{"id":523,"date":"2023-03-03T19:13:05","date_gmt":"2023-03-03T19:13:05","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/reading-processes-in-classical-conditioning\/"},"modified":"2025-11-24T18:28:00","modified_gmt":"2025-11-24T18:28:00","slug":"reading-processes-in-classical-conditioning","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/chapter\/reading-processes-in-classical-conditioning\/","title":{"raw":"Processes in Classical Conditioning: Learn It 1\u2014Acquisition and Extinction","rendered":"Processes in Classical Conditioning: Learn It 1\u2014Acquisition and Extinction"},"content":{"raw":"<section class=\"textbox learningGoals\">\r\n<ul>\r\n\t<li>Describe the processes of acquisition, extinction, and spontaneous recovery<\/li>\r\n\t<li>Describe the processes of generalization and discrimination<\/li>\r\n<\/ul>\r\n<\/section>\r\n<p class=\"p1\">Now that you\u2019ve seen how classical conditioning works, let\u2019s examine <i>how<\/i> learned associations form, weaken, return, and adapt in everyday life. These core processes\u2014<span class=\"s1\"><b>acquisition<\/b><\/span>, <span class=\"s1\"><b>extinction<\/b><\/span>, <span class=\"s1\"><b>spontaneous recovery<\/b><\/span>, <span class=\"s1\"><b>generalization<\/b><\/span>, and <span class=\"s1\"><b>discrimination<\/b><\/span>\u2014explain much of our learned behavior.<\/p>\r\n<h2>Acquiring a New Association<\/h2>\r\n<section class=\"textbox keyTakeaway\">\r\n<h3>acquisition<\/h3>\r\n<p class=\"p1\"><span class=\"s1\"><b>Acquisition<\/b><\/span> is the <span class=\"s1\">initial stage of learning<\/span> in conditioning when a neutral stimulus becomes linked with an unconditioned stimulus (UCS).<\/p>\r\n<p class=\"p1\">During this period, the neutral stimulus gradually begins to trigger the response on its own and becomes a <span class=\"s1\"><b>conditioned stimulus (CS)<\/b><\/span>.<br \/>\r\n<br \/>\r\n<\/p>\r\n<p><b>Key features of acquisition<\/b><\/p>\r\n<ul>\r\n\t<li class=\"p1\">The <span class=\"s1\"><b>timing<\/b><\/span> between the CS and UCS matters.<\/li>\r\n\t<li class=\"p1\">For most types of conditioning, the CS should occur <span class=\"s1\"><b>briefly before<\/b><\/span> the UCS\u2014sometimes within just a few seconds (Chance, 2009).<\/li>\r\n\t<li class=\"p1\">Some forms of learning allow for much longer intervals.<\/li>\r\n<\/ul>\r\n<\/section>\r\n<h3><b>Predictability matters: The Rescorla\u2013Wagner Model<\/b><\/h3>\r\n<p class=\"p3\">Robert Rescorla demonstrated that an organism learns best when the CS is a <span class=\"s2\">reliable predictor<\/span> of the UCS. Consider these two situations:\u00a0<\/p>\r\n<ul>\r\n\t<li class=\"p1\"><span class=\"s1\">Ari\u2019s experience:<\/span> Dinner is <i>always<\/i> at 6:00. The time reliably predicts food \u2192 Ari becomes hungry before 6:00.<\/li>\r\n\t<li class=\"p1\"><span class=\"s1\">Soraya\u2019s experience:<\/span> Dinner time varies daily \u2192 6:00 is not a reliable predictor \u2192 no strong conditioned response.<\/li>\r\n<\/ul>\r\n<p class=\"p3\">Rescorla, along with his colleague at Yale University, Alan Wagner, developed a mathematical formula that could be used to calculate the probability that an association would be learned given the ability of a conditioned stimulus to predict the occurrence of an unconditioned stimulus and other factors; today this is known as the <strong>Rescorla-Wagner model<\/strong> (Rescorla &amp; Wagner, 1972) (Rescorla &amp; Wagner, 1972).<\/p>\r\n<section class=\"textbox example\">\r\n<h3><b>A Special Case: Taste aversion<\/b><\/h3>\r\n<p>Taste aversion shows that classical conditioning can occur after a single pairing, and even with hours between the CS and UCS.<\/p>\r\n\r\nFor example, say y<span style=\"font-family: 'Public Sans', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif;\">ou eat chicken curry at lunch, later become ill with stomach flu, and then feel sick whenever you smell curry\u2014even though the food wasn\u2019t the cause.