CO MPA RE AND CO NTRAST THE TWO BEHAVI O RAL THEO RI ES
CLA S S I CAL CO NDI TI O NI NG AND O PERANT CO NDI TI O NI NG
EVA LUA TE THE THEO RI ES AS TO HO W APPLI CABLE THEY ARE TO
REA L LI FE SI TUATI ONS
I NTEGRATE THE APPLI CATI ON O F THE THEO RI ES TO YO UR O WN SELF -
D I RECTED LEARNI NG PLAN
Behav ior ism is pr imar il y concer ned w ith obser v abl e and
measur abl e aspects of human behav ior . In defining behav ior ,
behaviorist learning theories emphasize changes in behav ior
that r esul t fr om stimul us -r esponse associations made by the
learner . John B. Watson (1 8 7 8 -1 9 5 8 ) and B. F. Ski nner
(1904 -1990) are the two principal originators of behav iorist
appr oaches to l ear ning
• ignoring the internal psychological and mental
processes
• oversimplifies the complexity of human behavior
• mechanisms without free will
• inability to account for learning or changes in behavior
that occur in the absence of environmental input
• principles of conditioning are not universal
• Russian Physiologist
• Nobel Laureate (1904) for Physiology of
Digestion
• Serendipitous discovery of Conditioned
Reflex
• Wrote the book, Conditioned Reflexes and
Psychiatry (published posthumous in
1941), an application of conditioning to
Psychiatry
UNCONDITIONED UNCONDIT IONED
ST IMULUS (US) RESPONSE (UR)
Any stimulus that A nat ural and automatic
triggers a natural and response to stimulus
automatic response Example: Salivation &
Examples: Food constrictio n of the Pupil
Light
CONDITIONED CONDITIONED
STIMULUS (CS) RESPONSE (CR)
Any neutral stimulus A response that is
that does not trigger a triggered by a CS
natural and automatic E xam p le: Salivat ion
response
Example: Sound
Pavlovi an P roce dure :
1. CS (sound) is presented first, then the US (food) ---> UR
(saliv ation)
[Link] # 1 sev er al times
3. CS is presented alone without the US ---> CR (sal iv ation)
E XC I TATI O N AND DYNAMI C IRRA DIA TION
INHIBI TI ON STEREOTYPE
GENERALIZATION CONCENTRATION DISCRIMINATION
AC QUISIT ION
• initial stage of learning, when a
response is first established and
gradually strengthened.
• classical conditioning, a neutral
stimulus is repeatedly paired with an
unconditioned stimulus.
EXTINC TION
• occurrences of a conditioned response
decrease or disappear
• when a conditioned stimulus is no
longer paired with an unconditioned
stimulus.
EXTINC TION
Example: smell of food (US) had been
paired with the sound of a whistle
(CS), the sound of the whistle would
eventually come to evoke the
conditioned response of hunger.
However, if the smell of food were no
longer paired with the whistle,
eventually the conditioned response
(hunger) would disappear.
SPONTANEOUS
REC OVERY
• a learned response can suddenly
reemerge, even after a period of
extinction
STIM ULUS
GENERALIZ ATION
• tendency for a conditioned stimulus to
evoke similar responses after the
response has been conditioned.
• Example : Little Albert Experiment
DISC RIM INATION
• ability to differentiate between a
conditioned stimulus and other stimuli
not paired with an unconditioned
stimulus.
PANIC DISORDER
• “conditioning episode” involving an
early panic attack.
• panic attack serves as an unconditioned
stimulus (US) that gets paired with
neutral stimuli (conditioned stimuli or
CS), allowing those stimuli to later
trigger anxiety and panic reactions
(conditioned responses or CRs).
PANIC DISORDER
• Panic attack US can become associated
with interoceptive cues (like increased
heart rate) as well as external situational
cues that are present during the attack.
This allows those cues to later elicit
anxiety and possibly panic (CRs).
•
PANIC DISORDER
• Through this conditioning process,
anxiety becomes focused on the
possibility of having another panic
attack.
• This anticipatory anxiety (a CR) is seen
as a key step in the development of
panic disorder, as it leads to heightened
vigilance and sensitivity to bodily cues
that can trigger future attacks.
ADDIC TION
• Cue reactivity is the theory that people
associate situations (e.g., meeting with
friends)/ places (e.g., pub) with the
rewarding effects of nicotine, and these
cues can trigger a feeling of craving
(Carter & Tiffany, 1999).
ADDIC TION
• Nicotine is the unconditioned stimulus
(UCS), and the pleasure caused by the
sudden increase in dopamine levels is
the unconditioned response (UCR).
ADDIC TION
• stimuli that have become associated
with nicotine were neutral stimuli (NS)
before “learning” took place but they
became conditioned stimuli (CS), with
repeated pairings. They can produce the
conditioned response (CR).
C LASSROOM LEARNING
• students associate positive emotional
experiences with learning.
• example: if a student is bullied at school
they may learn to associate the school
with fear.
