CATEGORY: #LEARNING
The next tier down in the hashtag stack, required for the successful forensic analysis of communications, and thus propaganda, indoctrination and coercion, is to identify the animalistic way the above and below categories are implemented to coerce us and create change in our perceptions and actions, and that is through learning or conditioning.
The various means by which coercion and indoctrination are implemented include but are not limited to:
#ClassicalConditioning
“Classical conditioning (also known as Pavlovian or respondent conditioning) refers to a learning procedure in which a biologically potent stimulus (e.g. food) is paired with a previously neutral stimulus (e.g. a bell). It also refers to the learning process that results from this pairing, through which the neutral stimulus comes to elicit a response (e.g. salivation) that is usually similar to the one elicited by the potent stimulus.[…]
Classical conditioning occurs when a conditioned stimulus (CS) is paired with an unconditioned stimulus (US). Usually, the conditioned stimulus is a neutral stimulus (e.g., the sound of a tuning fork), the unconditioned stimulus is biologically potent (e.g., the taste of food) and the unconditioned response (UR) to the unconditioned stimulus is an unlearned reflex response (e.g., salivation). After pairing is repeated the organism exhibits a conditioned response (CR) to the conditioned stimulus when the conditioned stimulus is presented alone. (A conditioned response may occur after only one pairing.) Thus, unlike the UR, the CR is acquired through experience, and it is also less permanent than the UR[…]
Usually the conditioned response is similar to the unconditioned response, but sometimes it is quite different. For this and other reasons, most learning theorists suggest that the conditioned stimulus comes to signal or predict the unconditioned stimulus, and go on to analyze the consequences of this signal.[…] Robert A. Rescorla provided a clear summary of this change in thinking, and its implications, in his 1988 article “Pavlovian conditioning: It’s not what you think it is”.[…] Despite its widespread acceptance, Rescorla’s thesis may not be defensible.Papini MR, Bitterman ME (July 1990). “The role of contingency in classical conditioning”. Psychological Review. 97 (3): 396–403. doi:10.1037/0033-295X.97.3.396. PMID 2200077.
Classical conditioning differs from operant or instrumental conditioning: in classical conditioning, behaviors are modified through the association of stimuli as described above, whereas in operant conditioning behaviors are modified by the effect they produce (i.e., reward or punishment).”
https://en.wikipedia.org/wiki/Classical_conditioning retrieved 03 July 2019
#OperantConditioning
“Operant conditioning (also called instrumental conditioning) is a learning process through which the strength of a behavior is modified by reinforcement or punishment. It is also a procedure that is used to bring about such learning.
Although operant and classical conditioning both involve behaviors controlled by environmental stimuli, they differ in nature. In operant conditioning, stimuli present when a behavior is rewarded or punished[…] to control that behavior. For example, a child may learn to open a box to get the sweets inside, or learn to avoid touching a hot stove; in operant terms, the box and the stove are “discriminative stimuli”. Operant behavior is said to be “voluntary”: for example, the child may face a choice between opening the box and petting a puppy.
In contrast, classical conditioning involves involuntary behavior based on the pairing of stimuli with biologically significant events. For example, sight of sweets may cause a child to salivate, or the sound of a door slam may signal an angry parent, causing a child to tremble. Salivation and trembling are not operants; they are not reinforced by their consequences, and they are not voluntarily “chosen”.
The study of animal learning in the 20th century was dominated by the analysis of these two sorts of learning,[…] and they are still at the core of behavior analysis.”
https://en.wikipedia.org/wiki/Operant_conditioning retrieved 03 July 2019
#ForwardConditioning
“forward conditioning n.
https://www.oxfordreference.com/view/10.1093/acref/9780199534067.001.0001/acref-9780199534067-e-3265 retrieved 03 July 2019
The usual method of classical conditioning, in which the conditioned stimulus precedes the unconditioned stimulus. Compare backward conditioning…”
“Learning is fastest in forward conditioning. During forward conditioning, the onset of the CS precedes the onset of the US in order to signal that the US will follow.[10][11]:69 Two common forms of forward conditioning are delay and trace conditioning.
Delay conditioning: In delay conditioning, the CS [conditioned stimulus] is presented and is overlapped by the presentation of the US. For example, if a person hears a buzzer for five seconds, during which time air is puffed into their eye, the person will blink. After several pairings of the buzzer and the puff, the person will blink at the sound of the buzzer alone. This is delay conditioning.
