Continuing with my stubbornness of encouraging and convincing people that they should walk, I will now use the concept of human conditioning to take effect in a more convincing way. I will do so, using this resource in a more analytical and programmatic way, because I have already referred to this topic implicitly in other Posts when I have analyzed habits.
To do this, I will delve into Pavlov’s Reflex and some other theories about Human Conditioning.
The relationship between human conditioning and Pavlov’s conditioned reflex lies in the ability of humans to learn and associate stimuli in a similar way to how other animals do, such as Pavlov’s dogs. Both concepts highlight the importance of associations and learning connections between stimuli and responses in human and animal behavior.
Human conditioning and Pavlov’s conditioned reflex are related concepts that focus on how stimuli can influence human behavior.
Pavlov’s conditioned reflex, also known as classical conditioning or Pavlovian conditioning, was discovered by the Russian physiologist Ivan P. Pavlov. Pavlov observed that dogs could associate a neutral stimulus, such as the ringing of a bell, with food. After repeating this association several times, the dogs began to salivate just upon hearing the sound of the bell, even without the presence of food. This phenomenon demonstrated how a previously neutral stimulus (the bell) could elicit a conditioned response (salivating) after being repeatedly associated with an unconditioned stimulus (food).
Human conditioning follows a similar principle. It refers to the process by which people learn to associate stimuli and responses, whether consciously or unconsciously. Humans can also develop conditioned responses through repetition and association of stimuli. For example, if someone associates happy music with happy times, they are likely to experience positive emotions when listening to that music in the future.
If we consider walking as the bell and salivating as a stimulus to the digestive system or other systems, organs and glands of the human body, we could establish an analogy to illustrate how human conditioning and the Pavlov reflex could be applied to everyday activities.
In this case, let’s imagine that every time a person walks, they perform an activity that produces a response in their digestive system. For example, we might associate the act of walking with the anticipation of a meal. As this association repeats, the person may begin to experience physiological responses in their digestive system, such as the release of gastric juices, simply by starting to walk.
This association between walking and the response of the digestive system would be an example of human conditioning. Walking becomes a conditioned stimulus that, after repeated associations with the activity of eating, triggers responses in the body related to digestion. In this context, walking acts as the “bell” in Pavlov’s experiment, and the response of the digestive system would be comparable to the “salivating” of dogs.
This example illustrates how our actions and environments can condition responses in our biological systems. Human conditioning is a phenomenon that occurs throughout our lives, as we learn to associate stimuli and responses in various situations. This process can influence a wide range of physiological and behavioral responses in the human body.
There are various theories and approaches that have been developed to expand and complement the understanding of human conditioning, and some of them have evolved beyond Pavlov’s original conditioned reflex framework. Below are some important theories and approaches in this area:
1.-Operant Conditioning (B.F. Skinner).
B.F. Skinner proposed Operant Conditioning, which focuses on how the consequences of actions affect the probability of those actions being repeated in the future. This approach highlights the importance of positive and negative reinforcement in learning and habit formation.
2.-Social Learning Theory (Albert Bandura).
Albert Bandura introduced Social Learning Theory, which highlights the importance of observation and imitation in learning. The theory holds that people can learn new behaviors by observing others and the consequences of those behaviors.
3.-Cognitive Conditioning Theory (Edward C. Tolman).
Tolman proposed the Cognitive Conditioning Theory, which incorporates cognitive elements in the learning process. Highlights the importance of cognitive maps and mental understanding in the formation of conditioned behaviors.
4.-Second Order Conditioning Theory (N. R. F. Maier).
This theory extends the concept of conditioning across multiple levels. Instead of directly associating a stimulus with a response, it involves the association of a conditioned stimulus with another conditioned stimulus to produce the response.
5.-Information Processing Theory (Richard Rescorla and Allan Wagner).
This theory suggests that conditioning is based on prediction and information processing. Rescorla and Wagner proposed a mathematical model that describes how organisms form expectations about future events through conditioning.
These theories and approaches have enriched the understanding of human conditioning by providing additional perspectives on how we learn, remember, and apply conditioned behaviors in various contexts. Each of these theories has influenced psychology and contributed to the evolution of the field beyond the original principles of Pavlov’s conditioned reflex.
The theory of operant conditioning, proposed by B.F. Skinner, could be better associated with the human being’s willingness or reluctance to walk with the specific objective of conditioning him to walk, including the Pavlov reflex.
In operant conditioning, behavior is modified by the consequences that follow. In this case, we could consider the act of walking as the behavior we want to condition. If we associate walking with positive consequences or rewards, it is likely to increase the likelihood that the person will continue walking.
For example, we might reward a person every time they walk a certain distance, whether with a feeling of well-being, release of endorphins, or other perceived benefits. Over time, the association between walking and reward could lead to a more positive disposition toward the activity of walking, thus conditioning behavior.
This approach can also incorporate elements of Pavlov’s conditioned reflex. The walk, in this context, would act as the conditioned stimulus (Pavlov’s bell), while the reward would serve as the conditioned response (Pavlov’s salivate). Repetition of this association would strengthen the connection between walking and the positive experience, thus conditioning the willingness to walk.
