Conditioned reflex- this is an acquired reflex characteristic of an individual (individual). They arise during the life of an individual and are not fixed genetically (not inherited). They appear under certain conditions and disappear in their absence. They are formed on the basis of unconditioned reflexes with the participation of higher parts of the brain. Conditioned reflex reactions depend on past experience, on the specific conditions in which the conditioned reflex is formed.

The study of conditioned reflexes is associated primarily with the name of I. P. Pavlov and the students of his school. They showed that a new conditioned stimulus can trigger a reflex response if it is presented for some time together with an unconditioned stimulus. For example, if a dog is allowed to sniff meat, then gastric juice is released (this is an unconditioned reflex). If, simultaneously with the appearance of meat, a bell rings, then the dog’s nervous system associates this sound with food, and gastric juice will be released in response to the bell, even if the meat is not presented. This phenomenon was discovered independently by Edwin Twitmyer at approximately the same time as in the laboratory of I. P. Pavlov. Conditioned reflexes are the basis acquired behavior. These are the simplest programs. The world around us is constantly changing, so only those who quickly and expediently respond to these changes can live successfully in it. As we gain life experience, a system of conditioned reflex connections develops in the cerebral cortex. Such a system is called dynamic stereotype. It underlies many habits and skills. For example, having learned to skate or bicycle, we subsequently no longer think about how we should move so as not to fall.

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Human Anatomy: Conditioned Reflexes

Conditioned reflexes

Higher nervous activity

Subtitles

Formation of a conditioned reflex

To do this you need:

• The presence of 2 stimuli: an unconditioned stimulus and an indifferent (neutral) stimulus, which then becomes a conditioned signal;
• Certain strength of stimuli. The unconditioned stimulus must be so strong as to cause dominant excitation in the central nervous system. The indifferent stimulus must be familiar so as not to cause a pronounced orienting reflex.
• A repeated combination of stimuli over time, with the indifferent stimulus acting first, then the unconditioned stimulus. Subsequently, the action of the two stimuli continues and ends simultaneously. A conditioned reflex will occur if an indifferent stimulus becomes a conditioned stimulus, that is, it signals the action of an unconditioned stimulus.
• Constancy of the environment - the development of a conditioned reflex requires constancy of the properties of the conditioned signal.

The mechanism of formation of conditioned reflexes

At action of an indifferent stimulus excitation occurs in the corresponding receptors, and impulses from them enter the brain section of the analyzer. When exposed to an unconditioned stimulus, specific excitation of the corresponding receptors occurs, and impulses through the subcortical centers go to the cerebral cortex (cortical representation of the center of the unconditioned reflex, which is the dominant focus). Thus, two foci of excitation simultaneously arise in the cerebral cortex: In the cerebral cortex, a temporary reflex connection is formed between two foci of excitation according to the dominant principle. When a temporary connection occurs, the isolated action of a conditioned stimulus causes an unconditioned reaction. In accordance with Pavlov's theory, the consolidation of temporary reflex communication occurs at the level of the cerebral cortex, and it is based on the principle of dominance.

Types of conditioned reflexes

There are many classifications of conditioned reflexes:

• If the classification is based on unconditioned reflexes, then we distinguish between food, protective, orientation, etc.
• If the classification is based on the receptors on which the stimuli act, exteroceptive, interoceptive and proprioceptive conditioned reflexes are distinguished.
• Depending on the structure of the used conditioned stimulus, simple and complex (complex) conditioned reflexes are distinguished.
  In real conditions of the functioning of the body, as a rule, the conditioned signals are not individual, single stimuli, but their temporal and spatial complexes. And then the conditioned stimulus is a complex of environmental signals.
• There are conditioned reflexes of the first, second, third, etc. order. When a conditioned stimulus is reinforced by an unconditioned one, a first-order conditioned reflex is formed. A second-order conditioned reflex is formed if a conditioned stimulus is reinforced by a conditioned stimulus to which a conditioned reflex was previously developed.
• Natural reflexes are formed in response to stimuli that are natural, accompanying properties of the unconditional stimulus on the basis of which they are developed. Natural conditioned reflexes, compared to artificial ones, are easier to form and more durable.

