulus is conditioned because it causes the answer that we match from that association, from that matching directly. Well, then, in that sense,

A letter stimulus carries its name, as I mentioned here, because it does not cause the unconditional response of interest. It is neutral, the response of respect to that particular response, but it is not with respect to other responses. If, for example, we are going to put it by case, a person goes, let's say so, to a shopping center,

If he is locked in a elevator, that person could give him a panic attack because he is locked in there. That stimulus of the attack could start to generate answers of fear, that is, the answer of something is going to happen to me, I am going to die, etc.

no hizo falta directamente una asociación constante y directa entre la respuesta de miedo con el ascensor. La persona la próxima vez cuando se monte al ascensor, ya ese ascensor puede empezar a, digamos, a mostrar señales que indiquen la respuesta

of the panic attack, well, to the person, that's why the person cannot be locked in small spaces. So the stimulus in this case, which would be the way an elevator is made, in the first changes did not generate a fear response, capable of direction, because you have to press a button to go to floor one, to floor two, but after that experience, the person with the fact of entering

to the, let's say, elevator, it begins to cause particular responses in that sense. So this is relevant because we are going to see it more directly, guys, in an example, in the example of the puppy, for example, let's ask you here, guys, here we have the metronome, we are going to place it as

Yes, the metronome. The metronome is the bell, the metronome. And the metronome begins to associate with food. Every time the metronome appears, we present the food. Metronome, we present the food. The salivation response will appear at that moment. If we then remove this stimulus for an instant, we are going to do this, we are going to do this. If we remove this.

Only the metronome is presented. What answer do you think it will generate in the puppy? I ask you. You can write it down, you can talk, you can ask, whatever. The association of the metronome with the food has already been established and we saw that there was a response of salivation due to the presence of the food. Now, after the association, we present the metronome, which is the sound of the metronome. What response will the puppy cause? Just the presence of the metronome at that moment. Salivate. Oops, just a second here.

Yes, the salivation response itself. A more weak salivation response. Let's not go ahead, I'm going to explain that right now. It will cause the salivation response in the animal. Why? Because that association was established, that matching. Here we have it, for example, the answer. Now, guys, we can see the answer. The question here is always

the classic conditioning will generate the same conditioned responses as the unconditional ones. They have taught us that yes, right? That it will always generate the same response. In usual classes of classic conditioning in general psychology, how have you taught it? They say that it will always generate the same response or it can generate even a different response. I ask you. Well, I had understood that the same.

Ok, the same answer, let's see something very interesting guys, ok? This, believe me, when I started studying classical conditioning seriously, I wanted to learn this and I said, "Wow, that's interesting." Let's see it with a particular point, I want you to imagine, imagine for a moment, ok? A man called, I don't know, Pepito, ok?

Pepito one day arrives at the house. At the house, when he arrives, he sits on his couch, has background music, has the TV on, etc. He grabs, let's say, a hose, puts it on his arm, tightens it, grabs a syringe, that syringe fills it with a substance, that syringe is plugged in,

and automatically comes an ecstasy response when some type of substance consumption is generated. In this case, let's say this person has done it many times, he has done it several times in that same scenario, with the characteristics that I give you here with what context, but what stimuli could work there with that presence as a conditioned stimulus or as a conditioned stimulus? Look at the characteristics that the environment gives you.

Well, what he mentioned a few nights ago about the environment, the background music, he was alone, sitting in a bed, he was not predisposed to the action that he did later. Ok, ok, great, great, great, I really like the participation, yes exactly, look, when we say environment or context,

involves all this, this is like a concept, let's call it etiquette and etiquette as a way of grouping all these stimuli, as you commented there, as you commented, for example, it can be the sound of the TV, it can be background music, it can be the couch, it can be the fact of being alone, it can be the fact of being in your house, okay? That could work as a conditioned stimulus. Well, you consider that we are going to put it like this, this person, then

that he lives his period of joy, let's call it in front of this consumption, this person begins to investigate or find a publication, I don't know, in this class, let's put an example, let's put it like this, and begins to learn that many of his procedures

are a product of the classic conditioning, that is, the person, the fact of being in the environment, can already begin to respond, supposedly with that increase in the heart rate, etc. So what happens with this person? This person tries something different to see how he reacts. Instead of grabbing, let's say, the drug itself, what he grabs is a saline solution, he does the same thing

and the substance is automatically injected. I ask you in this case, what would be the conditioned response? The drug is no longer directly there, what it does is simply inject water to come out. What would be the conditioned response or conditional? Do you consider that it would be the same response? Do you consider that it could generate a completely different response? What do you tell me?

Ok, I would feel ecstasy very well, Bonnie, to another person. Ok, I could feel the increase in the heart rate, but not the ecstasy, because obviously we are talking about a stimulus that has a fairly high excellence. That is excellent. The point is that note the following. Notice that the logic that we have been taught is that always the conditioned response is equal to the unconditioned response. I brought this example of case of substance precisely because

There is a type of phenomenon that usually occurs in the type of consumption called homeostatic compensation. What does this mean? As the drug generates that increase in the heart rate and increase in the glucose, the fact of already being in the environment and taking the substance, in this case the saline water, instead of the drug,

The body prepares for that drop of drugs. What do I mean by this? When we are in the environment, as they commented over there, we are in the room alone, we are in front of the presence of sounds, we are in the usual scenario where I generally consume the substance.

That context automatically, instead of generating ecstasy, the increase in the response, what it does is the response, sometimes contrary, which is the decrease in the heart rate and the decrease in the glucose. Why? Because if it had a response, let's assume the usual increase in the heart rate.

and the increase in glucose could generate a complete imbalance in the body. So homeostatic compensation is a way of facing the drug per se. And we started to notice them instead of presenting the drug, we present the saline water. As it does not generate the response automatically, what we are going to start to notice is a decrease in the response rate.

And you will say, hey, but they taught me that in classical conditioning what happens is that the answer has to be the same. Why? Because in the logic it is, for example, when these first investigations of classical conditioning began to develop, there was a theory that was a theory of stimulation substitution.

That was basically that the conditioned or conditional stimulus is going to replace the unconditional stimulus and it is the one that is going to cause that response. But it is not like that. Here the unconditional stimulus, what it is going to predict is the presence of the unconditional stimulus. If I am on the stage.

either in the room, with background music, with a TV, a particular X program, those are signs that will begin to generate this compensatory response in the body. So that when the drug hits, it automatically does not generate that complete imbalance. And we could see that precisely because of the consumption of saline solution. This can be done in an investigation of a doctor called Sigel, where, what happens? They grabbed, let's say,

They placed some rats in a box and then divided them into three groups. For example, these first rats began to give, in a period of 30 days, progressive doses of drugs, let's put heroin, from 1 to 8 milligrams before that presence. Here they wrote something to me.

Ok, the same placebo, exactly, the placebo can generate a similar response, but in the end it is not that it will always generate the same response that would generate the unconditional stimulus itself. But look at this example that I present to you. Note that we maintain the same logic that it will generate, let's say, the same response, okay?

Progressive dose. Well, the Alamarito for 30 days they gave him a dose between 1 to 8 milligrams, fine. Then they were divided into a control group, they placed rats that had not consumed anything, nothing at all, in a group directly different from the usual, to this, to other rats, and a brother-in-law of the rats placed him in the same context, that is, they gave him those 15 milligrams.

The control group that had not consumed also gave him 15 milligrams and the one of the different context, 15 milligrams that already had a consumption history, they gave it to him there. What do you think? What happened with those rats? Did all the rats die? They died more than the one of the control than the one of the same context or the one of the different context. What do you think? OK, I told them no. How so? Bonnie, tell me.

Anyone else who wants to comment? Ok, note the following, note the following, guys. Note that, we are going to see it in the next slide, note the following, ok? The control group, which was the group of rats that had not had any type of drug consumption, 96% of those rats ended up dying. Why? Because 15 milligrams is a lot, ok? It's a lot.

