Pavlov and the foundation of behavior therapy

The foundation, achievements, and proliferation of behavior therapy have largely been fueled by the movement's foundation in behavioral principles and theories. Although behavioral accounts of the genesis and treatment of psychopathology differ in the extent to which they emphasize classical or operant conditioning, the mediation of cognitive factors, and the role of biological variables, Pavlov's discovery of conditioning principles was essential to the founding of behavior therapy in the 1950s, and continues to be central to modern behavior therapy. Pavlov's reliance on a physiological model of the nervous system, sensible in the context of an early science of neurology, has had an implication for behavior therapists interested in the study of personality types. However, Pavlov's major legacy to behavior therapy was his discovery of "experimental neuroses," shown by his students Eroféeva and Shenger-Krestovnikova, to be produced and eliminated through the principles of conditioning and counter-conditioning. This discovery laid the foundation for the first empirically-validated behavior therapy procedure, systematic desensitization, pioneered by Wolpe. The Pavlovian origins of behavior therapy are analyzed in this paper, and the relevance of conditioning principles to modern behavior therapy is demonstrated. It is shown that Pavlovian conditioning represents far more than a systematic basic learning paradigm. It is also an essential theoretical foundation for the theory and practice of behavior therapy.     

Pavlov and associationism

Pavlov's contribution to experimental psychology was to invent a technique that allowed him to undertake a prolonged and systematic series of well-controlled experiments that, astonishingly enough, uncovered many if not most of the phenomena of what is rightly called pavlovian conditioning. It was not for another 30 years or more that English-speaking psychologists began to match that achievement. Of course there have been new developments and discoveries since his time. Two examples are discussed: the important role of variable associability or attention even in simple conditioning, and the rigorous application of associative learning theory to the behavior of adult humans.     

Pavlov and the mind-body problem

I. P. Pavlov claimed that the mind-body problem would ultimately be resolved by empirical methods, rather than by rational arguments. A committed monist, Pavlov was confronted by dualism in the case of an hysterical person. Under normal conditions, her body's left side was insensitive to pain, but when she was hypnotized, there was a reversal of her sensitivity to pain, with the right side becoming insensitive. Pavlov acknowledged that the divergence between stimulation and response suggested dualism, yet condemned his disciple G.P. Zelenyî as well as Charles S. Sherrington, for their dualistic tendencies. Pavlov's continuous adherence to monism is attributed to the influence of popular scientific books that he read during his adolescence. The books maintained that science was based upon monism. Pavlov proposed that by introducing the concept of emotions, an hysterical person's condition could be explained within the framework of his theory of higher nervous activity, thereby obviating the need to change his paradigm.     

Pavlov and the Pavlovians in the laboratory

The general character of the Pavlovians and their role in the experimental investigation of conditioned reflexes is discussed. From 1897 to 1936, Ivan P. Pavlov had at least 146 co-workers and he was closely involved in their experimental work. The social background, nationality, and gender of the Pavlovians are described together with the daily routine in the laboratories. It is pointed out that, despite Pavlov's authoritarian style, the Pavlovians characterized him as the epitome of a scholar and an admirable human being. It is concluded that the work in the laboratories was truly a cooperative effort between Pavlov and his co-workers.     

Pavlov and the concept of association

I. P. Pavlov was profoundly influenced during his youth by the writings of D. I. Pisarev and I. M. Sechenov. Sechenov explained the voluntary act in terms of the formation of associations among sensory impressions and motor responses. Apparently under Pisarev’s influence, Pavlov studied the physiology of the circulatory and digestive systems. In explaining the formation of the conditional reflex (CR), Pavlov rejected the Wundtian, anthropomorphic conceptualization of CR as suggested by A. T. Snarskii. However, using the objective CR method, the Pavlovians experimentally investigated the formation in the cortex of neural connections, which were equated with associations.     

