In classical conditioning, the steak is the unconditioned stimulus in this scenario. The unconditioned stimulus is the object that naturally provokes the unconditioned response (e.g. salivation to steak) without any sort of training or pairing. The unconditioned stimulus (e.g. steak) is then paired with the conditioned stimulus (e.g. the bell), which is what the experimenter wants the subject to associate the unconditioned stimulus with. Once the subject associates the conditioned stimulus with the unconditioned stimulus enough, they start to have a conditioned response (e.g. salivation to bell alone).

We can see that Ted is being "classically conditioned" to salivate at the sight of the silver pot. This is because a neutral stimulus (i.e. the silver pot) is being repeatedly paired with an unconditioned stimulus (i.e. the delicious chili), which by itself naturally produces an unconditioned response (i.e. salivation). Now, the sight of the pot (now a conditioned stimulus) produces the same response (now a conditioned response).

In classical conditioning, the steak is the unconditioned stimulus in this scenario. The unconditioned stimulus is the object that naturally provokes the unconditioned response (e.g. salivation to steak) without any sort of training or pairing. The unconditioned stimulus (e.g. steak) is then paired with the conditioned stimulus (e.g. the bell), which is what the experimenter wants the subject to associate the unconditioned stimulus with. Once the subject associates the conditioned stimulus with the unconditioned stimulus enough, they start to have a conditioned response (e.g. salivation to bell alone).

"Ivan Pavlov" was a Russian physiologist who is primarily known for his research on classical conditioning with dogs. Pavlov was looking at salivation in dogs in response to being fed, when he noticed that his dogs would begin to salivate whenever he entered the room, even if he was not bringing food to them.As a result, he posited that his presence functioned as an unconditioned stimulus, which lead to the dogs' salivation as an unconditioned response.

Extinction is the eventual cessation of a learned response (salivating) after the conditioned response (the bell) and unconditioned (the food) are no longer presented together to the subject (the dog).

"A dog begins salivating to the sound of a bell after the bell and food have not been presented together for a significant period of time" is the opposite of the classical conditioning concept of extinction, and goes against the rules of classical conditioning.

"A dog starts salivating to the sound of a bell because the bell and food are presented together" refers to acquisition, the learning of the conditioned stimulus and the unconditioned stimulus pairing.

"A dog salivates to the presentation of a red napkin because the red napkin was often presented with a bell, which was originally often presented with food" describes second-order conditioning, in which a conditioned stimulus from a previous round of conditioning becomes the unconditioned stimulus in a new round.

"A dog salivates to the sound of a whistle because the bell and food were presented together many times, and a whistle is similar to a bell" refers to the concept of generalization, when the conditioned response is observed even when the conditioned stimulus is slightly different from the original one.

Higher-order conditioning, also known as second-order conditioning, in classical conditioning is when a neutral stimulus becomes linked to a conditioned stimulus. All that's required for this process is for the neutral stimulus to become associated with a prior conditioned stimulus. For instance, in terms of Pavlov's experiment, if a tone triggers salivation, then a flashing light that becomes associated with the tone will trigger salivation. However, second-order conditioning is weaker than first-order.

Associative learning is the idea that living beings of even limited intelligence can learn to associate the occurrence of one event with the occurrence of another. This may be two stimuli occurring in pairs (classical conditioning) or an action and a paired consequence (operant conditioning).

This is an example of classical conditioning because learning (e.g. changes in fetal activity) occurred when music was played, as a result of several weeks of pairing relaxation exercises with music. This indicates that music was the conditioned stimulus (CS), and the exercises were the unconditioned stimulus (US). With operant learning, there are contingencies between specific behaviors and rewards (e.g. a rat receiving a pellet when pressing a lever). Because there is no contingency or reward here, it cannot be defined as operant learning.

Ivan Pavlov is one of the earliest psychologists known for classical conditioning and is particularly famous for his experiments in which he got dogs to associate food with sounds, leading them to salivate when there was a bell even when there was not food present.

John Watson was a classical conditioning psychologist who is most famous for his "Little Albert" experiment in which he trained a young boy to be afraid of a rat (or anything like looked like a white rat) because he made an unpleasant noise while presenting the rat. This research indicated that humans too could be classically conditioned.

Edward Thorndike came up with the law of effect, which states that positive consequences increase the likelihood that an action will be repeated and negative consequences decrease the likelihood that it will.

B.F. Skinner based his research off of Thorndike's law of effect and is considered to be the founder of operant conditioning (the type of learning in which the effects of an action determine whether it will be repeated in the future). He is most famous for Skinner's box-- a box in which he placed animals to conduct operant conditioning experiments.

Sigmund Freud is not a psychologist associated with conditioning at all. Instead, he came up with psychodynamic theories that explained people's actions in terms of conflicts in their unconscious.

"Classical conditioning" is a type of learning in which a stimulus (e.g. a microphone or stage) acquires to capacity to evoke a response that was originally evoked by another stimulus (i.e. performing in front of a group) due to being paired with one another.