In the different group, which were rats that already had a previous drug consumption, they died 64%. But curiously, the rats that had the same previous consumption, which remained in the same context,

died much less than those of the different context. And this is because it is very relevant even in this so-called classic conditioning, because it has to do with the behaviors, for example, that in the past were the issue of substance abuse behaviors that were more seen from a purely biological point of view, showed that the context is very important for

to understand the issue of consumption. Why did the control group pass the rats that died a lot more? Obviously because these rats had never had previous experience with drugs and that previous experience generated that the rats, the vast majority, not to say all died because they could not stand the consumption. The different context, notice that it did not generate the signals

of the same context, which was the context where they lasted 30 days with the consumption of 1 to 8 milligrams.

there was no sign that could cause that homeostatic compensation response that I talked about a moment ago. Well, on the other hand, in the same context, that is, the rats remained in the same context and choked 15 milligrams, they died less. Why? Because they were in the same context. This gives us something very particular and it is that the stimuli or the conditioned stimuli, in this case the context that can be a white box,

predicts me the presence of what is going to come in this case the consumption of the drug predicts me the presence of the unconditional stimulus and here is where the concept base changes a little because the unconditional stimulus and conditional is not that the conditional stimulus is going to supplant or replace the unconditional stimulus but that the conditional stimulus what is going to happen is

predict the presence of the unconditional stimulus. If they stole me in a dark place, for example, I can go to that dark place, the fear response is activated, not because the conditional stimulus substituted the unconditional stimulus, but because the conditional stimulus predicts the possible presence of a stimulus.

incondicional que en este caso es que me vuelvan a robar. No hay propiamente una sustitución, sino que tiene que ver mucho con cómo yo empiezo a predecir los estímulos. Y esto tiene una relevancia muy importante porque al final gran parte de nuestros aprendizajes, por ejemplo, cuando anticipamos que va a haber, no sé, un rechazo, porque

because I had experienced rejections in the past, because there are thoughts of uselessness that I was previously told, which is what could indicate the presence directly, or that they tell me something, that they reject me, or the direct presence, let's say, that there may be mistreatment in that scenario. So what could have been learned in the past with unfortunate experiences,

Now, every time there is some kind of signal, for example, that a person frowns at me, that a person makes a silence, that a person raises their voice at least a little, or that a person who comes with post-traumatic stress hears a fufforito, that is, an artificial fire, that will activate or will generate the response precisely because that stimulation

can predict the presence of the stimulus itself unconditionally. Well, if I am, for example, at home and every time I go to see a movie I can buy, I don't know, let's say, this chips, this I can buy a sweet,

etc., etc., etc. There is a moment when I feel like watching TV, there may be those desires, because that already indicates the presence of, in this case, the stimulus. Notice how the classic conditioning has a lot to do with this, how we learn to predict the presence of stimuli. Tell me. I wanted to know if that would not be a discriminatory stimulus.

Ok, discriminatory stimulus. Look at something. When we talk about discriminatory stimulus, we talk about that it is going to indicate the possible presence of a reinforcement. Well, for there to be the presence of a reinforcement, I have to make a change in the environment. Well.

I have to do something to be able to obtain that so-called consequence. Here we are not talking directly about the person doing something to change the environment. Here we are talking about the person starting to respond to new stimulus relationships without doing anything, that is, without generating a change properly. That is why it is talked about conditioning of

of two terms. Why? Because we are talking about associations between stimulus and stimulus. Well, more than how we are used to saying, oh no, stimulus-response, no, it is not stimulus-response, it is stimulus-stimulus, because we begin to associate that in the presence of a stimulus, which in this case is conditional, the presence of the unconditional stimulus is predicted. I don't know if I clarified that for you. I ask you.

Ok, I understand that it refers to another process. I mean, since this stimulus was, the conditional stimulus was not supplanting, but it was predicting a response, it was understanding that maybe there was a discrimination there, right? No, no, wait, the stimulus here is not predicting a response, it predicts the presence of another stimulus.

For example, if I am in an elevator and I lived, for example, a panic attack in the elevator, the fact that I am there, the elevator, that stimulus can predict the possible presence of a new panic attack. Well, in this case, it is a very aversive internal stimulation for the person.

So, for it to be operative, it has to mainly carry out a response that, well, that can lead me to a possible consequence, which in this case can be a reinforcing sequence or a consequence, many authors call it punitive, or a punishing consequence, which we are going to see directly when we talk about operative conditioning. But what happens? And this is a spoiler.

These processes are not separated. If I am on a stage, let's say it like this, on a stage, this same example of panic attack and panic attack appears and I do something so that everything changes, like I don't go out again or I don't get on the elevators, there it is already indicated as a discriminatory stimulus, that conditional response. Why? Because that stimulus indicates to me that

I'm not going to do that action, that is, get on the elevator and if I don't do that action, the response of anxiety will not come automatically because I'm avoiding it. There we are already doing something to not expose myself to the presence of that stimulus. Well, just as when we see the operating conditioning, I will also show how there is an interconnection between these two processes. First we go with one, then we go with another and we are going to go

Now, for example, we can see it in the animals in the paperblaring conditioning that I showed you right now with an example even more basic among us. A sound or a light can be associated with the blow in the eye. There may be that paperblaring reflection and generally these answers that are simpler can generate that same response because they are not stimuli. We are going to call it complex. Now let's put it here.

the aversive conditioning of the flavor, which is also often found in research. For example, it can come, let's say it like this, I start to

present, let's say, the food, okay? And the unconditional stimulus is going to be nausea and dizziness, which in this case is given from radiation supply and medication, while the animal or the person, well, in this case the animal can be eating, okay? Automatically, as the hours pass, let's say,

will generate vomiting, right? It will generate a response of vomiting in the soul. Why? Because obviously there is a physiological change that is the one that can generate this response properly, right? The response of vomiting itself. But there will be a moment where there will be nausea, even vomiting too, only the fact of presenting the food without the presence of nausea properly, right?

Why? Because there was already an association. What happens guys? They always tell us that the classic conditioning has to be a constant and constant and constant and continuous matching, that is, the stimuli have to be as close as possible. Of course, that usually happens, but there are phenomena that can lead to a change in the way these stimuli are presented. For example, in this case, the conditioned response came later

because in the end the little animal got sick much after he consumed the food. There is no proper direct association at the moment with constant matching. Here what happens is that the animal already responds to the stimulus. Why? Because a prediction is already beginning to be given

that food will automatically generate that aversive response for the animal. And this is curious because, let's see, if they tell me that there has to be a constant matching between these stimuli and that there has to be continuity, why many times this can only be given before, only an example of matching or before separate responses? First of all, when

When the stimulus usually has a very high output, for example, stimulus that stimulus linked, for example, to traumas, I do not need to have a constant matching because the stimulation is already so wide that the conditioning between those stimuli is established. That for one place.

On the other hand, when these types of conditioning are established, even if it takes a long time, that is, the answer comes later in this sense, what usually happens in this sense is the following: we usually have a specificity to stimulate. What does this mean?

It is easier to generate a conditioning between food and nausea, sorry, between food and radiation supply in this case, to generate vomiting between food and a light. Why? Because our signals or our, let's say it like this, our organs of our senses practically

have a specificity where conditioning is usually given much easier. This has a lot to do with the way our organism is constituted, as I mentioned in the previous class. That is, the fact that there is, let's say, an organized functional system of our body that indicates us that we are going to learn much faster or less fast in the case of learning, well, that will depend on how our body is organized functionally.

Another example, we usually tend to learn things that make us afraid faster and start conditioning things that make us afraid to things that make us more, let's say, approachable. Why? Because that at some point saved our lives.

in our past. So conditioning is established much faster precisely because of that. Why? Because as I am facing a scenario that is potentially dangerous, I have to learn to respond and to comply with the environment as quickly as possible. And that is why it is faster to establish an aversive conditioning. Notice here in this case, it is usual for a match stimulus to take place

to respond conditioned is a very little learning affected by long separations between neutral stimuli and unconditional stimuli. So these are ways in which investigations can begin to test well here.