Trace conditioning: During trace conditioning, the CS and US do not overlap. Instead, the CS begins and ends before the US is presented. The stimulus-free period is called the trace interval or the conditioning interval. If in the above buzzer example, the puff came a second after the sound of the buzzer stopped, that would be trace conditioning, with a trace or conditioning interval of one second.”
https://en.wikipedia.org/wiki/Classical_conditioning#Forward_conditioning retrieved 03 July 2019
#BackwardConditioning
“In classical conditioning, backward conditioning occurs when a conditioned stimulus immediately follows an unconditioned stimulus. Unlike with traditional conditioning models, in which the conditioned stimulus precedes the unconditioned stimulus, the conditioned response tends to be inhibatory. This is because the conditioned stimulus serves as a signal that the unconditioned stimulus has ended.”
https://psychology.wikia.org/wiki/Backward_conditioning retrieved 03 July 2019
#SimultaneousConditioning
During simultaneous conditioning, the CS and US are presented and terminated at the same time. For example: If a person hears a bell and has air puffed into their eye at the same time, and repeated pairings like this lead to the person blinking when they hear the bell despite the puff of air being absent, this demonstrates that simultaneous conditioning has occurred.
retrieved 03 July 2019
#SecondOrderConditioning
In classical conditioning, second-order conditioning or higher-order conditioning is a form of learning in which a stimulus is first made meaningful or consequential for an organism through an initial step of learning, and then that stimulus is used as a basis for learning about some new stimulus. For example, an animal might first learn to associate a bell with food (first-order conditioning), but then learn to associate a light with the bell (second-order conditioning). Honeybees show second-order conditioning during proboscis extension reflex conditioning.
https://en.wikipedia.org/wiki/Second-order_conditioning retrieved 03 July 2019
#TemporalConditioning
https://en.wikipedia.org/wiki/Classical_conditioning#Temporal_conditioning
In temporal conditioning, a US is presented at regular intervals, for instance every 10 minutes. Conditioning is said to have occurred when the CR tends to occur shortly before each US. This suggests that animals have a biological clock that can serve as a CS. This method has also been used to study timing ability in animals (see Animal cognition).The example below shows the temporal conditioning, as US such as food to a hungry mouse is simply delivered on a regular time schedule such as every thirty seconds. After sufficient exposure the mouse will begin to salivate just before the food delivery. This then makes it temporal conditioning as it would appear that the mouse is conditioned to the passage of time.
retrieved 03 July 2019
#ExtinctionConditioning
In the extinction procedure, the CS is presented repeatedly in the absence of a US. This is done after a CS has been conditioned by one of the methods above. When this is done, the CR frequency eventually returns to pre-training levels. However, extinction does not completely eliminate the effects of the prior conditioning. This is demonstrated by spontaneous recovery – when there is a sudden appearance of the (CR) after extinction occurs – and other related phenomena (see “Recovery from extinction” below). These phenomena can be explained by postulating accumulation of inhibition when a weak stimulus is presented.
https://en.wikipedia.org/wiki/Classical_conditioning#Extinction retrieved 03 July 2019
#LatentInhibition
Latent inhibition is a process by which exposure to a stimulus of little or no consequence prevents conditioned associations with that stimulus being formed. The ability to disregard or even inhibit formation of memory, by preventing associative learning of observed stimuli, is an automatic response and is thought to prevent information overload. Latent inhibition is observed in many species, and is believed to be an integral part of the observation/learning process, to allow the self to interact successfully in a social environment.
https://psychology.wikia.org/wiki/Latent_inhibition retrieved 03 July 2019
This is propagandised as a form of #ProactiveNarcotisingDysfunction by presenting the stimulus that is required not be noticed in a non-contextual format to build a form of protection from it becoming a stimulus, and is used in contemporary art propaganda and other places.
#BlockingEffect
In Kamin’s blocking effect[…] the conditioning of an association between two stimuli, a conditioned stimulus (CS) and an unconditioned stimulus (US) is impaired if, during the conditioning process, the CS is presented together with a second CS that has already been associated with the unconditioned stimulus.
