There is no method for developing a conditioned reflex. Open Library - an open library of educational information. Methods for developing conditioned reflexes
Development of instrumental conditioned reflexes.
Classical technique for developing a conditioned reflex.
Methods for developing conditioned reflexes.
Reflexes produced using this technique are called reflexes of the first kind or classical reflexes.
Methodology.
First, a conditioned signal is given, and after a short period of time an unconditioned stimulus (food, pain) is given. They work together for some time. The experiment is repeated several times until the unconditioned reaction begins to manifest itself already under the influence of a conditioned signal (saliva is released at the sight of a light bulb). For most higher mammals, 10-15 repetitions are required.
Pavlov believed that a conditioned stimulus becomes a substitute for an unconditioned one, as it begins to evoke the same reaction. This is the stimulus substitution theory.
Conditions for the development of a classical conditioned reflex:
The coincidence in time of the conditioned and unconditioned stimuli is necessary;
The conditional signal must precede the unconditional signal;
The conditioned stimulus should not cause a strong reaction on its own;
Normal state of the higher parts of the central nervous system and a high level of motivation.
Lack of extraneous irritants.
Reflexes produced using this technique are called type II reflexes or instrumental reflexes.
Methodology.
The animal is placed in a cage (“problem box”), in order to get out of the cage, it must press a lever. This technique is also called the "discrete trial" method or the "trial, error and random success" method, since the animal initially acts at random until it succeeds by chance. The difference between instrumental conditioned reflexes and classical ones lies in the method of development. The animal itself must be active, whereas in classical experiments the animal is passive.
Methodology.
The animal is placed in a cage and allowed to do as it pleases. Some actions are reinforced and the animal begins to repeat them (or, conversely, avoid them). Subsequently, a method of successive approximation was developed, when the animal is taught complex actions, gradually making the task more difficult.
B. Skinner believed that using this method it was possible to develop any complex of actions, but later it turned out that this is not the case if the stimulus used causes instinctive behavior.
5. The concept of unconditioned reflexes and their classification
Animal behavior is based on simple and complex innate reactions - unconditioned reflexes, persistently transmitted by inheritance. An animal does not need training to exhibit unconditioned reflexes; it is born with reflex mechanisms ready for their manifestation, including a certain conductive apparatus, i.e. a ready-made nerve pathway - a reflex arc that ensures the passage of nerve stimulation from the receptor to the corresponding working organ (muscle or gland) when exposed to a certain stimulus. So, if you apply painful stimulation to a dog’s limb, it will certainly pull it away. This reaction undoubtedly will manifest itself with a strict pattern in any dog, therefore reactions of this type I.P. Pavlov called unconditioned reflexes .
The very first innate reactions of a newborn baby: breathing, sucking, urination and other physiological acts - all these are unconditional reflex reactions that ensure the existence of the organism for the first time. They arise under the influence of irritations coming mainly from internal organs: an overfilled bladder causes urination, the presence of feces in the rectum causes straining, leading to bowel movements, etc. As the animal grows and matures, a number of other, more complex unconditioned reflexes appear. This is, for example, the sexual reflex. A number of simple unconditional reflex acts are involved in the manifestation of a complex unconditional reflex reaction. For example, the food reaction of a newborn puppy is carried out with the participation of a number of simpler acts - sucking, swallowing movements, reflex activity of the salivary glands and stomach glands. Moreover, since the previous unconditional reflex act is a stimulus for the manifestation of the subsequent one, we speak of chain nature of unconditioned reflexes . In practice, observing a single simple unconditioned reflex is possible only in laboratory conditions, applying point stimulation to one single nerve ending and observing the response of one reflex arc. IN natural conditions, even in the case of a simple prick of a finger with a pin, several sensory neurons are always involved, and a whole bundle of motor neurons innervating the corresponding muscles takes part in withdrawing the hand. Therefore, in the process of studying animal behavior, it is more correct to use the term “unconditioned reflex reaction” instead of the term “unconditioned reflex”.
The innate reflex can manifest itself as long as the higher centers have not yet matured, but “disappears” as soon as the higher centers begin to exert an inhibitory effect. (for example, in a newborn child). This happens because the ontogenetic development of the nervous system occurs in the direction from the posterior caudal lower part of the brain, where the centers of simple innate reflexes are located, to the anterior, rostral, higher parts. From the moment an organism is born, it has all the properties of an integral system that enters into continuous interaction with the external environment. The product of this interaction is behavior. In progress individual development, organisms learn which behavioral responses produce the best results and change their behavior accordingly. Holistic behavior includes two types of adaptive reactions - genotypic, determined by the gene program, and phenotypic - determined by the interaction of the genotype and environmental conditions, or individually acquired, based on learning.