For example, returning to the case of the puppy, unconditional stimulus, according to the definitions that we have given, is not that the unconditional stimulus is replaced, but that in the end it is a sign of that proximity to the temporal space with respect to the organism. Why? Because in the end it has to see a kind of connection between the stimuli, between the presence where it is present and the time it is present. Now,

We have already talked a lot about basic research, about phenomena that can be seen at the level of the mother of the dog. Let's take it a little further towards the human eye. Suppose you see a puppy, a boy, and that dog, who has been bitten here by a dog at some point? Have you lived that unpleasant experience, that painful experience? Yes. Okay, okay. Have you lived that painful experience? Very good, very good.

Well, not in the fact that they have lived it, how ugly they have lived it, but at some point there are people who have lived it more frequently in that sense. Notice when a dog bites us, the usual answer can be to fight, it can be to scream.

It can be running, it can be running, it can be many things. Well, let's say it's a fight. Well, I fight with the animal. Well, let me bite, I kick it, whatever. I try to take the dog off me. OK, well, we already saw that this is an experience that does not require that it lives again so that we are afraid of the dog. Well, why? Because it is already sufficiently aversive. It has already generated a lot of pain. The fact that the dog bites me. Now, if I approach myself

after being bitten by a dog to the dog, maybe not in such a close way but I start to see the dog from afar my answer will be the same as the unconditional answer like for example, to fight again, I don't have the dog on me anymore, I would fight again or another answer is given, well here is the spoiler but what do you tell me? run away, get angry, ok note something note something, notice that in unconditional response it is given with less intensity or even

It comes simply from a physiological activation in that sense, which is the same answer to anxiety. Look, I can avoid. OK, we would already be eroding a little bit the fact of I avoid so that the dog does not kill me. We would be talking a little more about operative conditioning, but in the sense that when I see the dog, I am not shouting at the dog. I am not fighting with the dog, but there is a physiological activation that prepares me.

Bien, fíjense que ya el cuerpo en ese caso me está preparando ante la posible presencia de ese estímulo incondicional. No estoy teniendo la misma respuesta de lucho.

I am having an answer of anticipation, I am having an answer, let's call it that, of preparation. Why? Because if the dog comes closer, obviously, what am I going to do? Look, little paws, what do I have running around there? Notice how here, although there may be very similar experiences in the fact that when I fight I have fear, etc. But notice that here the sympathetic-parasympathetic system is activated

Yes, if we talk in biological terms, there is an activation because there is a stimulus, let's say potentially dangerous, and the body prepares to run out there. But note that in this case I am not fighting with the animal, I have the animal far away, it simply comes the physiological activation. This is an activation that automatically, through the learning I had through the same experience,

It is a way of preparing myself before the presence of that stimulus. Well, in this case it is the unconditional stimulus or the possible unconditional stimulus. So notice how at some point it is not that the conditional response will always be the same or the same as the conditional response. Well, we saw the case of the example of the drug where there may be opposite responses.

to which it is usually given with the consumption of substances to generate that very tactical balance and here in this case, yes, there may be anxiety, but that anxiety is like a form, a kind of prepare me in the face of the possible presence of that, well, that the puppy does as in the image that I bite my butt or that I bite my leg directly. So, notice how here the fact

that the puppy is already a stimulus that can predict the presence of the puppy that can bite me, that this stimulus appears. Well, then, and my answer in this case is going to be a response. Let's say it like this, preparatory. Now,

Let's suppose we are in the clinic, guys. We are in the clinic, a patient comes, that patient in his history we begin to note

that constantly when asked to talk about what hurts him or what affects him, automatically the person responded with resentment, with insecurity many times, with a form of invalidation. Well, look, why? Because in his story,

We notice that every time this person expressed, let's say, some kind of discomfort or every time, for example, he cried, this person automatically received an invalidation within his home. Invalidation within his home. So the fact that the presence could exist, well, in this case, that he could talk about what hurts him, automatically generated the discomfort.

What happens here? When we start talking to the person and we start, let's say, to validate in the way we do it, like look, according to your life story, you do what you can with what you have had. I can't imagine how difficult this situation could have been for you. This that you have been experiencing. Note that in the face of that new association, which in this case we would be talking about validation, something that was not present.

or the fact of the same question of tell me what brings you here, of the fact that that answer is activated, the person automatically

in the same process, can progressively start to respond or can have an emotional expression a little more open and safe. Why? Because a new conditioning is established in that sense. That unconditional stimulus, which was the emotions of discomfort, even the same validation, because automatically when that happened, I received some kind of rejection. With that new context,

a new experience begins to be generated directly. Well, that's why when we talk in the clinic, guys, sometimes we all associate it with operative conditioning. Oh, look, operative conditioning, the person does something and therefore will have a reinforcing consequence of that behavior, a consequence, let's say, punitive, which makes that thought decrease, sorry, that's very cool and it's excellent, it's a big part of the approaches that are made in the clinic.

But there are also issues associated with classic conditioning. Conditioned fears, the issue of phobia has a very classic conditioning component, because there is a association between those stimuli. There is a way in which the person predicts the presence of that if he does such a thing, this can happen, or if the animal appears, it can happen.

this situation, people with TPD, even the same rumia. Well, if you stay in bed, the bed and the phone can already indicate the presence of those thoughts that my ex is with another person and then I do things to try to remove it. We would already be talking after the operating conditioning, but notice how an association was established. That is why there are patients who may have difficulty performing the exercises in a scenario where they usually

respond with rumia precisely because there is a process of classic conditioning there. The fourth is, let's say, a prediction or is predictive of the presence of the rumiative response. So notice how the stimulus, how the classic conditioning is not only directed to the typical ganglionary or glandular responses. We would also be talking about emotional responses that are very valuable and of great importance to address them.

in the clinics themselves. For example, when we talk about the conditioning of fear, notice the following. It was to demonstrate the objective of showing that fear can be conditioned in a human being through the classic conditioning. Before the classic conditioning, before continuing, I'm going to see here a moment, on the internet, you also do it to the south and it is told again. Mary, I think it happens to some of you, it is happening to you,

¿O está todo bien en cuanto a su internet? ¿Me escucho bien?

Ok, ok, great. I think this is your internet, Meridiu. If you want, go for a moment, come back in to see if it suits you a little. Now, notice, for example, here in the classic conditioning, the conditioning, sorry, the conditioning of fear. These answers, obviously, we are going to go to this, let's say, the classic of the classic conditioning, the way in which it is associated. Well, we have a response, an

neutral or neutral, which as we have already seen, is not that it does not generate an answer, but that it does not generate the answer that we want to condition. Well, and the baby begins, the baby shows us fear of hairy objects, in this case a white rat, a rabbit, but even played with it. Well done. Then, every time the little animal approached,

a loud sound was heard in the background. This obviously generated the response of a jump that led the animal to be scared in that sense. The child began to be scared. This type of procedure was repeated several times. What happens?

What ends up happening here? What we have constantly seen, the child already before the presence of the animal, in this case of the rat, even before other stimuli that have characteristics similar to the rat, which is a phenomenon of generalization that we will see for the next class.

the child began to have fear responses, even a generalization of that response is generated. So this type of response, we already notice that they can be established from classic conditioning and spoiler, it is

can also be counter conditioned from the classic conditioning. Contra conditioning is basically removing that fear response through another way that again the class of conditioning we are going to be seeing in the next session. Now I have an activity, a activity that you can write down in the chat. Well, I want you to write it down in the chat.

and it has to do with you making a daily example, don't break your head. How could you, or give me an example of classic conditioning taking into account these definitions and this that we have been addressing. I'm going to give you five minutes, okay? So that you can, let's say, fill the activity. I'm going to give you five minutes. You will write it down in the chat and we are going to add it here in this next scheme, okay?

I will be aware of the chat, you can write it down. I will give you five minutes. What was the question? The question is, or the activity was, that they realize an example of classic conditioning, where they will identify me first, what could be the first neutral stimulus that is associated with the unconditional stimulus, the unconditional response, and the conditional response. That is, how the conditioning ends, what response ends up conditioning.

Look, Jesús, you give a very particular example here that says, well, the neutral stimulus is a stimulus that generates the usual response. The unconditional stimulus is the drug itself. The unconditional response is to be drugged. When you say to me to be drugged, specify a little more. I say this because generally when...