<\/span>\r\n<p class=\"p1\">This powerful one-trial learning is thought to be an <span class=\"s1\">evolutionary adaptation<\/span> that helps organisms quickly avoid toxic foods (Garcia &amp; Koelling, 1966; Garcia &amp; Rusiniak, 1980).<\/p>\r\n<p class=\"p1\">Garcia and Koelling (1966) showed not only that taste aversions could be conditioned, but also that there were biological constraints to learning. <br \/>\r\n<br \/>\r\nIn their study, separate groups of rats were conditioned to associate either a flavor with illness, or lights and sounds with illness. Results showed that all rats exposed to flavor-illness pairings learned to avoid the flavor, but none of the rats exposed to lights and sounds with illness learned to avoid lights or sounds. This added evidence to the idea that classical conditioning could contribute to species survival by helping organisms learn to avoid stimuli that posed real dangers to health and welfare<span style=\"font-family: 'Public Sans', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif;\">\u00a0(Holmes, 1993; Jacobsen et al., 1993; Hutton, Baracos, &amp; Wismer, 2007; Skolin et al., 2006).\u00a0<\/span><\/p>\r\n<\/section>\r\n<h2>Breaking the Association<\/h2>\r\n<p>Once we have established the connection between the unconditioned stimulus and the conditioned stimulus, how do we break that connection and get the dog, cat, or child to stop responding?<\/p>\r\n<p class=\"p1\">Once a learned association exists, it can fade if the CS is repeatedly presented <span class=\"s1\"><b>without<\/b><\/span> the UCS.<\/p>\r\n<section class=\"textbox keyTakeaway\">\r\n<h3>extinction<\/h3>\r\n<p class=\"p1\"><b>Extinction<\/b><span class=\"s1\"> is the <\/span><b>gradual weakening and disappearance<\/b><span class=\"s1\"> of the conditioned response (CR). For example:<br \/>\r\n<\/span><\/p>\r\n<ul>\r\n\t<li class=\"p4\">Tiger the cat hears the can opener (CS) but no longer gets food (UCS). Over time, her excitement fades and eventually stops.<\/li>\r\n\t<li class=\"p4\">Pavlov observed the same pattern with dogs: ringing the bell without giving food caused salivation to decrease across trials until it stopped.<\/li>\r\n<\/ul>\r\n<\/section>\r\n<h2><b>Spontaneous Recovery: When the Response Returns<\/b><\/h2>\r\n<p class=\"p3\">Even after extinction occurs, the learned response can suddenly return.<\/p>\r\n<section class=\"textbox keyTakeaway\">\r\n<h3>spontaneous recovery<\/h3>\r\n<p><strong>Spontaneous recovery <\/strong>is the return of a previously extinguished conditioned response following a rest period (Figure 1).<\/p>\r\n\r\n[caption id=\"attachment_6774\" align=\"aligncenter\" width=\"560\"]<img class=\"wp-image-6774\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/855\/2016\/11\/30025615\/f29b947cfc3a298595421b9e67bf0bdc40bc307c.jpeg\" alt=\"A chart has an x-axis labeled \u201ctime\u201d and a y-axis labeled \u201cstrength of CR;\u201d there are four columns of graphed data. The first column is labeled \u201cacquisition (CS + UCS) and the line rises steeply from the bottom to the top. The second column is labeled \u201cExtinction (CS alone)\u201d and the line drops rapidly from the top to the bottom. The third column is labeled \u201cPause\u201d and has no line. The fourth column has a line that begins midway and drops sharply to the bottom. At the point where the line begins, it is labeled \u201cSpontaneous recovery of CR\u201d; the halfway point on the line is labeled \u201cExtinction (CS alone).\u201d\" width=\"560\" height=\"310\" \/> <strong>Figure 1<\/strong>. This is the curve of acquisition, extinction, and spontaneous recovery. The rising curve shows the conditioned response quickly getting stronger through the repeated pairing of the conditioned stimulus and the unconditioned stimulus (acquisition). Then the curve decreases, which shows how the conditioned response weakens when only the conditioned stimulus is presented (extinction). After a break or pause from conditioning, the conditioned response reappears (spontaneous recovery).