Speed change in runway under the condition of constant reward

Since Hilgard and Marquis(7) classified learning into two major types, classical and instrumental conditioning, very few attempts have been proposed to integrate these two different kinds of learning. They identify the work of Pavlov on conditioned reflexes as illustrative of classical learning without offering any particular justification for the term. However, it caught on and whenever the term classical is applied to a learning situation we are supposed to think of a typical Pavlovian conditioning experiment. By the paired presentation or occurrence of two stimuli, an originally neutral, or meaningless, one with another which already had the capacity to elicit a particular reaction, this reaction, according to Pavlov, gets connected with, or conditioned to, the formerly neutral stimulus. And since, in order for this process to occur first, somewhat in advance of the other already effective stimulus, the originally neutral ineffective stimulus may be said to act as a signal, so that the organism learns to respond to signals as well as to the things thus signified, it is understandable why Pavlov stressed the adaptive, life-preserving implications of this type of learning or behavior change. Learning, as Pavlov conceived it, was mainly a matter of stimulus substitution.