When we are talking directly about responses, and I am going to explain this much more when we are in the form of building functional analyzes, yes, the labels of being drugged can involve many behaviors, but to be a little more specific, what behavior could be involved here? Being drugged, for example, activation of glucose, physiological activation. Note that here you place conditioned stimulus, obviously the fourth, and the conditioned response

have the memory of how he felt when he was drugged in the room. This is an important factor because look, there is something that is valuable to take into consideration. We are going to see this when we are already, this, in motivational periods and then in verbal behavior, which even, I remember, being verbal behavior,

can cause emotional responses. In this case, yes, it could be a memory, but in this case, the fact of being in the room can, for example, generate some response, let's say,

de alivio o incluso una respuesta de ansiedad porque como ya está en el cuarto quiere consumir directamente la droga fíjate que en este caso la respuesta condicional podría ser sensaciones que podrían en algún punto homologar digamos esa respuesta

Sorry, yes, that unconditional response, which is like you say, is drugged. So it can be an example, but being more specific, it could be directed to the subject of memories, but also with physical experiences that the person may be living. Tell me, Jesus.

Yes, excuse me, Professor Rosa. As I understand, when we talk about a classic conditioning, the idea is that the behavior is associating, well, a behavior that is zoologically natural in the individual,

Exactly.

Claro, lo decía porque a veces algunos pacientes, por ejemplo, ya que usted mencionó, puede ser una sensación de alivio o una sensación de angustia. Yo, por ejemplo, pensaría a ver si está pre-contemplativo, ¿no? Que no quiere dejar el consumo, para él posiblemente sería una sensación de alivio, ¿no? Porque, ok, me siento bien porque es lo que yo usualmente consumo, ¿no? Para que nadie me vea.

But if I'm already contemplative or I'm already in a stage of change, if I remember, if I'm remembering the Pro Skate and Clemente stages well, there I would understand that it would give him some anguish because as he is already open to change, oh no, I'm not going to hold on, I'm sure he's going to win me over.

Ok, let's say we are already involving variables, let's say of verbal behavior, where, as you say, it is in a pre-contemplative process, where the change is already being properly considered. A way of pre-contemplating is like, look, I know that this scenario particularly generates an answer to me, because, well, it was associated.

There is an association with the consumption, but you notice that in your example there are also other types of responses, let's say verbal, that we are going to see when we are in the verbal conduct class. It seems to me an excellent example because in the end, the examples that I am showing are examples that can be seen in practice, but also in clinical practice, it is not that we are going to respond directly to some stimuli, nothing more.

There can also be verbal stimuli, like the one you are commenting on, that directly influence those learnings.

In any case, Professor, since I think the exercise goes more to something more specific, like maybe the neutral stimulus generates the same or almost the same response, maybe the unconditioned stimulus, right? In any case, I think of another example like that, I think I better say it verbally because until I write it. Yes, yes. Something like, for example, seeing, I don't know, this...

Yeah.

in a specific restaurant, every time you go to that specific place, assume that you are going to receive this food and therefore you start to saliva or feel good, because you know that you are going to have it, or assume that the most likely thing is that you are going to have that food. It's like going to your grandmother's house and you know that when you go to your grandmother's house, that food is going to be given directly. That is, the fact that you are at home, as there is already an association, because well, there has already been an apprenticeship where the grandmother's presence indicates that it will serve me, I don't know what you usually eat there.

For example, you, your experience. It depends on the region, in my case, for example, Pachamanca. Pachamanca, look, my grandma is there, well, as my grandma is there, I'm sure Pachamanca is going to come. Practically, that association process is generated. It seems very good the examples you are giving. Thank you, Professor Polanco. Perfect, perfect, perfect. Bonnie, you're going to go?

Ok, Bonnie, look what you're telling me here, well, of an unconditioned stimulus, obviously the painful injection, the conditioned response, which in this case is fear, crying, anxiety, look that the painful injection is given on a stage, which in this case is to be in the hospital or to see the doctor, and the conditioned response, ah, yes, it can be the same anxiety, the fear, the crying, when you see the doctor, look, you brought me a flashback of my story when I was little, and I saw the doctor and I, ay, papa,

the pain is close, practically, it is a way in which this classic conditioning can be presented, here another one can be presented, the one of Aldo Flores, sound of a motorcycle, well, in this case, at the beginning it is a neutral stimulus, that is, there may simply be a response of orientation, an unconditional stimulus, which is my brother's arrival on his motorcycle,

After the unconditional, I look out the window, after the conditional, every time I hear a motorcycle, I look out the window thinking it's my brother. This is another example of what can be presented here. It is important to clarify, boy, there is something.

At least when you see it, those who want to get involved more precisely in the basic part,

Notice that when we talk about unconditional stimuli, sometimes the unconditional stimuli are usually very specific stimuli that involve biological responses, such as the issue of the response of fear, the issue of the response of salivation, the emotions themselves. There is a phenomenon that is known properly as second order conditioning, which we will also see in the next class, where already after it is established,

the classic conditioning as we have seen

the person can associate that conditional stimulus with another neutral stimulus that becomes another conditional stimulus. What happens with this? What happens here is that many times what is usually known, let's say, as an unconditional stimulus in these cases, we are no longer talking about a stimulus, let's say so biologically relevant, we are already talking about a result, that is, what is the result that it generates. In fact, in the literature in English they will identify it as the out-content, okay?

el termino en inglés. ¿Por qué lo digo en este ejemplo? Porque, por ejemplo, en el ejemplo de Aldo, el ejemplo de Aldo, fíjense que la llegada de mi hermano en su moto, bien, la llegada de mi hermano en su moto puede involucrar condicionamientos previos, tipo, por ejemplo, que cada vez

que venía mi hermano me traía por ejemplo un chocolate que involucra respuestas más incondicionales que cada vez que venía mi hermano automáticamente me emocionaba porque tenía tiempo sin verlo bien entonces fíjate que aquí puede ser específico y el ejemplo está bien ojo lo que quería es dar una salvedad que en este caso noten como

the arrival of his brother can indicate many things in this sense and one as a clinician when he is not specifying it much more ok the arrival of your brother that implies to say what is what could have happened before every time the brother arrived as to be able to understand the way in which that condition of association is established. Look here, I look out the window every time I hear a motorcycle, I look out to see

Yes, it's my brother, or thinking that he's my brother. That can even happen to him. I don't know if it has happened to you that I don't know what they have here, for example, animals, puppies, every time they hear the sound of a car and not even the sound of any car, not the sound of the car because they manage to identify it, they already start barking and moving their tails. I have a puppy that my father's car can be two blocks away and it starts barking, okay?

Why? Because automatically the sound, obviously also questions of smell, already indicates the presence of, is coming in this case, the boss. The alpha is coming, to put it in some way. It's very good, Aldo. Neutral stimulus, songs of Segundo Rosero, that's what it's called, right? Segundo Rosero.

unconditional stimulus, food from mom, unconditional respect, joy, conditional response, joy to listen to the music of the second person. Ok, ok, great, great. You can also put another basic example, such as, for example, every time I am with my partner and I listen to songs by José José, there will come a moment when my partner is not there and I listen to the song by José José, it already generates the answers that could be caused when my partner is present, but then

And

This example, neutral stimulus, conditional stimulus, cell phone, well, stimulus, conversations of my partner on the cell phone, unconditional response, discuss, anger, conditional response, anger every time I see the cell phone. It can be an example, yes, in the structure it is fine. Look, for example, let's say, let's also go around this example. Suppose that the conditional stimulus is the same as the cell phone.

Well, the unconditional stimulus is, let's say, conversations with my partner. Well, I talk to my partner and have discussed with my partner and the answer in this case conditional is that every time I listen to the notification.

of my partner because there are people who can have it well defined in the notification, I do not listen to the general notification, there will be an emotional activation because at that moment I had already had a discussion with my partner. Now here, an important point, this cell phone conversation, conversations of my partner, that is, you watched the conversations of your partner on the cell phone,

Discussed anger and the conditional answer can be directly anger, judicia, or it could be the fact that anxiety can come because you already anticipate that there may be more conversations in that sense. What do you tell me?