[\/caption]\r\n\r\n<p>For example:<\/p>\r\n<ul>\r\n\t<li class=\"p1\">Tiger stops responding to the can opener after months of no food pairings. When the can opener is used again to prepare her meal, she quickly becomes excited\u2014showing the re-emergence of the conditioned response.<\/li>\r\n\t<li class=\"p1\">Pavlov\u2019s dogs behaved the same way after a rest period: salivation returned even without new pairings of the bell and food.<\/li>\r\n<\/ul>\r\n<\/section>\r\n<h2>Putting It Together: Acquisition, Extinction, and Spontaneous Recovery<\/h2>\r\n\r\n[caption id=\"attachment_6492\" align=\"alignright\" width=\"360\"]<img class=\"wp-image-6492 \" src=\"https:\/\/content-cdn.one.lumenlearning.com\/wp-content\/uploads\/sites\/14\/2023\/03\/05160120\/pexels-minh-n-13118464-1.jpg\" alt=\"Ice cream truck \" width=\"360\" height=\"240\" \/> <strong>Figure 2<\/strong>. If you develop an ice cream habit,\u00a0 you may find your mouth watering just at the sight or sounds of the truck.[\/caption]\r\n\r\n<p>Of course, these processes also apply to humans. For example, let\u2019s say that every day when you walk to campus, an ice cream truck passes your route. Day after day, you hear the truck\u2019s music (neutral stimulus), so you finally stop and purchase a chocolate ice cream bar. You take a bite (unconditioned stimulus) and then your mouth waters (unconditioned response). This initial period of learning is known as acquisition, when you begin to connect the neutral stimulus (the sound of the truck) and the unconditioned stimulus (the taste of the chocolate ice cream in your mouth).<\/p>\r\n<h3><b>Acquisition<\/b><\/h3>\r\n<ul>\r\n\t<li class=\"p1\">Jingle (CS) \u2192 ice cream taste (UCS) \u2192 salivation (UCR)<\/li>\r\n\t<li class=\"p1\">After several pairings, the jingle alone causes salivation (CR).<\/li>\r\n<\/ul>\r\n<h3><b>Extinction<\/b><\/h3>\r\n<ul>\r\n\t<li class=\"p1\">For several days, you hear the jingle but don\u2019t buy ice cream.<\/li>\r\n\t<li class=\"p1\">Your salivation response decreases and eventually stops.<\/li>\r\n<\/ul>\r\n<h3><b>Spontaneous Recovery<\/b><\/h3>\r\n<ul>\r\n\t<li>\r\n<p class=\"p1\">After a weekend without hearing the truck, the Monday morning jingle triggers salivation again\u2014even though no new learning occurred.<\/p>\r\n<\/li>\r\n<\/ul>","rendered":"<section class=\"textbox learningGoals\">\n<ul>\n<li>Describe the processes of acquisition, extinction, and spontaneous recovery<\/li>\n<li>Describe the processes of generalization and discrimination<\/li>\n<\/ul>\n<\/section>\n<p class=\"p1\">Now that you\u2019ve seen how classical conditioning works, let\u2019s examine <i>how<\/i> learned associations form, weaken, return, and adapt in everyday life. These core processes\u2014<span class=\"s1\"><b>acquisition<\/b><\/span>, <span class=\"s1\"><b>extinction<\/b><\/span>, <span class=\"s1\"><b>spontaneous recovery<\/b><\/span>, <span class=\"s1\"><b>generalization<\/b><\/span>, and <span class=\"s1\"><b>discrimination<\/b><\/span>\u2014explain much of our learned behavior.<\/p>\n<h2>Acquiring a New Association<\/h2>\n<section class=\"textbox keyTakeaway\">\n<h3>acquisition<\/h3>\n<p class=\"p1\"><span class=\"s1\"><b>Acquisition<\/b><\/span> is the <span class=\"s1\">initial stage of learning<\/span> in conditioning when a neutral stimulus becomes linked with an unconditioned stimulus (UCS).<\/p>\n<p class=\"p1\">During this period, the neutral stimulus gradually begins to trigger the response on its own and becomes a <span class=\"s1\"><b>conditioned stimulus (CS)<\/b><\/span>.<\/p>\n<p><b>Key features of acquisition<\/b><\/p>\n<ul>\n<li class=\"p1\">The <span class=\"s1\"><b>timing<\/b><\/span> between the CS and UCS matters.<\/li>\n<li class=\"p1\">For most types of conditioning, the CS should occur <span class=\"s1\"><b>briefly before<\/b><\/span> the UCS\u2014sometimes within just a few seconds (Chance, 2009).<\/li>\n<li class=\"p1\">Some forms of learning allow for much longer intervals.