Notes

Ivan Petrovich Pavlov's school conducted vivisector experiments not only on dogs, but also on people. Street children aged 6–15 years were used as laboratory material. These were tough experiments, but they were the ones that made it possible to understand the nature of human thinking. These experiments were carried out in the children's clinic of the 1st LMI, in the Filatov hospital, in the hospital named after. Rauchfus, in the Department of Experimental Pediatrics of the IEM, as well as in several orphanages. are essential information. In two works by N. I. Krasnogorsky, “Development of the doctrine of the physiological activity of the brain in children” (L., 1939) and “Higher nervous activity of the child” (L., 1958), Professor Mayorov, who was the official chronicler of the Pavlovian school, melancholy noted: “ Some of our employees expanded the range of experimental objects and began studying conditioned reflexes in other animal species; in fish, ascidians, birds, lower apes, as well as children" (F. P. Mayorov, "History of the doctrine of conditioned reflexes." M., 1954). "laboratory material" of a group of Pavlov's students (Prof. N. I. Krasnogorsky , A.G. Ivanov-Smolensky, I. Balakirev, M.M. Koltsova, I. Kanaev) became homeless children. Full understanding at all levels was ensured by the Cheka.A. A. Yushchenko in his work “Conditional Reflexes of a Child” (1928 All this is confirmed by protocols, photographs and the documentary “Mechanics of the Brain” (another title is “Behavior of Animals and Humans”; directed by V. Pudovkin, camera by A. Golovnya, production film factory "Mezhrabprom-Rus", 1926)

Continuation. See No. 34, 35, 36/2004

Congenital and acquired forms of behavior

Lessons on the topic: “Physiology of higher nervous activity”

Table. Comparison of unconditioned and conditioned reflexes

Signs of comparison	Unconditioned reflexes	Conditioned reflexes
Inheritance	Congenital, passed on from parents to offspring	Acquired by the body during life, they are not inherited
Species specificity		Individual
Stimulus	Carried out in response to an unconditioned stimulus	Carried out in response to any irritation perceived by the body; are formed on the basis of unconditioned reflexes
Meaning in life	Life without them is usually impossible	Promote the survival of the organism in constantly changing environmental conditions
Duration of existence of a reflex arc	Have ready and permanent reflex arcs	They do not have ready-made and permanent reflex arcs; their arcs are temporary and form under certain conditions
Reflex centers	They are carried out at the level of the spinal cord, brain stem and subcortical nuclei, i.e. reflex arcs pass through the lower levels of the central nervous system	They are carried out due to the activity of the cerebral cortex, i.e. reflex arcs pass through the cerebral cortex

Lesson 5.
Generalization of knowledge on the topic “Acquired forms of behavior. Conditioned reflex"

Equipment: tables, diagrams and drawings illustrating acquired forms of behavior, mechanisms for the development of conditioned reflexes.

DURING THE CLASSES

I. Test of knowledge

Working with cards

1. The advantage of behavior formed as a result of learning is that it:

a) is carried out quickly;
b) is carried out the same way every time;
c) provides answers in changing environmental conditions;
d) done correctly the first time;
e) does not occupy a place in the genetic program of the organism.

2. For experiments on studying conditioned reflexes, two dogs were taken. One of them was given a large amount of water to drink. Then the research began. At first, conditioned reflexes were carried out normally in both dogs. But after some time, the conditioned reflexes disappeared in the dog that drank water. There were no random external influences. What is the reason for the inhibition of conditioned reflexes?

3. As is known, a conditioned reflex can be developed to the action of almost any indifferent stimulus. One dog in the laboratory of I.P. Pavlov never managed to develop a conditioned reflex to the gurgling of water. Try to explain the lack of results in this case.