In fact, if there are certain conversations, that conditional response becomes anxiety, right? Not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not, not

Any questions or is everything clear so far? Gianluigi, tell me. Yes, I had a question. I pronounced it well, right? Gianluigi? Yes, that's how it is pronounced. Ok, ok, great. If not, tell me. Because the topic is... Tell me, tell me. Regarding the EPT number 25, just two back, I had a small question. It was regarding if an unconditioned stimulus can generate unconditioned responses

- Contradictory. - Contradictory, right? I remembered the question. I apologize for not answering it, I missed it. Give me a little more context, Luigi. Give me an example of how you can see it. - In the PPT 25, it says that the unconditional stimulus is to speak of sentiments or variation, and the unconditional response is to be safe or uncomfortable or resentful. - Okay.

So I understand that there is not necessarily a response of discomfort, so that after the association in the conditioned response there is not necessarily the discomfort or discomfort. Okay, look, here you just showed me a mistake in the example, okay? Because in the end that, for example, of security would be more on the subject of conditioning itself, okay? That is, notice that with your doubt,

you showed me a mistake that I had not noticed. Rather excellent because here I can clarify it. Notice that in this case, the example, for example, that you give that there may be, let's say, ambivalent responses to the same stimulus, does not necessarily happen like that. Why? Because in the end we have to see that in contextual terms. What do I mean by this classic preconditioning in every context?

Clarify a little more, Bonnie, while I'm answering this question here. If you can, clarify it a little more, to be able to have a little more context of how you are seeing it, how you are thinking about it. So, look at this case, for example, a person, perhaps, in front of the presence of a therapist, after she has experience, the fact of talking about the things that hurt her, no longer generates that response of discomfort and resentment.

But if it connects or interacts with a family that is still invalid, the fact that they tell you something may generate the same response, let's say, of discomfort to answer. Why? Because in the end, in this sense,

what ends up generating that response has to do a lot with the way in which you are interacting with your partner. In therapy, of course, one is trying to break with these conditioning, that is, that the person has the possibility of expressing themselves and that they have the possible presence of that validation in the event of expressing themselves. The important point here that you have to take into account is that the fact of establishing conditioning also implies generating adjustment in the environment, because if I

I can do in session validation and those associations are already starting to break. Obviously, if I go back to the person to present to that environment that is invalid, there may be something called spontaneous response recovery.

Why? Because again that unconditional stimulus appears again, which has a lot to do with the fact that they criticize it, the fact that they insult it, the fact that they lack respect. In fact, this issue, that when we are already talking about response extinction, which this will be in the next class, and recurrence phenomena, which are how you can recover a response that had previously been conditioned, this example will be explained in more detail. In fact, I am going to take it to explain it in the next class.

Well, rather, thank you for commenting on it because I realized a rat's faith that I had in the slide. Bonnie, there will always be classic conditioning in every context. For example, give me a little more context in that sense. I don't know if you can turn on your microphone, you're commenting on me. Ok, ok, to study. At the end, guys, when talking about the basic principles of learning, they will be, let's say, present at some point.

The two connections, for example, in the example of studying, well, the example of studying, I, for example, can grab a notebook and you can start to come the thought of I will not be able to achieve it. Anxiety comes, well, in that sense, anxiety comes, I leave the activity. Ok, there is a moment when I feel like doing the task again, studying to try.

can come the response of emotional activation, why? Because every time I get into that environment to study, which was an environment that at first was neutral, it began to condition itself in the presence of those responses, let's say of discomfort. So every time a person can study in a particular place, that response can be activated. But what happens here?

Here the issue is that yes, there is a classic conditioning, but there is also a form of conditioning because what does the person do? Stop doing the activity as a way to relieve the discomfort in that sense. Well, the issue here, at least when we talk about, let's say so, expositional therapies.

which is where we expose the person to those scenarios that can generate discomfort, scenarios where the person begins, let's call it that, where the person begins to activate the emotion, for example, to be in a social meeting, to begin to have a painful memory. Notice how that already speaks of a shot of emotions in that sense.

When we expose the consultant without the safety behaviors, but go to the place, the fact of being present in that scenario that anticipates that everything is going to happen, as we say, there is a prediction, the person can, in this case, in this sense,

have a kind of decrease in the response. Why? Because she notices with the same experience that there is no, let's say, that which is anticipating what is going to happen. In fact, when we do exposure therapies, it implies breaking

that conditioning or generate a different conditioning. Well, in this case, for example, going to a place does not indicate properly that they are going to screw me over. But for example, if not, I already learned in the same exhibition that being in that place, not in all scenarios, may be done or not done. So look at how there are basically

una conexión entre los dos procesos que igualmente solo lo estaría explicando más adelante cuando estemos más avanzados en el tema del condicionamiento clásico y también cuando estemos propiamente con el condicionamiento operante. Así que si puede haber condicionamiento clásico en la gran mayoría de estos contextos, sobre todo cuando hablamos en contextos clínicos,

Why? Because there are certain associations with verbal rules that we will see in verbal behavior, associations with emotions, with environments that of course in the clinic it seems that the person cannot perform the activity. Why? Because his learning history, many of those stimuli perceive them as potentially dangerous due to his previous experiences. Well, I don't know if I clarified it to you, Bonnie, anything, let me know. Well guys, then going back to the point.

There are ways in research, I will not go into much on the subject of research, ways in which it could be presented properly, exactly, not only in all contexts, but at least when you are already in a clinical moment, generally there is also usually learning of class conditioning, well, so I will tell you the same rules, emotions properly, and that, of course, with an example we will see it later, well, notice

that at the end the classic conditioning will imply that matching, Chiquis. Matching between a conditioned stimulus and an unconditioned stimulus. Different ways have been tried to present these conditionings.

Generally, the short delay that the arrival of the unconditioned stimulus occurs during the march of the neutral stimulus, which is later considered the conditioned stimulus. The one that the unconditioned stimulus disappears before the arrival of the neutral stimulus.

The long delay that is usually presented a lot in the examples that I mentioned, for example, the aversion to taste, that there may be the presentation of the conditioned stimulus and already, let's say, after the response, it begins to appear much later. That is, the long delay has to do with the fact that the unconditioned stimulus occurs during the march of a neutral stimulus of the long duration, that is, the neutral stimulus is present.

And then the conditioned stimulus appears. What happens with these types of stimulation or these types of conditioning? There are already basic research, I don't want to go too far, I just wanted to present them to you, where they show that there are conditioning that are usually presented with greater effectiveness.

Depending on how the stimuli are presented, generally the stimuli that are presented with continuity, well and with short delays are the stimuli where more, let's say, effectiveness or conditioning success is there. Why? Because it is something quite immediate that happens at the moment.

It does not mean that it does not happen in others, but that in others there may be responses, let's say, much lighter or with lower intensity, which in the end can indicate the way in which conditioning is generated.

There are ways in which these conditionings can be evaluated in an experimental way for research with animal organisms, but I don't want to go into too much there because the idea is that they can, let's say, transfer these knowledge to what has to do with their clinical practice when we are talking about functional analysis. Note that we have talked about

When we talk about classical conditioning, we talk about a prediction that is made, that is, the conditional stimulus is like something that is going to help me predict the appearance of that unconditional stimulus. Notice how all the examples we have given are examples.

of conditioning that indicate the presence or the possible presence of another stimulus. If the conditioned stimulus appears, the unconditioned stimulus will probably appear. Well, that type of conditioning is usually known as excitatory conditioning. Well, why? Because the conditioned stimulus predicts the arrival of the unconditioned stimulus. If, for example, I am at home, one of the examples that they gave me

and for example the motorcycle of my brother sounds, maybe I'll get closer to the window

and I see my brother, but at another moment a motorcycle may sound and that may predict the arrival of my brother. So I may take the window. That is, in the end, this type of conditioning is a stimulus, it will predict the presence of another stimulus. Practically the vast majority of the examples that we have given in this class have a lot to do with that form of conditioning. Fear conditioning has to do with the presence of, well, if it is so short, the sound may appear loud.