<\/li>\n<\/ul>\n<\/section>\n<h3><b>Predictability matters: The Rescorla\u2013Wagner Model<\/b><\/h3>\n<p class=\"p3\">Robert Rescorla demonstrated that an organism learns best when the CS is a <span class=\"s2\">reliable predictor<\/span> of the UCS. Consider these two situations:\u00a0<\/p>\n<ul>\n<li class=\"p1\"><span class=\"s1\">Ari\u2019s experience:<\/span> Dinner is <i>always<\/i> at 6:00. The time reliably predicts food \u2192 Ari becomes hungry before 6:00.<\/li>\n<li class=\"p1\"><span class=\"s1\">Soraya\u2019s experience:<\/span> Dinner time varies daily \u2192 6:00 is not a reliable predictor \u2192 no strong conditioned response.<\/li>\n<\/ul>\n<p class=\"p3\">Rescorla, along with his colleague at Yale University, Alan Wagner, developed a mathematical formula that could be used to calculate the probability that an association would be learned given the ability of a conditioned stimulus to predict the occurrence of an unconditioned stimulus and other factors; today this is known as the <strong>Rescorla-Wagner model<\/strong> (Rescorla &amp; Wagner, 1972) (Rescorla &amp; Wagner, 1972).<\/p>\n<section class=\"textbox example\">\n<h3><b>A Special Case: Taste aversion<\/b><\/h3>\n<p>Taste aversion shows that classical conditioning can occur after a single pairing, and even with hours between the CS and UCS.<\/p>\n<p>For example, say y<span style=\"font-family: 'Public Sans', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif;\">ou eat chicken curry at lunch, later become ill with stomach flu, and then feel sick whenever you smell curry\u2014even though the food wasn\u2019t the cause.<\/span><\/p>\n<p class=\"p1\">This powerful one-trial learning is thought to be an <span class=\"s1\">evolutionary adaptation<\/span> that helps organisms quickly avoid toxic foods (Garcia &amp; Koelling, 1966; Garcia &amp; Rusiniak, 1980).<\/p>\n<p class=\"p1\">Garcia and Koelling (1966) showed not only that taste aversions could be conditioned, but also that there were biological constraints to learning. <\/p>\n<p>In their study, separate groups of rats were conditioned to associate either a flavor with illness, or lights and sounds with illness. Results showed that all rats exposed to flavor-illness pairings learned to avoid the flavor, but none of the rats exposed to lights and sounds with illness learned to avoid lights or sounds. This added evidence to the idea that classical conditioning could contribute to species survival by helping organisms learn to avoid stimuli that posed real dangers to health and welfare<span style=\"font-family: 'Public Sans', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif;\">\u00a0(Holmes, 1993; Jacobsen et al., 1993; Hutton, Baracos, &amp; Wismer, 2007; Skolin et al., 2006).\u00a0<\/span><\/p>\n<\/section>\n<h2>Breaking the Association<\/h2>\n<p>Once we have established the connection between the unconditioned stimulus and the conditioned stimulus, how do we break that connection and get the dog, cat, or child to stop responding?<\/p>\n<p class=\"p1\">Once a learned association exists, it can fade if the CS is repeatedly presented <span class=\"s1\"><b>without<\/b><\/span> the UCS.<\/p>\n<section class=\"textbox keyTakeaway\">\n<h3>extinction<\/h3>\n<p class=\"p1\"><b>Extinction<\/b><span class=\"s1\"> is the <\/span><b>gradual weakening and disappearance<\/b><span class=\"s1\"> of the conditioned response (CR). For example:<br \/>\n<\/span><\/p>\n<ul>\n<li class=\"p4\">Tiger the cat hears the can opener (CS) but no longer gets food (UCS). Over time, her excitement fades and eventually stops.<\/li>\n<li class=\"p4\">Pavlov observed the same pattern with dogs: ringing the bell without giving food caused salivation to decrease across trials until it stopped.<\/li>\n<\/ul>\n<\/section>\n<h2><b>Spontaneous Recovery: When the Response Returns<\/b><\/h2>\n<p class=\"p3\">Even after extinction occurs, the learned response can suddenly return.