• Born in Pennsylvania
• Graduated college from Hamilton College, New
York with a degree in English though his father
wanted him to become a lawyer
• When he failed in describing human behaviour
through literature, Skinner attempted to
describe human behaviour through science.
Clearly, he was much more successful at the
latter pursuit.
Skinner developed a more comprehensive view of conditioning, known as operant
conditioning. His model was based on the premise that satisfying responses are
conditioned, while unsatisfying ones are not. Operant conditioning is the rewarding of
part of a desired behavior or a random act that approaches it. Skinner remarked that
"the things we call pleasant have an energizing or strengthening effect on our behavior"
(Skinner, 1972, p. 74).
RESPONDENT
BEHAVIOR
• elicited by a known stimulus (e.g.,
reflexes such as constriction of pupil
and bright light, salivation and food)
OPERANT BEHAVIOR
• elicited by an unknown stimulus, and is
controlled by its consequences
TYPE S
• emphasizes the function of the Stimulus
(which was studied by Pavlov)
TYPE R
• emphasizes the function of the
Response (which was studied by
Skinner); also known as Operant
Conditioning, it measures the response
rate
A n y r es p on s e t h at i s fol l ow ed by a r ei n for ci n g
s t i mu l u s t en ds t o be r ep eat ed
A re i nf orcing s timulu s, w h i c h comes a f t e r t h e
b e h avior, i s a n y t h in g t ha t inc reases t he ra t e w it h
w h i ch a n op e rant res ponse oc c urs
• Repeat acts that led to favorable outcomes, and suppress
those that produced unfavorable results (Shaffer, 2000).
• Skinner believed the habits that each of us develops
result from our unique operant learning experiences
(Shaffer,2000).
DEPRIVAT ION
• deprivation of reinforcer (e.g.,
food or water for 23 hours per
day)
MAGAZINE TRAINING
• the feeder mechanism (‘magazine”) is activated by the experimenter and
produces a loud clicking sound before delivering a pellet of food into the
food cup; gradually the rat associates the click of the magazine with the
presence of food (which is the reinforcer)
LEVER PRESSING
• eventually the rat will press the lever, which will fire the food magazine,
producing a click that reinforces the bar press, and also signals the rat to go
to the food cup, where it is reinforced by food.
• Consequences occur immediately after a behavior (Figure 1.3).
Consequences may be positive or negative, expected or
unexpected, immediate or long-term, extrinsic or intrinsic,
material or symbolic (a failing grade), emotional/interpersonal or
even unconscious. Consequences occur after the "target"
behavior occurs, when either positive or negative reinforcement
may be given.
PUNISHM ENT
• it occurs when a response
removes something positive or
adds something negative; leads
to the cessation of behavior
ARGUM ENT S AGAINST
USING PUNISHMENT:
• It causes unfortunate emotions
• It indicates what the organism
should not do, not what it
should do
• It justifies inflicting pain on
others
ARGUM ENT S AGAINST
USING PUNISHMENT:
• It elicits aggression toward the
punisher
• It usually often replaces one
undesirable behavior with
another undesirable response
• It conditions the organism to
suppress undesirable behavior
only when the punisher is
present
EDUCATION AL IM PLICATIONS OR
SIGNIFICANC E OF OPERANT
CONDITIONING:
Successive
approximation:
• appropriate use of
reinforcement or rewards
• process which means that
complicated behavior patterns
are learned gradually through
successive steps which are
rewarding for the learner
EDUCATION AL IM PLICATIONS OR
SIGNIFICANC E OF OPERANT
CONDITIONING:
Eliminating negative behaviour
through extinction
• repeated without reinforcement,
the strength of the tendency to
perform that response
undergoes a progressive
decrease.
EDUCATION AL IMPLICATIONS OR
SIGNIFICANC E OF OPERANT
CONDITIONING:
Reinforcemen
t
• eliminate the element of fear
from school atmosphere by
using positive reinforcement
• providing a reward for positive
behavior
THE EFFECTIVEN ESS OF
PUNISHM ENT AS A
REINFORCEM ENT TECHNIQUE
DEPENDS UPON THE FOLLOWING
VARIABLES:
Timing of
punishment:
effective, punishment should
be administered immediately
after the inappropriate
behavior.
THE EFFECTIVEN ESS OF
PUNISHM ENT AS A
REINFORCEM ENT TECHNIQUE
DEPENDS UPON THE FOLLOWING
VARIABLES:
• Consistency of
punishment
• Intensity of punishment
THE EFFECTIVEN ESS OF
PUNISHM ENT AS A
REINFORCEM ENT TECHNIQUE
DEPENDS UPON THE FOLLOWING
VARIABLES: • Adaptation to
punishment
If the child is continually subjected to punishment, he
loses the ability to distinguish between aversive and
non- aversive situations, between which behaviors are
acceptable and which are not acceptable.
EDUCATION AL IMPLICATIONS OR
SIGNIFICANC E OF OPERANT
CONDITIONING:
Behavior
modification
• making individual learn difficult
and complex behavior
• implies the use of behaviour
modification program to shape
desirable behavior and to
eliminate undesirable behaviour