If the metronome is there, the sound of the metronome, the response may appear, let's say, sorry, the stimulus, which in this case is the food, predicts the presence or the arrival of another. For example, this can be seen, let's say, in the subject of a clinical example, for example, a keyword like relaxation, relaxation effects.

and that effect of the lowering will generate maintenance in basal states of the individual's response as it is usually generated in breathing exercises. But what happens with this? There is another type of conditioning that is also often seen a lot, it is the inhibitory conditioning. Well, this has a lot of relevance in the clinic and right now I'm going to tell you why. Well, at the beginning we had said

that the excitatory conditioning indicates the presence of a stimulus, which in this case is the unconditional stimulus. The inhibitory stimulus is going to indicate the absence of the unconditional stimulus. But for something not to appear, it means that at some point it had to have appeared. For example, if in Pavlov's puppy, for example, in Pavlov's puppy,

We already know that the metronome indicates the presence of food. Well, but now we add another conditioning later, where every time a red light appears, the food does not appear. Well, the food does not appear at that moment. In that case, that stimulus is going to cause the puppy to generate the salivation process. Why?

The stimulus indicates the absence of food. That is, if the food does not appear,

That is, if every time the red light appears, the food does not appear, then that stimulus will indicate the absence of that unconditional stimulus. But for that to happen, first there had to be an excitation conditioning. It had to have been established the presence of a stimulus that predicts the presence of another. For example, this usually happens a lot in consultants. A consultant, for example, who had a panic attack every time he went out on the street or when he went out on the street.

Now she doesn't want to go out, but one day by chance she went out with her mother, for example, and when she went out with her mother, she noticed that the answer was not presented, in this case conditioned, which is the physiological deactivation response. What does this mean? That in this case the mother could have worked as an inhibitory stimulus, which means that in front of the presence of the mother she does not appear.

or the absence of that stimulus is predicted. Tell me Linda. Professor, and then the extinction thing, is it going that way or is it something else totally different? Because it sounds to me, it makes me think about that. Look, the answer, the issue of extinction, Linda, is that in extinction,

Regardless of the stimulus, the food does not appear. That is, there is no association of anything. The metronome may appear in this case, the light may appear and in none the food will appear. If, for example, I am in front of the dog and the metronome is associated with that excitatory stimulus so that the food appears, if I stop presenting that stimulus,

At first the puppy will keep salivating, but then there will be a decrease in that response. No association is established, that is, the predictive relationship is lost. It is not that there is a new association. Note that here we are adding a new stimulus. In what is the responding extinction, it is that the stimulus that precipitated the other stimulus, it stops appearing. The food simply stops appearing.

I don't know if I'm going to understand there, the condition breaks, that is, there is no predictive relationship anymore because the food stops appearing even whenever the conditioned stimulus appears. I don't know if I clarified it for you, comment there. Yes, yes. Okay. Thank you. Okay, very good, Linda. For example, establishing an excitatory context, suppose there is a tone and an electric discharge. Every time there is an electric discharge, there will be a fear response. So, every time the tone appears, you can see that there is a response from above. Okay?

Now, this is the excitatory stimulus, which is the classic conditioning as we have shown so far. Now, the conditioning, let's say, here in type A, we had already said that the excitatory conditioning is established. Now,

a light is added to it after the tone and there is no electrical discharge, as with what in the puppy. Well, there in the last circle I did not place anything so that it indicates that the answer is not given, because it is not that the light learns, the organism learns that in front of the light, the light indicates the absence of danger or the absence in this case of the tone and therefore there is no answer.

There is no answer. If at least we remove the tone again and we put, sorry, if we remove the light, sorry,

and we only present the tone, the answer may reappear. A question that I had at the beginning, a long time ago when I was studying this, I said, hey, but this looks a bit like a counter conditioning and not the counter conditioning as we are going to see in the next class has to do with establishing a new association. Well, here it is not that the new association is established, we are simply trying to see what can inhibit the answer in this case.

of the electric discharge, which is fear. If I remove the tone, sorry, if I remove the light, the answer reappears because we are back in an excitatory conditioning environment. In conditioning or in the same environment, we try to establish a new relationship that remains in time. Here it is not here, it is how at some point there may be a blockage in some sense between that conditioning

Exciting, right? Because in the end, let's put an example. If I had, if I have an experience of abuse, for example, and they give me a puppy that takes care of me, then the puppy that takes care of me, like at some point,

In the presence, for example, of people who have hoods, which at some point can be associated with the experience that I lived from this situation, the puppy can attack, can defend me, the fear will not appear. Well, why? Because the puppy works like that inhibitor stimulus. If the puppy is there, nothing will happen. Well, but in the end, there is not directly.

that the person begins to respond differently. What happens here is that we are adding this stimulus, but suppose one day that the puppy dies or the puppy escapes or the puppy passes, whatever it is, and the puppy stops being there, the existing scenario appears again. Well, because the puppy worked as a prediction that that would not happen. Now the puppy is not there.

Now the puppy, in this case, as it is not present, the person can return or can reappear that response even with much greater intensity. Why? Because in the end, it is not directly that the person began to respond differently to the stimulus that was present there, but there was another one that was inhibiting that scenario. For example, when it happens in in vitory learning, in in vitory learning,

which is a form of exposure, the idea is that the person presents himself on the stage with his catastrophic prediction, okay? That exposure is known as a violation of expectations, okay? Or disconfirmation of beliefs. The person presents himself on the stage, there, let's say, let's suppose I go or think because I lived a trauma experience with a dog that bit me, I'm there

and my anticipation and I notice it is that the dog is going to bite me. Notice there is an excitation condition. In front of the presence of the dog, the possible presence of a bite is predicted. It is a learning that was had, but the person in this case stays there. In front of the experience, it does not have conducts, let's say different types of doing breathing conducts. We do not simply expose the person to the experience and the same experience

can show you that not in all scenarios, not always, or let's say almost never because we don't talk about solitude, the dog is going to bite the person. So there you can generate a new learning. What is the new learning? That not necessarily the presence of the puppy, the bite will always appear and that can generate that new learning that decreases

directly the answer. Note in the final test, when we associate the tone with the light, there is no fear response. Why? Because the light is indicative that electricity is not going to appear in that sense. Another example that is very similar to what I told you, man park.

A man who is in the park, the person lived an unfortunate experience of abuse, obviously there were responses of struggle, anxiety, fear, and now every time he sees a man in the park, we can even put specific characteristics, that the person has a hood, etc. This man in this sense, what he is going to do is automatically generate the response of anxiety to the person.

The condition stimulus in the type B, when we try to establish an inhibitory procedure apart from the man in the park, we put a puppy in this case, as the example that I mentioned, there was no abuse, there is no danger, therefore the puppy is a signal that learns us to predict that there is an absence of danger. This usually happens a lot in the procedures.

Another, the panic attack. I'm giving you examples, even in a very, very previous way. I'm throwing spoilers without realizing it. The stimulus or the excitatory context. There is a shopping center, there is a panic attack. The panic attack is obviously going to generate anxiety and all the respect we know. Now, every time there is an open space, the shopping center is going to generate an anxiety response.

We already saw that the excitement condition was established. Now for an X or Y I go with my friend one day and it is not because I go with my friend because I will no longer have anxiety. No, just one day he went out with his friend and there was no panic attack. Well, the presence of the friend helps predict that there will be absence of danger, but if we suppose that the friend stops appearing.

or there was a moment when the friend in the end does not accompany her, the exciting response is given again. And here, if we associate it a little with the inhibitory learning of what I mentioned, so that a different response can be established, there has to be, in this case, a continuous exposure in that sense. Now, the forms in which the appetitive is seen, as I told you, the conditioned stimulus predicts the appearance of an unconditioned stimulus,

the conditioned stimulus predicts the appearance of an aversive stimulus, sorry, the first was appetitive, inhibitory, the first predicts the absence of an appetitive stimulus and the second the absence of an aversive stimulus. Now guys, a quick example before finishing today's class, which practically had a lot to do with seeing these learnings. I want you to

in the examples, first they put me in the citation context as they put it right now in the examples in the chat, but now they are going to indicate the inhibitory elements, that is, what could be that stimulus that could indicate the absence of the relationship with the unconditional stimulus. I want you to put it in the chat. How are you guys? Tell me. If you have any complications, let me know. You can present me the example. Tell me.