<\/p>\n<section class=\"textbox keyTakeaway\">\n<h3>spontaneous recovery<\/h3>\n<p><strong>Spontaneous recovery <\/strong>is the return of a previously extinguished conditioned response following a rest period (Figure 1).<\/p>\n<figure id=\"attachment_6774\" aria-describedby=\"caption-attachment-6774\" style=\"width: 560px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-6774\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/855\/2016\/11\/30025615\/f29b947cfc3a298595421b9e67bf0bdc40bc307c.jpeg\" alt=\"A chart has an x-axis labeled \u201ctime\u201d and a y-axis labeled \u201cstrength of CR;\u201d there are four columns of graphed data. The first column is labeled \u201cacquisition (CS + UCS) and the line rises steeply from the bottom to the top. The second column is labeled \u201cExtinction (CS alone)\u201d and the line drops rapidly from the top to the bottom. The third column is labeled \u201cPause\u201d and has no line. The fourth column has a line that begins midway and drops sharply to the bottom. At the point where the line begins, it is labeled \u201cSpontaneous recovery of CR\u201d; the halfway point on the line is labeled \u201cExtinction (CS alone).\u201d\" width=\"560\" height=\"310\" \/><figcaption id=\"caption-attachment-6774\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. This is the curve of acquisition, extinction, and spontaneous recovery. The rising curve shows the conditioned response quickly getting stronger through the repeated pairing of the conditioned stimulus and the unconditioned stimulus (acquisition). Then the curve decreases, which shows how the conditioned response weakens when only the conditioned stimulus is presented (extinction). After a break or pause from conditioning, the conditioned response reappears (spontaneous recovery).<\/figcaption><\/figure>\n<p>For example:<\/p>\n<ul>\n<li class=\"p1\">Tiger stops responding to the can opener after months of no food pairings. When the can opener is used again to prepare her meal, she quickly becomes excited\u2014showing the re-emergence of the conditioned response.<\/li>\n<li class=\"p1\">Pavlov\u2019s dogs behaved the same way after a rest period: salivation returned even without new pairings of the bell and food.<\/li>\n<\/ul>\n<\/section>\n<h2>Putting It Together: Acquisition, Extinction, and Spontaneous Recovery<\/h2>\n<figure id=\"attachment_6492\" aria-describedby=\"caption-attachment-6492\" style=\"width: 360px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-6492\" src=\"https:\/\/content-cdn.one.lumenlearning.com\/wp-content\/uploads\/sites\/14\/2023\/03\/05160120\/pexels-minh-n-13118464-1.jpg\" alt=\"Ice cream truck\" width=\"360\" height=\"240\" srcset=\"https:\/\/content-cdn.one.lumenlearning.com\/wp-content\/uploads\/sites\/14\/2023\/03\/05160120\/pexels-minh-n-13118464-1.jpg 1920w, https:\/\/content-cdn.one.lumenlearning.com\/wp-content\/uploads\/sites\/14\/2023\/03\/05160120\/pexels-minh-n-13118464-1-300x200.jpg 300w, https:\/\/content-cdn.one.lumenlearning.com\/wp-content\/uploads\/sites\/14\/2023\/03\/05160120\/pexels-minh-n-13118464-1-1024x683.jpg 1024w, https:\/\/content-cdn.one.lumenlearning.com\/wp-content\/uploads\/sites\/14\/2023\/03\/05160120\/pexels-minh-n-13118464-1-768x512.jpg 768w, https:\/\/content-cdn.one.lumenlearning.com\/wp-content\/uploads\/sites\/14\/2023\/03\/05160120\/pexels-minh-n-13118464-1-1536x1024.jpg 1536w, https:\/\/content-cdn.one.lumenlearning.com\/wp-content\/uploads\/sites\/14\/2023\/03\/05160120\/pexels-minh-n-13118464-1-1200x800.jpg 1200w, https:\/\/content-cdn.one.lumenlearning.com\/wp-content\/uploads\/sites\/14\/2023\/03\/05160120\/pexels-minh-n-13118464-1-65x43.jpg 65w, https:\/\/content-cdn.one.lumenlearning.com\/wp-content\/uploads\/sites\/14\/2023\/03\/05160120\/pexels-minh-n-13118464-1-225x150.jpg 225w, https:\/\/content-cdn.one.lumenlearning.com\/wp-content\/uploads\/sites\/14\/2023\/03\/05160120\/pexels-minh-n-13118464-1-350x233.jpg 350w\" sizes=\"(max-width: 360px) 100vw, 360px\" \/><figcaption id=\"caption-attachment-6492\" class=\"wp-caption-text\"><strong>Figure 2<\/strong>. If you develop an ice cream habit,\u00a0 you may find your mouth watering just at the sight or sounds of the truck.