4. It is known that the strength (biological significance) of the conditioned stimulus should not exceed the strength of the unconditioned stimulus. Otherwise, the conditioned reflex cannot be developed. Therefore, it is very difficult to develop, for example, a conditioned food reflex to painful stimulation (electric current). However, in the laboratory of I.P. In Pavlov’s famous experiments, Erofeeva managed to develop such a conditioned reflex. When exposed to a current (conditioned stimulus), the dog salivated, it licked its lips and wagged its tail. How did you achieve this?

5. During one of the concerts, a listener suddenly began to experience pain in the heart area. Moreover, the onset of pain coincided with the performance of one of Chopin’s nocturnes. Since then, every time the man heard this music, his heart ached. Explain this pattern.

Oral knowledge test on questions

1. Learning and its methods (habituation, trial and error).
2. Imprinting and its characteristics.
3. Methods for developing conditioned reflexes.
4. Mechanisms for the development of conditioned reflexes
5. General properties and classification of conditioned reflexes.
6. Rational activity of animals.
7. Dynamic stereotype and its meaning.

Checking the completion of the table “Comparison of unconditioned and conditioned reflexes”

The children had to fill out the table as homework after the previous lesson.

Biological dictation

The teacher reads out the characteristics of reflexes under numbers, and students, working on the options, write down the numbers of the correct answers: option I – unconditioned reflexes, option II – conditioned reflexes.

1. Passed on by inheritance.
2. Not inherited.
3. Reflex centers are located in the subcortical nuclei, brain stem and spinal cord.
4. Reflex centers are located in the cerebral cortex.
5. There is no species specificity; each individual of the species develops its own reflexes.
6. Species specificity - these reflexes are characteristic of all individuals of a certain species.
7. Stable throughout life.
8. Change (new reflexes arise, and old ones fade away).
9. The reasons for the formation of reflexes are events that are vital for the whole species.
10. The causes of reflexes are signals that arise from personal past experience and warn of an important event.

Answers: Option I – 1, 3, 6, 7, 9; Option II – 2, 4, 5, 8, 10.

Laboratory work No. 2.
“Development of conditioned reflexes in humans on the basis of unconditioned reflexes”

Equipment: rubber bulb for pumping air, metronome.

PROGRESS

1. Turn on the metronome at a rhythm of 120 beats per minute and on the second or third beat, press the bulb, directing a stream of air into the subject’s eye.

2. Repeat the steps described in step 1 until the blinking steadily (at least 2-3 times in a row) precedes the pressing of the bulb.

3. After the blink reflex has been developed, turn on the metronome without directing the air stream to the eye. What do you observe? Draw a conclusion.

What reflex was developed in the subject during the actions you performed? What performs the role of unconditioned and conditioned stimuli in the developed reflex? What is the difference between the arcs of the unconditioned blink and conditioned blink reflexes?

Homework

Repeat the material about the mechanisms of development of conditioned reflexes in animals and humans.

Lesson 6–7.
Congenital and acquired inhibition, their types and characteristics

Equipment: tables, diagrams and drawings illustrating the mechanisms of development of conditioned reflexes, various types of congenital and acquired inhibition.

DURING THE CLASSES

I. Test of knowledge

Working with cards

1. Thanks to what innate nervous mechanisms can an animal distinguish good-quality food from spoiled food? What role do neurons and their synapses play in these processes?

2. What facts can be used to prove that instinct is a chain of interconnected unconditioned reflexes? How do instincts interact with acquired conditioned reflexes?

3. When an infant sees a bottle of kefir, he smacks his lips; a person salivates when he sees a lemon being cut; Wanting to know what time it is, a man looks at his hand, where he usually wears his watch, although he forgot it at home. Explain the described phenomena.

Knowledge test

Choose the correct answers to the given statements.