I'm going to show you one here, for example when we talk about the dissertation, as we have said there is the basic conditioning that we have talked about, for example suppose that there is the presence of a boss, for example, boss, well, well in this case the boss is a moment where he scolds at the end of the month for problems in productivity, well, let's put it like that, well, now

the answer in this case can be anxiety and the conditioned answer is anxiety precisely because when the boss arrives at the end of the month then automatically comes anxiety but suppose one day type A is the conditioning of that type but suppose that one day or the following month the boss here is the boss boss is added a stimulus that is

Silvando or silvaron, we are going to put silvando or silvaron. The fact that my boss silves means that there will be no scolding and when there is no scolding, obviously the answer will not appear in this case, let's say, if my boss arrives without silvando at the end of the month,

Possibly there is a fart, forgive me the expression, and that will activate my anxiety before I see the boss. But if the boss arrives and I see the boss, besides the boss is whistling, it means that there is no scolding. The fact that the boss whistles indicates to me or predicts me

that will not appear or predict the absence of that stimulus that usually appears when the boss arrives at the end of the month, which is the issue that makes me grumble about productivity and therefore there is no there is no happy boss, he does not have in this case any type of problem, everything is fine, then the anxiety decreases, well, then it is clear

I see that you have not placed examples, have you had any difficulty with something about it? Tell me. It was a little complicated for you, professor. Ok, ok. Let's do the following, guys. Let's do the following. I know that this at first can complicate. Next week I'm going to dedicate an initial part of the class where I'll put you some four or five exercises focused on how the excitation conditioning looks first and how we can then do an inhibitory procedure. Do you think? Remember.

Existing light has to do with the appearance or prediction of the appearance of a stimulus. If there is a light, for example, that is associated with an electrical discharge,

That is exciting. Why? Because it indicates the presence of, in this case, the presence of the electric discharge. Now, if apart from the electric discharge in another conditioning, that is, suppose that we condition that response in the other, the person, the animal, apart from receiving the tone, there is a light.

and the stimulus does not appear, which in this case is the electric discharge, there will be no response of fear. Well, there will be a moment when the two stimuli appear together, the response will not appear because it will indicate the absence of the unconditional stimulus, which in this case is the electric discharge.

And that's why it's called inhibitory. Remember, excitatory, presence of, inhibitory, absence of, or prediction of presence, prediction of absence. In the same way, as I told you, next week I'm going to bring you three, four examples, and even if you can go back to see the class and you can practice even with what has been given today, you can be much more enriched, or what we can do too is that

I'm going to put the examples next week and since next week also on Saturday there is a supervision class, we can reinforce these ideas much more. What do you think? What do you say to me? Tell me Jesus. I saw that Jesus raised his hand, I don't know if it was unintentionally. No, yes, now I do find how to remove the silence. This is Bruce, excuse me, but at this point we are still in classic conditioning, right? Yes, of course. Yes, of course. We are still in classic conditioning. Good.

For example... Why? What doubt do you have there? Tell me. As it is put in my theory and excitatory, the truth for a while I thought it was in operant. No, no, no, no, no, because remember that... I thought operant is for consequences. For that reason it is a bit weird. Yes, no, remember here that at least we are talking about stimuli that happen before the response. See? For example, tone, electric discharge. It begins to match and the animal, which is what it is going to do, is going to be afraid simply before the presence of the tone.

It is said to that exciting conditioning because the tone predicts the presence of what? At that point, for example, if for example when one wants to take his puppy out for a walk, the dog always associates that one moves the leash or takes the leash with the fact that he is going to take it out, that is, and also then the fact of leaving generates pleasure, he likes it, right? Okay. Whenever the sound of the leash would be exciting.

- Of course, because it starts to jump again when it knows that I'm going to open the door so that it comes out. - Ok, so the sound of the leash predicts the presence of coming out. - Uh-huh. - Well, in this case it would be that unconditional stimulus that the puppy starts to run, the puppy starts to enjoy everything it implies. Now, suppose that apart from the leash, you put a boar on the puppy, for example.

Well, and what happens with this? The bozal does not indicate that it will go directly to walk, but that it will go, let's say, to the veterinarian. In that case, the puppy's response will be the same, with that new stimulus. Look at the leash, but with that new stimulus. At this point, if it is not something that pleases him, I would understand that it would be even, well, inhibitory, right?

Look here at this point, at this point, the puppy with the leash indicates the presence of what is going to come out. Now I put a bozal inivitorio. Why? Because in the end, putting a bozal directly does not indicate that prediction. Let's give you another example. Suppose that, for example, we are going to put it like this.

I, let's put it like this, I am afraid of spiders, okay? Why? Because at some point the spider stung me, okay? Every time I see the spider, okay? The response of fear is activated, why? Because the spider predicts the presence of a possible bite. Now, what would happen if when seeing the spider, apart from being present the spider, the spider is in a box, okay? It is not loose, it is in a box.

The box in this case is inhibitory because in the end it predicts the absence of the spider doing something to me. Why? Because it is in a box. If I am in front of a Bengal tiger, it will obviously generate response and activation. Why? Because it indicates the presence of the tiger that is going to attack me. But if apart from the tiger being present, there are some bars that do not allow the tiger to come out, it will generate the response of anxiety.

It would not be inhibitory. It would be inhibitory, but notice that at the beginning there was an excitation, if the tiger was free, we would run. An example of this is when we go to the zoo, in the zoo there are wild animals. Well, suppose those wild animals were free, we would go, that is, we would have security there.

No. Why? Because obviously wild animals are associated with the fact that they can attack me. But if the wild animal is in a cage or is, let's say, in the lower part with water that is not close to me, I see the animal and it does not generate the response of anxiety. Why? Because that change, that change in that sense, implies the absence of the animal attacking me.

Now it is a little clearer? At this point, of course, an inhibitory condition, when it is, let's see, what I would understand is that, of course, when associating a conduct, that is, something, that is, before the appearance of a stimulus, that, that conduct, that response that we usually had unconditionally would be reduced.

Because that new stimulus that indicates that the unconditional stimulus is not going to appear. For example, let's put the case, suppose that I don't go one day, I don't come to give classes, for example. And that day that I don't come, I don't come to give classes, the following happens. A colleague tells me, professor, since you didn't go to give classes, then there was no alien invasion.

This may sound weird, I'm going to explain it, but I ask you in this sense, the fact that I have not been present in the class means that the aliens did not invade us or there is no direct relationship.

No lo encuentro en relación. Ok, no se encuentra en ningún tipo. Eso suele pasar mucho cuando, por ejemplo, hablamos de las relaciones, las correlaciones espurias, que tratamos de que haya una relación. Fíjate que allí, en definición, ay mira, no apareció el tema de los

alien invasion.

In the end, when we establish conditioning processes, at some point there had to have been an excitatory conditioning, that is, there had to have been the presence of the two individuals. In this case, assuming that in this case the example of the alien, if I had been present,

The alien invasion had to have been there so that the student later reaches that relationship that since I did not go, there was no alien invasion. This can be seen in a very, let's say, very phantasmagoric way, it can be seen in a very, very fictitious way. But with this example, what I try to show is that in the end, in this example, there is no type of relationship. But when we talk about conditioning, both excitatory and inhibitory, it has to do mainly with previous learning.

In the excitatory conditioning, you mainly have to predict the presence of a stimulus, for example, the examples we just gave, and after that is established, we do an inhibitory procedure. For example, start adding this stimulus in the therapies, let's say, of systematic desensitization. Generally, when there is a high anxiety in the presence of a stimulus, that anxiety that indicates to me that in the presence of the stimulus,

what I fear may end up happening. Well, in this case it is to predict the presence of the unconditioned stimulus, but many times they are given as an initial mullet the fact that there is a relaxation. Well, the relaxation, the fact of breathing, influences here as an inhibitory stimulus. Why? Because the inhibitory stimulus presents that when I relax, then no

the answer or the stimulus that I fear will not appear. That can happen at the beginning. Even notice that in the examples that I give, it may seem a lot like something that happens in the operating conditioning.