There are several classifications of unconditioned reflexes.
1. According to the nature of the stimulus and the biological meaning of the reaction (food, sexual, defensive, orientation reflex, children’s, etc.).
2. According to the degree of complexity (simple are reactions to a simple, single stimulus and the spinal cord is responsible for them, they are performed automatically. The medulla oblongata is responsible for complex ones, the midbrain is responsible for complex ones, the subcortical nuclei and partly the cortex are responsible for the most complex (instincts) cerebral hemispheres).
3. According to the function performed (classification by the Polish physiologist J. Konorski)
. Saving reflexes:
Reflexes of substances entering the body (inhalation, swallowing, etc.);
Reflexes for removing substances from the body (exhalation, urination, etc.);
Recovery reflexes (sleep);
Reflexes of preserving the species (copulation, pregnancy, caring for offspring).
B. Protective reflexes:
Withdrawal or retreat reflexes;
Reflexes of eliminating irritants from the surface of the body;
reflexes to destroy or neutralize harmful agents (offensive reflexes).
Plan
1. Conditions for the formation of conditioned reflexes in the experiment.
2. The mechanism of formation and ways of closing conditional connections.
3. Inhibition in the cerebral cortex, its types. Age-related features of the development of conditioned inhibition in the cerebral cortex.
4. Instinctive behavior and its genetic basis.
5. Complex forms of acquired behavior.
MECHANISM OF FORMATION OF CONDITIONED REFLEX.
TYPES OF CONDITIONED REFLEXES
Differences between conditioned and unconditioned reflexes
Conditioned and unconditioned reflexes have a single material basis - nervous processes. In behavioral acts, conditioned and unconditioned reflexes represent a kind of alloy, a unity of innate and acquired. In adult animals, “pure” unconditioned reflexes are practically not detected. All of them seem to acquire conditioned reflexes.
The differences between these two groups of reflexes are relative, but they are important for understanding the mechanism of formation of conditioned reflex connections.
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Unconditioned reflexes |
Conditioned reflexes | ||
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Congenital, specific |
Purchased, customized | ||
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Persistent, stereotypical, little changeable |
Variable, may come and go | ||
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Have a reflex arc ready at the time of birth |
The arc is formed throughout life with the formation of temporary connections | ||
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They are carried out predominantly by the lower parts of the central nervous system (subcortical nuclei, brain stem, spinal cord) |
Carried out primarily by the cerebral cortex with the participation of nearby subcortical formations | ||
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Caused by stimuli specific to a given activity (food, pain, light, etc.) |
They do not require a specific stimulus: any indifferent signal can become conditioned when combined with an unconditioned one | ||
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Examples: Salivation when food enters the mouth; withdrawal of the paw in response to a painful stimulus. |
Examples: Secretion of saliva in response to a light (sound) stimulus; withdrawal of the paw when giving a conditioned signal without reinforcement. | ||
Development of conditioned reflexes
Reflexes are called conditioned because they arise (both in nature and in the laboratory) only under certain conditions. Some of them are:
Repeated combination of a previously indifferent conditioned stimulus with the action of a reinforcing unconditional (or previously well-developed conditioned) stimulus;
Some advance in time of the influence of the indifferent agent to the action of the reinforcing stimulus;
The waking state of the body;
Lack of other species active work and extraneous irritants;
A sufficient degree of excitability of the animal to the action of an unconditional reinforcing stimulus;
Suprathreshold intensity of the conditioned stimulus.
In laboratory conditions, the formation of a classical conditioned reflex begins with the extinction of the animal’s indicative reaction to the stimulus, which in the future should be a conditioned signal. So, if you light a light bulb in front of a dog, then first it has an orientation reflex (turning its head, body, moving its eyes towards the light). When the light bulb is re-ignited, the indicative reaction decreases and then fades away. The light of a light bulb becomes an indifferent stimulus.
Subsequently, this stimulus acts in isolation for 5–10 seconds, after which an unconditioned stimulus (food) is added to it. The combined action of stimuli continues throughout the eating period. This combination of a conditioned signal and an unconditioned stimulus is repeated several times (8–10 combinations in one experiment). After several sessions, lighting the light bulb will cause salivation without food reinforcement, which indicates the development of a conditioned salivary reflex.