1. This is an unconditioned stimulus.
2. It is an indifferent stimulus.
3. This is an unconditioned reflex.
4. This is a conditioned reflex.
5. This is a combination of an indifferent stimulus with an unconditioned one.
6. Without these stimuli, the conditioned salivary reflex is not formed.
7. Stimulus that excites the visual cortex.
8. An irritant that excites the gustatory cortex.
9. Under this condition, a temporary connection is formed between the visual and gustatory zones of the cortex.

Answer options

A. Turning on the light bulb before experiments without feeding.
B. Food in the mouth.
B. Turning on the light during feeding.
D. Salivation of food in the mouth.
D. Secretion of saliva to the light of a light bulb.

Answers: 1 – B, 2 – A, 3 – D, 4 – D, 5 – B, 6 – C, 7 – A, 8 – B, 9 – C.

II. Learning new material

1. Excitation and inhibition are the main processes of nervous activity

As you already know, the regulatory function of the central nervous system is carried out through two processes - excitation and inhibition.

Conversation with students on issues

What is excitement?

What is braking?

Why is the process of excitation called the active state of nervous tissue?

What does excitation of motor centers lead to?

Thanks to what process can we mentally imagine them without performing any actions?

What processes enable complex coordinated actions such as walking?

Thus, excitation– this is an active state of nervous tissue in response to the action of various stimuli of sufficient strength. When excited, neurons generate electrical impulses. Braking- This is an active nervous process leading to inhibition of excitation.

2. General characteristics of cortical inhibition

Excitation and inhibition of I.P. Pavlov called them the true creators of nervous activity.

Excitation is involved in the formation of conditioned reflexes and their implementation. The role of inhibition is more complex and varied. It is the process of inhibition that makes conditioned reflexes a mechanism of subtle, precise and perfect adaptation to the environment.

According to I.P. Pavlov, the cortex is characterized by two forms of inhibition: unconditional and conditional. Unconditional inhibition does not require development; it is inherent in the body from birth (reflexive holding of breath when there is a strong smell of ammonia, inhibition in the triceps brachii muscle during the action of the biceps brachii, etc.). Conditioned inhibition is developed in the process of individual experience.

The following types of braking are distinguished. Unconditional braking: beyond (protective); external; innate reflexes. Conditional braking: extinct; differentiation; delayed.

3. Types of unconditional (congenital) inhibition and their characteristics

In the process of life, the body is constantly exposed to one or another irritation from the outside or from the inside. Each of these irritations is capable of causing a corresponding reflex. If all these reflexes could be realized, then the body’s activity would be chaotic. However, this does not happen. On the contrary, reflex activity is characterized by consistency and orderliness: with the help of unconditional inhibition, the most important reflex for the body at a given moment delays all other, secondary reflexes for the duration of its implementation.

Depending on the reasons underlying the inhibition processes, the following types of unconditional inhibition are distinguished.

Transcendental, or protective, braking occurs in response to very strong stimuli that require the body to act beyond its capabilities. The strength of irritation is determined by the frequency of nerve impulses. The more excited a neuron is, the higher the frequency of nerve impulses it generates. But if this flow exceeds known limits, processes arise that prevent the passage of excitation along the chain of neurons. The flow of nerve impulses following the reflex arc is interrupted, and inhibition occurs, which protects the executive organs from exhaustion.

Cause of external braking is outside the structures of the inhibitory reflex, it comes from another reflex. This type of inhibition occurs whenever a new activity is started. The new excitation, being stronger, causes inhibition of the old one. As a result, the previous activity is automatically terminated. For example, a dog has developed a strong conditioned reflex to light, and the lecturer wants to demonstrate it to the audience. The experiment fails - there is no reflex. An unfamiliar environment, the noise of a crowded audience are new signals that completely turn off conditioned reflex activity, and new excitation arises in the cortex. If the dog is brought into the audience several times, then new signals, which turn out to be biologically indifferent, fade away, and conditioned reflexes are carried out unhindered.

