Table of ContentsView AllTable of ContentsExamplesImportanceClassical and Operant ConditioningStimulus Discrimination
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Examples
Importance
Classical and Operant Conditioning
Stimulus Discrimination
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In the conditioning process, stimulus generalization is the tendency for theconditioned stimulusto evoke similar responses after the response has been conditioned. For example, if a dog has been conditioned to bark with excitement when it hears the jingle of keys in the front door, similar sounds may evoke the same response.
At a GlanceOnce a response has been conditioned, it’s important to be able to distinguish between a learned stimulus and other stimuli that may be similar. Think of it this way—if you’re supposed to begin running a race when you hear a signal, you need to recognize that signal and tell it apart from other similar sounds.Let’s take a closer look at some examples of stimulus generalization and learn more about how it works in classical and operant conditioning.
At a Glance
Once a response has been conditioned, it’s important to be able to distinguish between a learned stimulus and other stimuli that may be similar. Think of it this way—if you’re supposed to begin running a race when you hear a signal, you need to recognize that signal and tell it apart from other similar sounds.Let’s take a closer look at some examples of stimulus generalization and learn more about how it works in classical and operant conditioning.
Once a response has been conditioned, it’s important to be able to distinguish between a learned stimulus and other stimuli that may be similar. Think of it this way—if you’re supposed to begin running a race when you hear a signal, you need to recognize that signal and tell it apart from other similar sounds.
Let’s take a closer look at some examples of stimulus generalization and learn more about how it works in classical and operant conditioning.
Examples of Stimulus Generalization
To better understand how stimulus generalization works, it can be helpful to look at a few examples.
The Little Albert Experiment
One famous psychology experiment perfectly illustrated how stimulus generalization works. In the classicLittle Albertexperiment, researchersJohn B. Watsonand Rosalie Rayner conditioned a little boy to fear a white rat.
Instead of distinguishing between the fear object and similar stimuli, the little boy became fearful of objects that were similar in appearance to the white rat. (Though it should be noted, this experiment has been the subject of much debate and controversy in recent years).
Other Examples of Stimulus Generalization
Other real-life examples of stimulus generalization include:
Why Stimulus Generation Is Important
It is important to understand how stimulus generalization can influence responses to the conditioned stimulus. Once a person or animal has been trained to respond to a stimulus, very similar stimuli may produce the same response as well.
Stimulus generalization can be a problem if an individual needs to be able to distinguish between stimuli and respond only to a particular stimulus.
In this case, you would want to usestimulus discriminationto train your dog to distinguish between different voice commands.
Stimulus generalization can also explain why the fear of a certain object often affects many similar objects.
A person afraid of spiders generally won’t be afraid of just one type of spider. Instead, this fear will apply to all types and sizes of spiders. The individual might even be afraid of toy spiders and pictures of spiders. This fear may even generalize to other creatures that are similar to spiders, such as other bugs and insects.
Stimulus Generalization in Classical and Operant Conditioning
Stimulus generalization can occur in bothclassical conditioningandoperant conditioning. Little Albert’s fear of white furry objects is a great example of how stimulus generalization works in classical conditioning. While the child had originally been conditioned to fear a white rat, his fear also generalized to similar objects.
In operant conditioning, stimulus generalization explains how we can learn something in one situation and apply it to other similar situations.
ExampleImagine that parents punish their son for not cleaning his room. He eventually learns to clean up his messes to avoid punishment. Instead of having to relearn this behavior at school, he applies the same principles he learned at home to his classroom behavior and cleaned up his messes before the teacher can punish him.
Example
Imagine that parents punish their son for not cleaning his room. He eventually learns to clean up his messes to avoid punishment. Instead of having to relearn this behavior at school, he applies the same principles he learned at home to his classroom behavior and cleaned up his messes before the teacher can punish him.
Stimulus Generalization vs. Stimulus Discrimination
However, a subject can be taught to discriminate between similar stimuli and only to respond to a specific stimulus. For example, imagine that a dog has been trained to run to his owner when he hears a whistle. After the dog has been conditioned, he might respond to a variety of sounds that are similar to the whistle.
Because the trainer wants the dog to respond only to the specific sound of the whistle, the trainer can work with the animal to teach him to discriminate between different sounds. Eventually, the dog will respond only to the whistle and not to other tones.
A Classic Experiment on Generalization and Discrimination
In another classic experiment conducted in 1921, researcher Shenger-Krestovnika paired the taste of meat (which is theunconditioned stimulusin this instance) with the sight of a circle. The dogs then learned to salivate (which is theconditioned response) whenever they saw the circle.
Researchers also observed that the dogs would begin to salivate when presented with an ellipse, which was similar but slightly different than the circle shape. After failing to pair the sight of the ellipse with the taste of meat, the dogs were able to discriminate eventually between the circle and ellipse.
Stimulus generalization can have an important impact on the response to a stimulus. Sometimes individuals are able to discriminate between similar items, but in other cases, similar stimuli tend to evoke the same response.