A motor-defensive conditioned reflex is developed in a similar way when an indifferent stimulus is combined with painful stimulation of an animal’s limb. An indicator of the formation of a reflex is the flexion of the paw (removal from danger) under the action of one conditioned stimulus.
The animal’s task is somewhat more complicated when developing an operational (instrumental) conditioned reflex. Unlike classical conditioned reflexes, reinforcement here is given only after a certain motor reaction of the animal in response to a conditioned stimulus (pressing a lever, pulling a ring with teeth, opening a door, running through a maze). At first, this reaction of animals may appear accidentally, then it becomes natural. Operant conditioned reflexes form the basis of animal motor skills.
For studying the GNI of farm animals, the most convenient method is the method of motor-food conditioned reflexes, when the experimental conditions are closest to the natural conditions of keeping the animal. There are two main variants of this technique:
free-motor, also called the “jogging method”, where the conditioned reflex reaction is the movement of the animal towards the food;
local-motor, when the animal develops an instrumental (operant) reflex with the registration of a specific local movement preceding the receipt of food (for example, pressing the muzzle on a lever or on the bottom of an empty feeder).
Thus, like complex unconditioned reflexes, a conditioned reflex is the result of a synthesis, a combination of two or more unconditioned ones. Due to the coincidence in time, one of the unconditioned stimuli loses its own unconditioned effect (for example, indicative) and begins to cause a previously unusual reaction - food, defensive, sexual, etc., thus becoming a conditioned signal.
Conditioned reflexes formed by combining a conditioned signal with an unconditioned stimulus are called first-order conditioned reflexes.
Those conditioned reflexes that are formed on the basis of the combination of an external agent with a verbal signal that already evokes a strong permanent conditioned reflex of the first order are called conditioned reflexes of the second order. It is possible to develop conditioned reflexes of a higher order.
The training of service dogs is carried out according to a certain system called training methodology. It includes a set of methods and techniques used in training dogs of a particular service, including the technique of developing conditioned reflexes.
Method of developing conditioned reflexes is called a system of combinations and exercises in a certain operating mode, taking into account individual characteristics dogs. When training service dogs, the method of developing conditioned reflexes is somewhat different from the Pavlovian method.
Firstly, ready-made behavioral reactions of varying complexity are used to develop conditioned reflexes.
Secondly, the development of conditioned reflexes is complicated by the creation various conditions and a wide variety of stimuli used in order to develop stable dynamic skills in the dog.
Thirdly, the need for rapid development of skills and reliability of their manifestation requires the inclusion of additional factors of activation and stimulation, called reinforcements.
The components and basic principles of the methodology for developing conditioned reflexes when training service dogs are:
Definition and practical use an optimal system of combinations of conditioned and unconditioned stimuli during the development of the initial conditioned reflex;
Definition and practical application of a rational system of exercises to develop skills;
Selection and skillful application in various ways reinforcement of combinations of a conditioned stimulus with an unconditioned one and the resulting conditioned reflexes;
Determination of the working mode in terms of time and strength of the workload in order to develop in the dog a working state that corresponds to the working mode when using the dog in service.
The method of developing conditioned reflexes when training dogs requires the obligatory fulfillment of the conditions necessary for the formation of a conditioned reflex: determining a system of combinations, exercises, methods of reinforcement, work and rest mode in three stages, monitoring the formation of the initial conditioned reflex and correct formation skill. When developing conditioned reflexes, the interrelations of conditioned reflexes in complex skills and the features of their formation under the influence of stimuli from the environment are taken into account.
Combination system. A combination in training is the use of conditioned and unconditioned stimuli in order to develop a conditioned reflex. For example, a team. “Nearby” is combined with a jerk of the leash, forcing the dog to take the correct position near the trainer, or the “Come to me” command with showing it a treat, and the “Fass” command with the dog’s grip on the sleeve at the moment of striking it. Methods of unconditional influence on a dog can be different. Their purpose is to ensure that the dog performs the desired action (reaction).
Thus, by combining the trainer's signal with the dog's response to the unconditioned stimulus, a conditioned reflex is formed. One-time combinations do not cause the formation of conditioned reflexes, much less the skills necessary to use a dog in service. A conditioned reflex of average complexity is formed after 30–40 combinations. However, the continuous repetition of a large number of combinations does not accelerate, but rather inhibits the formation of the initial conditioned reflex. There is a need to determine the optimal number of combinations for the development of each type of conditioned reflex, taking into account the activity and interested work of the dog. A system of combinations in a certain mode achieves the development of an initial conditioned reflex, which is strengthened into a skill through repeated repetition of complex exercises.