To be continued

The term “reflex” was introduced by the French scientist R. Descartes in the 17th century. But to explain mental activity it was used by the founder of Russian materialistic physiology I.M. Sechenov. Developing the teachings of I.M. Sechenov. I. P. Pavlov experimentally studied the peculiarities of the functioning of reflexes and used the conditioned reflex as a method for studying higher nervous activity.

He divided all reflexes into two groups:

• unconditional;
• conditional.

Unconditioned reflexes

Unconditioned reflexes- innate reactions of the body to vital stimuli (food, danger, etc.).

They do not require any conditions for their production (for example, the release of saliva at the sight of food). Unconditioned reflexes are a natural reserve of ready-made, stereotypical reactions of the body. They arose as a result of the long evolutionary development of this animal species. Unconditioned reflexes are the same in all individuals of the same species. They are carried out using the spinal and lower parts of the brain. Complex complexes of unconditioned reflexes manifest themselves in the form of instincts.

Rice. 14. The location of some functional zones in the human cerebral cortex: 1 - zone of speech production (Broca's center), 2 - area of ​​the motor analyzer, 3 - area of ​​analysis of oral verbal signals (Wernicke's center), 4 - area of ​​the auditory analyzer, 5 - analysis of written verbal signals, 6 - visual analyzer area

Conditioned reflexes

But the behavior of higher animals is characterized not only by innate, i.e., unconditioned reactions, but also by such reactions that are acquired by a given organism in the process of individual life activity, i.e. conditioned reflexes. The biological meaning of the conditioned reflex is that numerous external stimuli that surround the animal in natural conditions and in themselves do not have vital significance, preceding in the animal’s experience food or danger, the satisfaction of other biological needs, begin to act as signals, by which the animal orients its behavior (Fig. 15).

So, the mechanism of hereditary adaptation is an unconditioned reflex, and the mechanism of individual variable adaptation is conditioned a reflex produced when vital phenomena are combined with accompanying signals.

Rice. 15. Scheme of formation of a conditioned reflex

• a - salivation is caused by an unconditioned stimulus - food;
• b - excitation from a food stimulus is associated with a previous indifferent stimulus (light bulb);
• c - the light of the light bulb became a signal of the possible appearance of food: a conditioned reflex was developed to it

A conditioned reflex is developed on the basis of any of the unconditioned reactions. Reflexes to unusual signals that do not occur in a natural environment are called artificial conditioned. In laboratory conditions, it is possible to develop many conditioned reflexes to any artificial stimulus.

I. P. Pavlov associated with the concept of a conditioned reflex principle of signaling of higher nervous activity, the principle of synthesis of external influences and internal states.

Pavlov's discovery of the basic mechanism of higher nervous activity - the conditioned reflex - became one of the revolutionary achievements of natural science, a historical turning point in the understanding of the connection between the physiological and the mental.

Understanding the dynamics of formation and changes in conditioned reflexes began the discovery of complex mechanisms of human brain activity and the identification of patterns of higher nervous activity.

Reflex– the body’s response is not an external or internal irritation, carried out and controlled by the central nervous system. The development of ideas about human behavior, which has always been a mystery, was achieved in the works of Russian scientists I. P. Pavlov and I. M. Sechenov.

Reflexes unconditioned and conditioned.

Unconditioned reflexes- These are innate reflexes that are inherited by offspring from their parents and persist throughout a person’s life. The arcs of unconditioned reflexes pass through the spinal cord or brain stem. The cerebral cortex is not involved in their formation. Unconditioned reflexes are provided only to those environmental changes that have often been encountered by many generations of a given species.