Pavlov and the Nobel Prize award

When Pavlov was first nominated for the Nobel Prize, he was well recognized by physiologists, especially those concerned with digestion. It appears unlikely that psychological interpretations of his conditional reflex findings had begun to penetrate deeply into the discipline of psychology. The selection in 1904 of Pavlov for the award in physiology or medicine attracted the attention of a broader range of scientists. American psychologists, in particular, probably became more aware of the advantages of incorporating his “objective” conditional reflex method into their investigations. General biographical aspects relating to the award and the effect of the award upon the acceptance of the conditional reflex method by American psychologists are developed in this presentation.     

Pavlov in Spain

Reflexology has been present throughout Spanish science since the last third of the nineteenth century and its importance can be seen in the works of authors such as Martín Salazar, Ramón y Cajal, Gómez Oca?a, Simarro and Turró. The most important research in Reflexology in Spain takes place a) at the Schools of Neurophysiology and Psychology in Barcelona and Madrid, b) with a group of authors specializing in pathological medicine and c) in the Military's Health Department, Pavlov's work was received in Spain with special interest. Fernández-Espa?a, who could be considered the "first Spanish Pavlovian," emphasized Pavlov's work in a series dedicated to the study of objective psychology which was published between 1914 and 1924. Planelles was the first investigator to develop a program in pavlovian experimentation, presenting his results in 1935. The Civil War (1936-1939) ended these and many other Spanish projects in psychology. After the war, interest in Reflexology and Pavlov's theories slowly rose again, first through psychosomatic medicine and then in the 60's because of the works of such authors as Monserrat-Esteve, Rof Carballo and Colodrón. The progressive inclusion of psychology in the Schools of Philosophy and Arts after 1968 marked the beginning of a new era.     

洛克菲勒基金会与医学教育

以洛克菲勒基金会为切入点,讨论了基金会与医学教育发展的关系,内容包括洛克菲勒基金会在20世纪对医学教育与研究重大项目资助等的回顾,讨论了洛克菲勒基金会对医学教育与研究资助及其对医学教育影响以及以洛克菲勒基金会为开端的基金会制度对医学教育发展影响,提出基金会制度与中国医学教育发展关系的设想.     

Pavlov as a psychologist

American psychologists are informed on Pavlov’s work on conditional reflexes but not on the full development of his theory of higher nervous activity. This article shows that Pavlov’s theory of higher nervous activity dealt with concepts that concerned contemporary psychologists. Pavlov used the conditioning of the salivary reflex for methodological purposes. Pavlov’s theory of higher nervous activity encompassed overt behavior, neural processes, and the conscious experience. The strong Darwinian element of Pavlov’s theory, with its stress on the higher organisms’ adaptation, is described. With regard to learning, Pavlov, at the end of his scholarly career, proposed that although all learning involves the formation of associations, the organism’s adaptation to the environment is established through conditioning, but the accumulation of knowledge is established by trial and error.     

Pavlov,psychoanalysis, and neuroses

Pavlov’s discovery of experiment neurosis was serendipitous, yet it was made under the influence of Breuer and Freud’s case of Anna O. In 1914, Pavlov’s disciple N. R. Shenger-Krestovnikova, exploring the limits of visual discrimination in dogs, noticed that when the discrimination was difficult, the dogs’ behavior became disorganized. Pavlov drew an analogy between the condition of Shenger-Krestovnikova’s dogs and their disorganized behavior with Anna O.’s situation and her neurotic reaction. Pavlov concluded that he had demonstrated in the laboratory the elements of neurosis in animals and human alike. Schilder’s criticism of his position, his later study of human neuroses in clinical settings, and the views of Janet may have induced Pavlov to differentiate between animal and human neuroses.     

Gantt,Pavlov and freud: A comparison

Contrasts between classical Pavlovianism and classical psychoanalysis have been emphasized, but there are also significant similarities of which I write. A recent edition of a textbook of psychiatry which is widely used in the United States (Kaplan and Sadock 1985) indexes neither Pavlov nor Gantt, although it provides extensive coverage of psychoanalysis.