Exercise system. An exercise in training is the execution of a group of combinations in order to develop, strengthen the initial conditioned reflex and form a skill out of it. The number of combinations in an exercise is established empirically for each skill separately. After each exercise, the dog is given a short rest with the command “Walk”. The initial data for subsequent exercises is considered to be the number of combinations in one exercise in which the dog does not lose activity and remains interested in continuing the work.
Depending on the type of skill being developed and how stimuli are used, one exercise can have from 1 to 10 combinations. For example, in exercises to develop the dog’s skill of walking next to the trainer, 7 or more combinations are used. When practicing techniques for teaching a dog to stand, lie down, sit and others - no more than 3-5 combinations in one exercise. To develop anger in a dog or train it to detain a running helper on the command “Fass”, one combination is enough. The same methodological rule is observed in exercises when sampling things, a person, a trace.
The duration of each exercise is determined not only by the number of combinations, but also by the complexity of the skill being developed. An exercise can consist of one group of identical or dissimilar combinations. In the first case, the exercise is called simple, in the second - complex or complex. Initial conditioned reflexes are developed and reinforced, as a rule, by a system of simple exercises. As training skills develop, systems of complex exercises are used, including combinations of sitting, laying, standing, crawling, calling to the trainer and allowing a free state in various variations.
The exercise system provides for the duration of time intervals between combinations and exercises. At the beginning of the development of a conditioned reflex, it is recommended to repeat combinations after 3–5 minutes so that they do not affect each other. The number of combinations in one exercise is no more than 2–3. With the first signs of the beginning of the formation of a conditioned reflex, the number of combinations in the exercise gradually increases, and the time intervals between them decrease. Between exercises, intervals for the dog to rest for 5–10 minutes are determined. In this regard, for working with a dog, a regime is determined in terms of time and strength of the workload.
Reinforcement is called, on the one hand, the use of an unconditioned stimulus after a signal stimulus (command) in order to force, compel the dog to perform the desired action, on the other hand, reward for the correct response to stimuli. In practice, the concept of reinforcement is often used in the sense of encouraging, stimulating the conditioned reflex activity of the dog.
The following types of stimulating reinforcement are distinguished: unconditional - food (treat), mechanical (stroking) and conditional - the word “Good” in a gentle, approving intonation. For example, the combination of the command “Near” with a jerk of the leash is reinforced by giving treats and stroking. The same reinforcements are made during the development of many conditioned reflexes.
Reinforcement of combinations significantly accelerates the process of formation of the initial conditioned reflex. But reinforcement is more important during the formation of a skill, when a newly formed conditioned reflex is easily inhibited and quickly fades away. Reinforcement leads to the involvement of additional brain mechanisms that have a stabilizing effect on the process of forming a conditioned reflex into a skill, thereby accelerating the training process. In dog training practice, they use different kinds reinforcements, the action of which should excite the nervous system, cause pleasant sensations and corresponding emotions. Emotional stress relieves the dog's passivity caused by mechanical influences and helps accelerate the closure of conditioned reflex connections in the cerebral cortex.
In dog training, full (100%) and partial (75%, 50%, 33% and 25%) reinforcement can be used. It has been noted that with 100% reinforcement of combinations, initial conditioned reflexes are formed 2–3 times faster and are resistant to inhibition, but easily fade away with subsequent withdrawal of reinforcement.
Further strengthening of the conditioned reflex to a skill is carried out using various types of reinforcements depending on the stage of formation of the conditioned reflex (skill). The system of reinforcements is determined by the leader of the training depending on the type of skill and the individuality of the dog.
Working with a dog. The working mode in training is necessary in order to accustom the dog to be in working condition for a long time. This is achieved by gradually increasing the number of different exercises, increasing the workload and duration of each exercise while gradually reducing the time for rest.
At the beginning of training, the duration of the working state should not exceed 10–15 minutes, and later it gradually increases. In parallel with the increase in the time the dog is in working condition, the workload increases. It involves a gradual increase physical activity on the dog, the introduction of conditions that make it difficult to work, as well as the use of different environments.