These include:

Food (salivation, sucking, swallowing);
Defensive (coughing, sneezing, blinking, withdrawing your hand from a hot object);
Approximate (squinting eyes, turns);
Sexual (reflexes associated with reproduction and care of offspring).
The importance of unconditioned reflexes lies in the fact that thanks to them the integrity of the body is preserved, constancy is maintained and reproduction occurs. Already in a newborn child the simplest unconditioned reflexes are observed.
The most important of these is the sucking reflex. The stimulus of the sucking reflex is the touching of an object to the child’s lips (mother’s breast, pacifier, toy, finger). The sucking reflex is an unconditioned food reflex. In addition, the newborn already has some protective unconditioned reflexes: blinking, which occurs if a foreign body approaches the eye or touches the cornea, constriction of the pupil when exposed to strong light on the eyes.

Particularly pronounced unconditioned reflexes in various animals. Not only individual reflexes can be innate, but also more complex forms of behavior, which are called instincts.

Conditioned reflexes– these are reflexes that are easily acquired by the body throughout life and are formed on the basis of an unconditioned reflex under the action of a conditioned stimulus (light, knock, time, etc.). I.P. Pavlov studied the formation of conditioned reflexes in dogs and developed a method for obtaining them. To develop a conditioned reflex, a stimulus is needed - a signal that triggers the conditioned reflex; repeated repetition of the action of the stimulus allows you to develop a conditioned reflex. During the formation of conditioned reflexes, a temporary connection arises between the centers and the centers of the unconditioned reflex. Now this unconditioned reflex is not carried out under the influence of completely new external signals. These stimuli from the surrounding world, to which we were indifferent, can now acquire vital significance. Throughout life, many conditioned reflexes are developed that form the basis of our life experience. But this vital experience has meaning only for a given individual and is not inherited by its descendants.

In a separate category conditioned reflexes distinguish motor conditioned reflexes developed during our lives, i.e. skills or automated actions. The meaning of these conditioned reflexes is to master new motor skills and develop new forms of movements. During his life, a person masters many special motor skills related to his profession. Skills are the basis of our behavior. Consciousness, thinking, and attention are freed from performing those operations that have become automated and become skills of everyday life. The most successful way to master skills is through systematic exercises, correcting errors noticed in time, and knowing the ultimate goal of each exercise.

If you do not reinforce the conditioned stimulus with the unconditioned stimulus for some time, then inhibition of the conditioned stimulus occurs. But it doesn't disappear completely. When the experience is repeated, the reflex is restored very quickly. Inhibition is also observed when exposed to another stimulus of greater strength.

Reflex- This is the body’s response to irritation of receptors, carried out by the nervous system. The path along which the nerve impulse passes during the implementation of the reflex is called.

The concept of “reflex” was introduced by Sechenov, he believed that “reflexes form the basis of the nervous activity of humans and animals.” Pavlov divided reflexes into conditioned and unconditioned.

Comparison of conditioned and unconditioned reflexes

unconditional	conditional
present from birth	acquired during life
do not change or disappear during life	may change or disappear during life
identical in all organisms of the same species	Each organism has its own, individual
adapt the body to constant conditions	adapt the body to changing conditions
reflex arc passes through the spinal cord or brain stem	temporary connection is formed in the cerebral cortex
Examples
salivation when lemon enters mouth	salivation at the sight of lemon
newborn sucking reflex	6 month old baby's reaction to a bottle of milk
sneezing, coughing, pulling your hand away from the hot kettle	reaction of a cat/dog to a name

Development of a conditioned reflex

Conditional (indifferent) the stimulus must precede unconditional(causing an unconditioned reflex). For example: a lamp is lit, after 10 seconds the dog is given meat.

Inhibition of conditioned reflexes

Conditional (non-reinforcement): the lamp lights up, but the dog is not given meat. Gradually, salivation when the lamp is turned on stops (the conditioned reflex fades).

Unconditional: During the action of a conditioned stimulus, a powerful unconditioned stimulus arises. For example, when the lamp is turned on, the bell rings loudly. No saliva is produced.