Takeaways
Stimulus generalization can play an important role in the conditioning process. Sometimes it can lead to desirable responses, such as how learning good behaviors in one setting can transfer to displaying the same good behaviors in other settings.
In other cases, this tendency to generalize between similar stimuli can lead to problems. Failing to distinguish between two commands might make the learning process more difficult and can lead to incorrect responses.
Fortunately, the same conditioning principles that are used to teach new behaviors can also be applied to help learners discriminate between similar stimuli and only respond to the desired stimulus.
6 SourcesVerywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Watson JB, Rayner R.Conditioned emotional reactions.Journal of Experimental Psychology. 1920;3(1):1-14. doi:10.1037/h0069608Fridlund AJ, Beck HP, Goldie WD, Irons G.Little Albert: A neurologically impaired child.History of Psychology. 2012;15(4):302-327. doi:10.1037/a0026720Franzoi.Psychology: A Discovery Experience, Copyright Update. Cengage Learning; 2014.McNeil DW, Randall CL, Lejuez CW, Sorrell JT.Mechanisms of learning and behavior change in social anxiety disorder. In: Social Anxiety. Elsevier; 2014:451-481. doi:10.1016/B978-0-12-394427-6.00015-7Gray JA.The Psychology of Fear and Stress. United Kingdom, Cambridge University Press, 1987.FeldmanHall O, Dunsmoor JE, Tompary A, Hunter LE, Todorov A, Phelps EA.Stimulus generalization as a mechanism for learning to trust.Proc Natl Acad Sci USA. 2018;115(7):E1690-E1697. doi:10.1073/pnas.1715227115
6 Sources
Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.Watson JB, Rayner R.Conditioned emotional reactions.Journal of Experimental Psychology. 1920;3(1):1-14. doi:10.1037/h0069608Fridlund AJ, Beck HP, Goldie WD, Irons G.Little Albert: A neurologically impaired child.History of Psychology. 2012;15(4):302-327. doi:10.1037/a0026720Franzoi.Psychology: A Discovery Experience, Copyright Update. Cengage Learning; 2014.McNeil DW, Randall CL, Lejuez CW, Sorrell JT.Mechanisms of learning and behavior change in social anxiety disorder. In: Social Anxiety. Elsevier; 2014:451-481. doi:10.1016/B978-0-12-394427-6.00015-7Gray JA.The Psychology of Fear and Stress. United Kingdom, Cambridge University Press, 1987.FeldmanHall O, Dunsmoor JE, Tompary A, Hunter LE, Todorov A, Phelps EA.Stimulus generalization as a mechanism for learning to trust.Proc Natl Acad Sci USA. 2018;115(7):E1690-E1697. doi:10.1073/pnas.1715227115
Verywell Mind uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read oureditorial processto learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.
Watson JB, Rayner R.Conditioned emotional reactions.Journal of Experimental Psychology. 1920;3(1):1-14. doi:10.1037/h0069608Fridlund AJ, Beck HP, Goldie WD, Irons G.Little Albert: A neurologically impaired child.History of Psychology. 2012;15(4):302-327. doi:10.1037/a0026720Franzoi.Psychology: A Discovery Experience, Copyright Update. Cengage Learning; 2014.McNeil DW, Randall CL, Lejuez CW, Sorrell JT.Mechanisms of learning and behavior change in social anxiety disorder. In: Social Anxiety. Elsevier; 2014:451-481. doi:10.1016/B978-0-12-394427-6.00015-7Gray JA.The Psychology of Fear and Stress. United Kingdom, Cambridge University Press, 1987.FeldmanHall O, Dunsmoor JE, Tompary A, Hunter LE, Todorov A, Phelps EA.Stimulus generalization as a mechanism for learning to trust.Proc Natl Acad Sci USA. 2018;115(7):E1690-E1697. doi:10.1073/pnas.1715227115
Watson JB, Rayner R.Conditioned emotional reactions.Journal of Experimental Psychology. 1920;3(1):1-14. doi:10.1037/h0069608
Fridlund AJ, Beck HP, Goldie WD, Irons G.Little Albert: A neurologically impaired child.History of Psychology. 2012;15(4):302-327. doi:10.1037/a0026720
Franzoi.Psychology: A Discovery Experience, Copyright Update. Cengage Learning; 2014.
McNeil DW, Randall CL, Lejuez CW, Sorrell JT.Mechanisms of learning and behavior change in social anxiety disorder. In: Social Anxiety. Elsevier; 2014:451-481. doi:10.1016/B978-0-12-394427-6.00015-7
Gray JA.The Psychology of Fear and Stress. United Kingdom, Cambridge University Press, 1987.
FeldmanHall O, Dunsmoor JE, Tompary A, Hunter LE, Todorov A, Phelps EA.Stimulus generalization as a mechanism for learning to trust.Proc Natl Acad Sci USA. 2018;115(7):E1690-E1697. doi:10.1073/pnas.1715227115
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