The workload at the end of the dog training course should be brought to the working regime used in the service; the distribution of the working regime over periods is determined by the method of training service dogs.
The formation of conditioned reflexes (skills) is controlled both by the trainer himself and by the leader of the classes. The trainer, knowing the behavioral characteristics of his dog, checks the correct choice and use of stimuli when training him. In order to keep the dog interested in work and ensure the rapid formation of conditioned reflexes and the formation of skills, he monitors the dog’s activity while practicing exercises and, if necessary, changes the work mode and methods of using stimuli. Using a system of checks, the trainer identifies the optimal number of combinations in one exercise for each skill and draws conclusions to determine the mode of further work with the dog.
The leader of the classes closely monitors the correct implementation of the training technique, the rate of formation of initial conditioned reflexes and the formation of skills. By analyzing the actions of the trainer and the behavior of the dog, the manager identifies the mistakes he makes and the unwanted connections formed in the dog, draws conclusions about the type of higher nervous activity and gives a conclusion about its suitability for further training. The first conditioned reflexes are the most difficult to develop. With the beginning of the formation of the dog's first skills, other conditioned reflexes are formed more easily and quickly. In addition, the trainer gains experience in training and the ability to control the dog’s behavior.
Through daily observation and a system of control checks, the training leader marks the beginning and completion of the formation of each skill in stages in the trained dogs.
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Methods for developing conditioned reflexes
For the formation of a conditioned reflex, certain conditions are required:
· A conditioned stimulus, or signal, can be any change that occurs in the external environment or inside the body. For each conditioned stimulus (lighting a light bulb, musical sounds, noises, pressure on the surface of the skin, touching, scratching, pricking, smelling, etc.) a conditioned reflex can be developed.
· For the formation of a conditioned reflex to a conditioned (indifferent) stimulus, it is necessary that this conditioned signal precede the unconditioned one and accompany it for some time during the latter’s action. For example, the bell (conditioned signal) should start ringing 5–30 s before the dog receives food (unconditioned stimulus), and there is no time to accompany the food. In order for a conditioned reflex to develop, you need to repeat this combination several times. If you combine a conditioned stimulus with food reinforcement, then soon a conditioned reflex will be formed to this previously indifferent stimulus.
· The same signal can become an irritant during the development of different conditioned reflexes. In one case, the bell can cause salivation, and in another - a defensive reflex, etc. This is explained by the fact that the nature of the conditioned reflex is determined by the reinforcing unconditioned reflex, ᴛ.ᴇ. conditioned reflexes are formed on the basis of unconditioned ones.
I.P. Pavlov developed a method for the formation of conditioned reflexes. The dog is placed in a special chamber, completely isolated from the outside world (no irritants from the external environment should penetrate into the chamber). The experimenter himself is outside the chamber. Using special equipment, various stimuli are created, food reinforcement is given, salivation is recorded, etc. At first I.P. Pavlov built a completely isolated chamber, but it later became clear that such absolute isolation was not necessary.
Τᴀᴋᴎᴍ ᴏϬᴩᴀᴈᴏᴍ, for the formation of conditioned reflexes the following are required special conditions:
1. The presence of two stimuli: indifferent (indifferent), which they want to make conditional, and unconditional, which causes some activity of the body, for example, salivation, withdrawal of a paw, etc.
2. An indifferent stimulus (light, sound, etc.) must precede the unconditional one and not accompany the action of the latter.
3. The unconditioned stimulus must be stronger than the conditioned one: for a well-fed dog with low excitability of the food center, the bell will not become a conditioned food stimulus.
4. Lack of distracting extraneous stimuli.
5. Active state of the cortex. This is true for humans as well. If the lecture is not interesting and a half-drowsy state develops, then the material is not remembered. A lively, emotional lecture with interesting examples is well remembered.
The conditioned reflex technique was proposed by I. P. Pavlov in his classic experiments on animals. The main condition for obtaining a conditioned reflex reaction is: the simultaneous use of two stimuli, of which one is indifferent, and the other is of vital importance for the animal (in the experiments of I.P. Pavlov, sound was often used as an indifferent stimulus, and a food stimulus as the second ). In this case, in the cerebral cortex in areas corresponding to the types of stimulation, two points of excitation are simultaneously formed, between which a temporary connection is established.
When this kind of combination is repeated, the temporary connection between the two centers is consolidated, and then the use of one indifferent stimulus is sufficient to evoke an unconditioned reflex (the applied sound causes salivation, as if food is being served to the animal). Consequently, the external stimulus appears to be a signal for conditioned reflex activity.