In summary, operant conditioning theory offers a solid conceptual framework for understanding and modifying behaviors, such as the act of walking, by associating it with consequences that reinforce the desired behavior.
GENERAL CONDITIONING SCHEME FOR WALKING
In the simile of walking, the strict sequence to achieve conditioning could be as follows:
1. Unconditioned Stimulus (US): The activity of walking.
2. Neutral Stimulus (NS): The environment, visual signal or any other neutral stimulus associated with the walking activity.
3. Association: Repeat the association between the act of walking (EI) and the neutral stimulus (NS).
As this association is repeated, the neutral stimulus (NS), which originally did not elicit any specific response, becomes a conditioned stimulus (CS) that, on its own, can begin to evoke responses similar to those associated with the act. of walking.
4. Conditioned Response (CR): The willingness to walk, the activation of the muscular system and other physiological changes associated with walking.
In short, the sequence follows the same basic principle of Pavlov’s classical conditioning, but adapted to the act of walking. The activity of walking is repeatedly associated with a neutral stimulus (NS), which eventually becomes a conditioned stimulus (CS) capable of evoking the conditioned response (CR), which in this case would be the willingness to walk and the associated physiological responses.
SPECIFIC CONDITIONING SCHEME FOR WALKING WITH THE DIGESTIVE SYSTEM
To create a conditioned association between the act of walking and a response in the digestive system, we can consider additional elements that reinforce the connection. Below I propose some factors that could contribute to the formation of this conditioned reflex:
1. Context of the Walk: Associate the walk with a specific context, such as a place or a daily routine. For example, walking after meals or before certain events.
2. Specific Clothing or Accessories: Wearing special shoes and clothing could be elements associated with the activity of walking. You can also consider some accessories or even music to accompany us during walks.
3. Regular Schedule: Establishing a regular walking schedule can contribute to the partnership. If we always walk at the same time, the body could begin to anticipate the activity and activate associated physiological responses, such as preparing the digestive system.
4. Preparations before Walking: Performing specific actions before walking, such as stretching or mental preparations, could be associated with the activity of walking and, over time, trigger responses in the digestive system.
5. Association with Food: Combining walking with eating food could strengthen the connection. For example, walking before a meal regularly could associate the activity of walking with preparing the digestive system for food intake.
Let us keep in mind that the key is in the consistency and repetition of these associations. The more times the relationship between the walking activity and the associated elements are repeated, the greater the likelihood that the conditioned reflex will develop in the digestive system.
WALKING CONDITIONING SCHEME WITH A SPECIFIC ELEMENT
The sequence to achieve an association between a specific item (such as special walking shoes) and the reflex in the digestive system could be as follows:
1. Unconditioned Stimulus (US): Special walking shoes.
2. Neutral Stimulus (NS): The anticipation or awareness that you are going to take a walk while wearing those special shoes.
3. Association: Repeat the association between the use of special shoes (EI) and the anticipation of the walk (NS).
Over time, the anticipation of walking (NS) could become a conditioned stimulus (CS) capable of evoking associated physiological responses.
4. Conditioned Response (CR): The conditioned response could manifest itself at different levels:
• At a motor level: The willingness to walk, the muscle activation associated with walking.
• At a cognitive level: The conscious anticipation of the walk.
• At a physiological level: Changes in the digestive system in preparation for physical activity.
5. Side Effects on Other Organs and Glands: Since the digestive system is interconnected with other systems in the body, the initial activation of the digestive system could also have side effects on other organs and glands, such as the release of stress-related hormones or activation of the cardiovascular system.
It is essential to highlight that repetition and consistency are key to establishing and strengthening these associations. The more times the connection between the stimulus (special shoes), the anticipation of the walk and the physiological responses is repeated, the more ingrained the conditioned association will be in the organism.
Mainly, to develop this topic, we have selected the digestive system to stimulate it and obtain a conditioned response from it, however, we could also create these conditionings for creative thinking or for the neurocognitive system. For example, we are certain that walking stimulates and increases creativity, so we could focus and experiment specifically on this function, to achieve conditioning.
For example, develop the following scheme:
CONDITIONING SCHEME FOR WALKING WITH CREATIVITY
Let’s use special shoes to associate it with walking and look for the conditioned reflection of the increase in creativity.
1. Unconditioned Stimulus (US): Special walking shoes.
2. Neutral Stimulus (NS): The anticipation or awareness that you are going to take a walk while wearing those special shoes.
3. Association: Repeat the association between the use of special shoes (EI) and the anticipation of the walk (NS).
Over time, the anticipation of walking (NS) could become a conditioned stimulus (CS) capable of evoking responses from the cognitive system.
4. Conditioned Response (CR): The conditioned response could manifest itself:
• At a cognitive level: The conscious anticipation of the walk.
• Stimulation of creativity
Meanwhile, let’s get ready to walk and observe our dog every morning when we grab his collar. He immediately starts jumping with pleasure.