<\/figcaption><\/figure>\n<p>Of course, these processes also apply to humans. For example, let\u2019s say that every day when you walk to campus, an ice cream truck passes your route. Day after day, you hear the truck\u2019s music (neutral stimulus), so you finally stop and purchase a chocolate ice cream bar. You take a bite (unconditioned stimulus) and then your mouth waters (unconditioned response). This initial period of learning is known as acquisition, when you begin to connect the neutral stimulus (the sound of the truck) and the unconditioned stimulus (the taste of the chocolate ice cream in your mouth).<\/p>\n<h3><b>Acquisition<\/b><\/h3>\n<ul>\n<li class=\"p1\">Jingle (CS) \u2192 ice cream taste (UCS) \u2192 salivation (UCR)<\/li>\n<li class=\"p1\">After several pairings, the jingle alone causes salivation (CR).<\/li>\n<\/ul>\n<h3><b>Extinction<\/b><\/h3>\n<ul>\n<li class=\"p1\">For several days, you hear the jingle but don\u2019t buy ice cream.<\/li>\n<li class=\"p1\">Your salivation response decreases and eventually stops.<\/li>\n<\/ul>\n<h3><b>Spontaneous Recovery<\/b><\/h3>\n<ul>\n<li>\n<p class=\"p1\">After a weekend without hearing the truck, the Monday morning jingle triggers salivation again\u2014even though no new learning occurred.<\/p>\n<\/li>\n<\/ul>\n","protected":false},"author":20,"menu_order":10,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Classical Conditioning\",\"author\":\"OpenStax College\",\"organization\":\"\",\"url\":\"https:\/\/openstax.org\/books\/psychology-2e\/pages\/6-2-classical-conditioning\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"Download for free at https:\/\/openstax.org\/books\/psychology-2e\/pages\/1-introduction\"},{\"type\":\"original\",\"description\":\"Modification and adaptation\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"pd\",\"description\":\"Ice Cream Truck\",\"author\":\"Minh N\",\"organization\":\"Pexels\",\"url\":\"https:\/\/www.pexels.com\/photo\/people-walking-on-the-street-13118464\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"}]","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":512,"module-header":"learn_it","content_attributions":[{"type":"cc","description":"Classical Conditioning","author":"OpenStax College","organization":"","url":"https:\/\/openstax.org\/books\/psychology-2e\/pages\/6-2-classical-conditioning","project":"","license":"cc-by","license_terms":"Download for free at https:\/\/openstax.org\/books\/psychology-2e\/pages\/1-introduction"},{"type":"original","description":"Modification and adaptation","author":"","organization":"Lumen Learning","url":"","project":"","license":"cc-by","license_terms":""},{"type":"pd","description":"Ice Cream Truck","author":"Minh N","organization":"Pexels","url":"https:\/\/www.pexels.com\/photo\/people-walking-on-the-street-13118464\/","project":"","license":"cc0","license_terms":""}],"internal_book_links":[],"video_content":null,"cc_video_embed_content":{"cc_scripts":"","media_targets":[]},"try_it_collection":null,"_links":{"self":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/523"}],"collection":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/users\/20"}],"version-history":[{"count":13,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/523\/revisions"}],"predecessor-version":[{"id":7270,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/523\/revisions\/7270"}],"part":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/parts\/512"}],"metadata":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapters\/523\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/media?parent=523"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/pressbooks\/v2\/chapter-type?post=523"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/contributor?post=523"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/introductiontopsychology\/wp-json\/wp\/v2\/license?post=523"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}