Choose one, the most correct option. The centers of conditioned reflexes, in contrast to unconditioned ones, are located in humans in
1) cerebral cortex
2) medulla oblongata
3) cerebellum
4) midbrain

Answer

Choose one, the most correct option. Salivation in a person at the sight of a lemon is a reflex
1) conditional
2) unconditional
3) protective
4) approximate

Answer

Choose three options. The peculiarity of unconditioned reflexes is that they




5) are congenital
6) are not inherited

Answer

Choose three correct answers out of six and write down the numbers under which they are indicated. Unconditioned reflexes that ensure the vital functions of the human body,
1) are developed in the process of individual development
2) formed in the process of historical development
3) are present in all individuals of the species
4) strictly individual
5) formed under relatively constant environmental conditions
6) are not congenital

Answer

Choose three correct answers out of six and write down the numbers under which they are indicated. The peculiarity of unconditioned reflexes is that they
1) arise as a result of repeated repetition
2) are a characteristic characteristic of an individual individual of the species
3) are genetically programmed
4) are characteristic of all individuals of the species
5) are congenital
6) build skills

Answer

Choose one, the most correct option. What are the features of spinal reflexes in humans and mammals?
1) acquired during life
2) are inherited
3) are different in different individuals
4) allow the organism to survive in changing environmental conditions

Answer

Choose one, the most correct option. The extinction of a conditioned reflex when it is not reinforced by an unconditioned stimulus is
1) unconditional inhibition
2) conditioned inhibition
3) rational action
4) conscious action

Answer

Choose one, the most correct option. Conditioned reflexes of humans and animals provide
1) adaptation of the body to constant environmental conditions
2) adaptation of the body to the changing external world
3) development of new motor skills by organisms
4) discrimination by animals of the trainer’s commands

Answer

Choose one, the most correct option. A baby's reaction to a bottle of milk is a reflex that
1) inherited
2) is formed without the participation of the cerebral cortex
3) acquired during life
4) persists throughout life

Answer

Choose one, the most correct option. When developing a conditioned reflex, the conditioned stimulus must
1) act 2 hours after unconditional
2) come immediately after the unconditional
3) precede the unconditional
4) gradually weaken

Answer

1. Establish a correspondence between the meaning of the reflex and its type: 1) unconditional, 2) conditional. Write numbers 1 and 2 in the correct order.
A) provides instinctive behavior
B) ensures the adaptation of the organism to the environmental conditions in which many generations of this species lived
C) allows you to gain new experience
D) determines the behavior of the organism in changed conditions

Answer

2. Establish a correspondence between the types of reflexes and their characteristics: 1) conditional, 2) unconditional. Write numbers 1 and 2 in the order corresponding to the letters.
A) are congenital
B) adaptation to new emerging factors
C) reflex arcs are formed in the process of life
D) are the same in all representatives of the same species
D) are the basis of learning
E) are constant, practically do not fade during life

Answer

Choose one, the most correct option. Conditioned (internal) inhibition
1) depends on the type of higher nervous activity
2) appears when a stronger stimulus occurs
3) causes the formation of unconditioned reflexes
4) occurs when the conditioned reflex fades

Answer

Choose one, the most correct option. The basis of nervous activity in humans and animals is
1) thinking
2) instinct
3) excitement
4) reflex

Answer

1. Establish a correspondence between the examples and types of reflexes: 1) unconditional, 2) conditional. Write numbers 1 and 2 in the correct order.
A) withdrawing a hand from the fire of a burning match
B) a child crying at the sight of a man in a white coat
C) a five-year-old child reaching out to the sweets he saw
D) swallowing pieces of cake after chewing them
D) salivation at the sight of a beautifully set table
E) downhill skiing

Answer

2. Establish a correspondence between the examples and the types of reflexes that they illustrate: 1) unconditional, 2) conditioned. Write numbers 1 and 2 in the order corresponding to the letters.
A) sucking movements of the child in response to touching his lips
B) constriction of the pupil illuminated by the bright sun
C) performing hygiene procedures before bed
D) sneezing when dust enters the nasal cavity
D) secretion of saliva to the clink of dishes when setting the table
E) roller skating

Answer

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