According to I.P. Pavlov, the formation of conditioned reflexes is ensured by the normal interaction of basic nervous processes - excitation and inhibition, their irradiation, positive and negative induction and other complex physiological processes.
Initially, excitation in the cerebral cortex spreads over a wide area (irradiation of excitation). During this period, a conditioned reflex in an animal can be obtained not only to the sound of the applied tone, but also to other sounds. Then the excitation is concentrated in a delimited area (excitation concentration). It can be assumed that the concentration of excitation occurs within the region of the brain that perceives irritation, and in other areas it is inhibited.
The process of inhibition, just like the excitatory process, can, if it intensifies, irradiate and then concentrate at a certain point.
The animal begins to differentiate stimuli, and an unconditioned reaction can occur only to the sound of a certain tone. In response to the presented differentiation in the central nervous system differentiation inhibition develops. The process of differentiation of stimuli plays a large role in the analysis of phenomena in the surrounding world.
If a conditioned stimulus is used for some time without reinforcement by the unconditioned one, on the basis of which it was developed, then the conditioned reflex may fade away (extinction inhibition). An extinct conditioned reflex can be restored again by using unconditional reinforcement.
Just like differentiation, extinctive inhibition refers, according to I.P. Pavlov, to internal inhibition.
In addition to the processes of irradiation and concentration, induction phenomena also develop in the cerebral cortex during conditioned reflex activity, reflecting the relationship between the state of the point of stimulation and the area surrounding it.
There are positive and negative induction. Positive induction is expressed in the fact that the excitatory process develops or intensifies in the circumference of the inhibition area. Negative induction is the appearance or increase of inhibition around the point of stimulation.
The conditioned reflex may decrease or completely disappear under the influence of an extraneous stimulus (external inhibition).
In addition to internal and external inhibition, a distinction is also made between transcendental “protective” inhibition, which develops in those conditions when the stimulus turns out to be super-strong for the irritated elements of the nervous system.
From what has been said, it is clear what a complex, constantly changing complex of excitation and inhibition we must keep in mind when assessing conditioned reflex reactions in an animal.
The nervous processes in a person with his mental activity and voluntary actions are even more diverse.
To study conditioned reflex activity in humans, A. G. Ivanov-Smolensky used a conditioned reflex-motor technique based on speech reinforcement.
In this technique, a conditioned reflex is formed not on the basis of an unconditioned reflex (as was the case in the experiments of I.P. Pavlov), but on the basis of a developed conditioned reflex, namely: conditional connections are used between words and the actions that they denote.
The experiment proceeds as follows. The subject is presented with an indifferent stimulus and verbal reinforcement is added to it (for example, “press the balloon”). By repeating the combination of an indifferent stimulus with speech reinforcement, it is possible to strengthen the conditioned connection, and then the subject will press the balloon or make some other movement without the experimenter’s command: the motor reaction occurs conditionally reflexively.
When studying conditioned reactions, it is necessary to take into account the latent period of the reaction and its magnitude, since these indicators reflect the relationship between the processes of excitation and inhibition in the central nervous system.
The method of conditioned reflexes is used to study the physiology of the sense organs and is gradually being introduced into clinical practice in order to develop issues of analyzer pathology.
Thus, N.A. Pautov studied conditioned reflexes in order to recognize feigned deafness.
I.P. Kutepov also used conditioned reactions when studying auditory function.
Later, S. G. Kristosturyan used the conditioned reflex to determine the limits of the analysis of the minimum intensities of sound frequencies. The author discovered the peculiarities of the course of conditioned reflex and conditioned defensive galvanic skin reactions to sound signals in persons with various lesions of the sound analyzer.
In search of a method of objective audiometry, E. A. Mikhailova used the conditioned motor technique to study hearing in children.
To study the physiology of the vestibular analyzer, the method of conditioned reflexes was also used.
A. V. Zhukovich, developing vestibular conditioned reactions in people, noted the peculiarities of the formation of vegetative conditioned reactions to rotation: 1) ease and speed of development of cardiac and respiratory conditioned reflexes; 2) fragility of these conditioned reflexes; 3) a tendency to quickly fade when they are repeated many times.
A. M. Ryndina, who studied the conditioned galvanic skin reaction to threshold stimulation of the vestibular analyzer, also emphasizes the ease of formation of conditioned vegetative reactions to vestibular stimulation.