For example, in operative conditioning, we talk about security behaviors. Security behaviors are those types of behaviors that appear, let's say it like that, they are those types of behaviors that end, better said, the behaviors, what they indicate is that what I am afraid of does not appear. For example, if I go to a party, I know that that party or my learning tells me that at that party they may insult me, they may criticize me,

He can look for me, he can humiliate me. Well, I go to that place and I, being in that place, I start drinking liquor. Well, when I start drinking liquor, the response of fear goes down and that response in the end what it takes me is to avoid. Why do I put it? Why do I put this example? I put it precisely so that you can see, for example, in the operating conditioning. There I had to do something.

to generate the response, let's say, of decrease. But in the classic conditioning, the inhibitory is how stimuli are associated. Let's put a practical example. Suppose I get on a truck, that is, on a passenger bus, well, and on that passenger bus they steal, they stole me, well, I'm afraid to get on the passenger bus, but there was a moment where I get on the passenger bus

And even though there is the possibility that they steal again, in the passenger bus, military people are riding. And the military, for many people in their life experience, are associated with security. So when the military is there, in that bus, the answer to anxiety is the same or is it lower? I ask you. Imagine that we are in the same scenario as the truck. Lower.

It would be lower. Okay, it would be lower. Well, in the end I didn't do anything because I didn't call the military to get on and accompany me. The military got on because, well, they had to get on. The military in that context is an inevitable stimulus. Why? Because they predict the absence of Robin. So I feel safe riding the bus there at that time because the military is there. But if the military goes down again and the truck continues,

again the answer to anxiety is presented because again I am in the exciting context. So what is shown here in these procedures was at the level of research. Ok, how can there be, let's say, a opposite relationship? What could generate a response? Let's say in this case it decreases. Well, and that's where these procedures began to be done.

inhibitors. So notice that the excitatory conditioning implies the presence of an unconditional stimulus or the prediction of the presence of a conditional stimulus and the inhibitor stimulus predicts the absence of the unconditional stimulus. Likewise, right now I gave you examples, but as I told you in the next class, I am going to put many more examples, not only here, but at the clinical level, so that you can also see it. Tell me, Judith,

Professor, I was just thinking about all those examples and relating to the example that I gave you, that the stimulus that we have is the cell phone, the stimulus that makes conversations unconditional. Let's say, if I want to pass it on to someone, it could be that the couple arrives with a gift. Okay, that they arrive with a gift, like in this case. And they have the same cell phone, right? If the cell phone is only there,

sigue, digamos, el enojo, la ansiedad, pero si la prefiere con el mismo celular, pero con el regalo, como que distrae esa tensión o de la ansiedad. Puede distraer esa tensión, es como que, bueno, no nos asocian. Pero te coloco un ejemplo allí con el tema del celular. Vamos a ponerlo de esta forma. Suponte que la ansiedad aparece,

when the cell phone sounds, okay? That conditioning has already been established, okay? When the cell phone sounds and that sound, for example, of WhatsApp is characteristic, okay? Now, when you are there with the phone, this when the cell phone sounds instead of sounding, let's say, the sound directly from WhatsApp, apart from this, let's say you had a conversation with your partner, okay?

So, while you talk to your partner and your partner is paying you attention, the phone rings and obviously, as there is that conversation, that directly serves as an inhibitory procedure. But if at least you stop talking to your partner and the phone rings again, the answer can be shot again.

Another example that I could give you to put them here, let's suppose for example that I, for example, let's put it like this, let's suppose for example that I have fear of the traquis traquis, well, there it is not known as traquis traquis, well, there it is known as artificial fires, well,

Artificial fires practically generate fear. Now comes the time of December, which is the time when they usually appear. In this case, the "traqui traqui" or in this case the artificial fires. Think that there is already an exciting conditioning as December arrives. So the most likely thing is that those sounds appear. Well, now suppose it's December and it starts to rain.

One day that rain in the end works as an inhibitory stimulus. Why? Because when it rains, no type of, let's say, this of fireworks sounds, because obviously no one lights it. So that day in particular I don't have anxiety. I didn't make any changes. I didn't make a ritual for it to rain like it was used as a conditioning. But before it didn't just rain.

And that day, a traki traki did not sound, and at some point, when it happens again, that rain will indicate the absence of the traki traki, or in this case, of the artificial fire. So, notice that we, in the end, do nothing, but the way in which the stimuli are presented and the meaning that the stimuli can have with us.

If I am passing through a alley and in that alley it is all dark and automatically the darkness I associate it with that they can steal me, then anxiety comes. But if apart from me being in that dark context, I start to listen to, for example, I don't know, voices from neighbors around me.

I feel calm at that moment because if I go around the neighbors, then they will not steal me. So those sounds, let's say, family sounds can indicate the absence of being robbed. In the end, what I want to show you is that one indicates the presence of the stimulus and the other indicates that the stimulus is not going to appear.

But for us to learn the inhibitory, we first had to have lived an exciting experience. I can't anticipate the absence of something if at any time I lived the experience of its presence. It would be something totally very strange. It's like the example I gave you of the aliens. If at some point the first relationship was not established, then how can I say that my absence is going to indicate the absence of the extraterrestrial invasion?

There will always be an excitatory conditioning before an inhibitory conditioning occurs. At the end, guys, as I told you, I'm going to extend these examples much more, both in the next class, including the additional information that I'm going to give you, as in the supervision class, which is also next week and is Saturday. You can even write down questions about what you have here and we will clarify it in greater depth in those classes.

Yes, yes, professor. Well, perfect, guys. So there are questions that we can do. We can now associate the conditioned stimuli. There are more phenomena about it and that have clinical relevance. The answer may disappear like some that threw me there. The concept of extinction are things that, of course, we are going to see.

next week, Friday, through this same channel and this same way. Keep in mind, the class is coming, but at the beginning we are going to place some additional examples so that you can clarify it. They even suggested, let's say, that you can see this class again and if you can also bring examples to do a feedback, it would be quite cool with the goal of being able to clarify these concepts more. Tell me Jesus.

Professor, any literature that at this point helps us with what are the, well, it is understood classic, inhibitory and excitatory conditioning? Ok, ok, I recommend in the book of Dong Yang, the first chapter of classic conditioning is within the bibliography that I mentioned to you. There you can, let's say, clarify much more the concepts of excitatory and the concepts of inhibitory.

That chapter is quite clear. This topic of inhibitors and excitators only applies to classic conditioning or it is also seen in operant? Generally, it is more associated with classic conditioning. In operant conditioning, it obviously involves

other experiences or involves another form of contingency because we would already be talking about contingency of three terms. We are no longer talking only about associating stimuli, but we are talking about what I can do so that it stops appearing or so that it appears more frequently and is repeated in the future. Well, as I said, these are not seen separately. In the end, the classic conditioning and operant work together. I understand. Thank you, Professor.

So it would be the classic inhibitor and the classic exciter? Exactly, exactly, in that sense. In fact, you will see it, in fact, I bring you these definitions because in the end, when one sees in classes of learning principles, or even learning principles of general psychology,

Generally, we are more often told about the excitatory conditioning. This stimulus predicts the presence of this. If this happens, then it ends up happening, okay? But there are other phenomena that are also involved in these procedures and that in the end will also end up helping in the climate procedures.

So, guys, excuse me for extending half an hour. I think it was important for me to generate a certain level of greater clarification. I know there are doubts that may continue to exist. They are doubts that will continue to be clarified with the next class and with the supervision class. Rather, thank you for your attention and your understanding. And well, guys, you know, see you next week for the same channel, for the same place.

Y bueno, pasen una muy buena noche. Gracias. Muchas gracias, profesor. Cuídense. Muchas gracias.