For example, an agent (such as a mouse in the figure) is exposed to a light (the first conditioned stimulus, CS1), together with food (the unconditioned stimulus, US). After repeated pairings of CS1 and US, the agent salivates when the light comes on (conditioned response, CR). Then, there are more conditioning trials, this time with the light (CS1) and a tone (CS2) together with the US. Now, when tested, the agent does not salivate to the tone (CS2). In other words, an association between the tone CS2 and the US has been “blocked” because the CS1–US association already exists.
This effect was most famously explained by the Rescorla–Wagner model. The model says, essentially, that if one CS (here the light) already fully predicts that the US will come, nothing will be learned about a second CS (here the tone) that accompanies the first CS. Blocking is an outcome of other models that also base learning on the difference between what is predicted and what actually happens
https://en.wikipedia.org/wiki/Blocking_effect retrieved 03 July 2019
#BackwardBlocking
The reverse of blocking is often called backward blocking. In backward blocking, the subject is exposed to the compound stimulus (CS1 and CS2 together) first, and only later to CS1 alone. In some human and animal studies, subjects show a reduction in the association between CS2 and the US, though the effect is often weaker than the standard blocking effect, and vanishes under some conditions. This effect is not predicted by the Rescorla–Wagner model although other models have been proposed that capture this effect.
https://en.wikipedia.org/wiki/Blocking_effect retrieved 03 July 2019
#ZeroContingency
In this procedure, the CS is paired with the US, but the US also occurs at other times. If this occurs, it is predicted that the US is likely to happen in the absence of the CS. In other words, the CS does not “predict” the US. In this case, conditioning fails and the CS does not come to elicit a CR.[11] This finding – that prediction rather than CS-US pairing is the key to conditioning – greatly influenced subsequent conditioning research and theory.
https://psychology.wikia.org/wiki/Classical_conditioning retrieved 03 July 2019
#SubconsciousConditioning
http://www.nbcnews.com/id/15223582/ns/health-pet_health/t/take-bite-out-your-fear-dogs/#.XRyYNOGHuUk retrieved 03 July 2019 (C) Fair Use
A little girl was bitten by a large dog; the whole incident took only a split second. In a blink of an eye, the traumatic event got imprinted in her subconscious mind. As a middle-aged woman, she still suffers from her fear of dogs.
What took only a moment has turned into a life-long subconscious conditioning: fear of dogs. Her friend’s dog is the most harmless creature in the world, and yet, she could never dare to pet it.
Consciously, she knows that this dog would never harm her; subconsciously, however, she is afraid and can do nothing about it. Unless she goes through the process of “unconditioning”, she will suffer from her fear for the rest of her life.
https://www.walterorlowski.com/SubconsciousConditioning.html retrieved 03 July 2019
#SubliminalConditioning
This is related to #HidinginPlainSight and is presented here from someone who is concerned about the apparent lack of interest in apparent ‘chemtrails’. Whatever your opinion it serves as a good example.
[H]ow, exactly, would someone go about doing something on such a grand scale as spraying the entire sky mercilessly around the globe, in the plain view of literally billions of people, without attracting any attention? It is mind boggling really, but what I want to focus on here is one method of conditioning, that being; the subtle images we view every day. It’s said that people can get used to anything, as long as it is introduced gradually. And Adolf Hitler said; “tell a lie long enough and people will believe it”.
The Lie: “This is Normal”.
It catches my attention constantly, just about everywhere. It is in everything from product packaging to children’s films. White, washed-out colors, swooshes, and ‘trails’ flying through pastel backgrounds are in countless contemporary designs. It is not subtle at all, once you start to notice it. But perhaps the most brazen example that I have seen, is on television.
I can’t help but notice the sky in the background of outdoor scenes. (Do you notice this too?) Chemtrails, white-washed skies, an oily, glowing sun and clouds are the norm. Many of those images, I’m pretty sure, are simply today’s sky caught on film. I look back through my own old photographs, taken before I became aware of the spraying, and I see chemtrails in the sky that I was unaware of before. But the things on television that really make me angry are the deliberate placement of chemtrails, swooshes, and white haze in Title Slides, and various Advertisements. Children don’t know a natural cloud from an artificial one anymore. Chemtrailed skies are all they’ve ever seen, outdoors and in the media.
https://www.geoengineeringwatch.org/subliminal-conditioning-awareness-is-essential/ retrieved 03 July 2019