Blocking

Definition

Blocking refers to a phenomenon in classical conditioning where the presence of an established conditioned stimulus (CS) interferes with the ability to learn a new association with another stimulus. This occurs when a previously conditioned CS overshadows the learning of a new CS, preventing the new stimulus from becoming effective in eliciting a conditioned response. Blocking illustrates how prior learning can influence subsequent conditioning processes.

5 Must Know Facts For Your Next Test

1. Blocking occurs when a previously learned CS is so strong that it prevents the association of a new CS with the same US.
2. This phenomenon was first demonstrated in experiments by Kamin in 1969, showcasing how prior conditioning affects future learning.
3. In blocking, the established CS can overshadow the new CS during conditioning trials, leading to a failure to elicit the desired conditioned response.
4. Blocking is crucial for understanding the mechanisms of associative learning and how organisms prioritize information from their environment.
5. The concept of blocking emphasizes the importance of attention and relevance in learning processes; if one stimulus captures attention, others may be ignored.

Review Questions

• How does blocking illustrate the relationship between prior learning and new associations in classical conditioning?
  • Blocking demonstrates that prior learning can significantly influence new associations in classical conditioning. When an established conditioned stimulus (CS) is present, it can overshadow a new CS during training, making it harder for the new stimulus to elicit a conditioned response. This shows that previous experiences shape how new information is processed and learned, highlighting the interplay between past and present conditioning.
• What experimental evidence supports the concept of blocking, and what implications does this have for our understanding of learning?
  • The concept of blocking was notably supported by Kamin's experiments in 1969, where subjects were trained with a strong CS before being introduced to a second CS paired with the same unconditioned stimulus (US). The results showed that subjects failed to respond to the second CS due to interference from the first. This finding implies that not all stimuli are equally effective in forming associations, underscoring the role of attention and significance in the learning process.
• Evaluate how blocking might influence educational strategies aimed at enhancing learning outcomes in students.
  • Blocking can significantly influence educational strategies by highlighting the need for careful selection and sequencing of instructional materials. If students have strong prior knowledge or experiences related to specific content, introducing new concepts that are too similar or lack distinction may result in ineffective learning. Educators should ensure that new material stands out and is relevant enough to capture students' attention, thereby minimizing the risk of blocking and promoting deeper understanding and retention of information.

Related terms

Conditioned Stimulus (CS): A stimulus that, after being paired with an unconditioned stimulus, comes to evoke a conditioned response.

Unconditioned Stimulus (US): A stimulus that naturally and automatically triggers a response without any prior learning.

Overshadowing:

A process in classical conditioning where a more salient stimulus interferes with the learning of a less salient stimulus when both are presented together.