classical conditioning & operant conditioning

classical conditioning 
 operant conditioning

1. CLASSICAL
CONDITIONING&OPERANT
CONDITIONING
Hina Jalal (PhD Scholar)
GCUF

2. Hina Jalal (PhD Scholar) @AksEAina
Itbecameadominantschoolofthoughtduringthe1950s.Mainexponentsofbehaviourismare:
JohnB.Watson
IvanPavlov
B.F.Skinner
Behaviourismsuggeststhatallbehaviourcanbeexplainedbyenvironmentalcausesratherthanbyinternalforces.
Behaviourismisfocusedonobservablebehaviour.
JohnB.Watson(1878–1958)andtheotherbehaviouristsbegantousetheseideastoexplainhoweventsthatpeople,
andotherorganismsexperiencedintheirenvironment(stimuli)couldproducespecificbehaviours(responses).
Theoriesoflearningincludingclassicalconditioningandoperantconditioningwerethefocusofagreatdealof
research.
Skinnerusedtheideasofstimulusandresponse,alongwiththeapplicationofrewardsorreinforcements,totrain
pigeonsandotheranimals,andpunishment
Behaviourism

3. Hina Jalal (PhD Scholar) @AksEAina
Operant conditioning
dealswiththemodificationof"voluntarybehaviour"oroperantbehaviour,.Operantisasetofstimulithatproduces
meaningfulconsequencestoananimal.ItcanfurtherdividedintoReinforcement(stimulusthatincreasetheprobability
ofperformingbehaviours)andpunishment(stimulusthatdecreasetheprobabilityofperformingbehaviours).Thecore
toolsofoperantconditioningareeitherpositive(deliveredfollowingaresponse),ornegative(withdrawnfollowinga
response).
Skinner identified three types of responses, or operant, that can follow behaviour.
•Neutral operant:responses from the environment that neither increase nor decrease the probability of a behaviour
being repeated.
•Reinforcers:Responses from the environment that increase the probability of a behaviour being repeated.
Reinforcers can be either positive or negative.
•Punishers: Responses from the environment that decrease the likelihood of a behaviour being repeated. Punishment
weakens behaviour.

4. Hina Jalal (PhD Scholar) @AksEAina
Positivereinforcement:Providingastimulusthatanindividualdesiretoreinforcedesiredbehaviours.Forexample,a
childlovesplayingvideogames.Hismotherreinforcedhistendencytoprovideahelpinghandtootherfamilymembers
byprovidingmoretimeforhimtoplayvideogames.
Negativereinforcement:Removingastimulusthatanindividualdoesnotdesiretoreinforcedesiredbehaviours.For
example,achildhatesbeingnaggedtocleanhisroom.Hismotherreinforceshisroomcleaningbyremovingthe
undesiredstimulusofnaggingafterhehascleaned.
Innegativereinforcement,aresponseorbehaviourisstrengthenedbystopping,removing,oravoidinganegative
outcomeoraversivestimulus
Positivepunishment:Providingastimulusthatanindividualdoesnotdesiretodecreaseundesiredbehaviours.For
example,achildhatestodochores.Hisparentswilltrytoreducetheundesiredbehaviouroffailingatestbyapplying
theundesiredstimuliofmorechoresaroundthehouse.
Negativepunishment:Removingastimulusthatanindividualdesireinordertodecreaseundesiredbehaviours.For
example,achildlovesplayingvideogames.Hisparentswilltrytoreducetheundesiredbehaviouroffailinganexamby
removingthedesiredstimulusofvideogames.
Operant conditioning

5. Hina Jalal (PhD Scholar) @AksEAina

6. Hina Jalal (PhD Scholar) @AksEAina
Implication of the theory of operant conditioning
1.Conditioningstudybehaviour:Teachingisthearrangementofcontingenciesofreinforcement,whichexpeditelearning.For
effectiveteachingteachershouldarrangedeffectivecontingencies
ofreinforcement.
2.Conditioningandclassroombehaviour:Duringlearningprocesschildacquireunpleasantexperiencesalso.Thisunpleasantness
becomesconditionedtotheteacher,subjectandtheclassroomandlearnerdislikesthesubjectandateacher.Suitablebehavioural
contingencies,atmosphereofrecognition,acceptance,affectionandesteemhelpschildinapproachingteacherandthesubject.If
studentisnotseriousinstudy,teachermakeuseofnegativereinforcementlikeshowingnegligence,criticisingstudentetc.butif
studentisseriousinstudy,teachermakeuseofpositivereinforcementlikeprize,medal,praiseandsmile.
3.Dealingwithanxietiesthroughconditioning:Throughconditioningfear,anxieties,prejudices,attitudes,perceptualmeaning
develops.Examplesofanxietyaresignalsontheroad,sirenblownduringwartime,childreceivingpainfulinjectionfromadoctor.
Anxietyisageneralizedfearresponse.Tobreakthehabitsoffear,ateachershouldusedesensitizationtechniques.Initiallyteacher
shouldprovideveryweakformofconditionedstimulus.Graduallythestrengthofstimulusshouldbeincreased.
4.ConditioningandCognitiveProcesses:Reinforcementisgivenindifferentform,fortheprogressofknowledgeandinthe
feedbackform.Whenresponseiscorrect,positivereinforcementisgiven.Example:Astudentwhostandsfirstintheclassinthe
monthofJanuaryisrewardedinthemonthofDecember.ToovercomethisProgrammeinstructionisused.Inthissubjectmatteris
brokendownintosteps.Organizinginlogicalsequencehelpsinlearning.Eachstepisbuiltupontheprecedingstep.Progressisseen
intheprocessoflearning.Immediatereinforcementisgivenateachstep.

7. Hina Jalal (PhD Scholar) @AksEAina
Classical conditioning
Classicalconditioning(orPavlovianconditioningorrespondentconditioning)isalsoanimportantbehaviour-analytic
processthatneednotrefertomentalorotherinternalprocesses.Pavlov'sexperimentswithdogsprovidethemost
familiarexampleoftheclassicalconditioningprocedure.
-Atthebeginning,thedogwasprovidedameat(unconditionedstimulus(UCS)naturallyelicitaresponsethatisnot
controlled)toeat,resultinginincreasedsalivation(unconditionedresponse(UCR)whichmeansthataresponseis
naturallycausedbyUCS).
-Afterwards,abellringwaspresentedtogetherwithfoodtothedog.Althoughbellringwasaneutralstimulus(NS),
meaningthatthestimulusdidnothadanyeffect),dogwouldstartsalivatingwhenonlyhearingabellringafter
severalpairings.Eventually,theneutralstimulus(bellring)becameconditioned.

8. Hina Jalal (PhD Scholar) @AksEAina
UCS
&
UCR
CS
&
UCR
NS
&
UCR
CS
&
CR

9. Hina Jalal (PhD Scholar) @AksEAina
Implications of Pavlov’s Theory to Classroom Situations
1.Thetheorybelievedthatonemustbeabletopracticeandmasterataskeffectivelybeforeembarkingon
anotherone.Thismeansthatastudentneedstobeabletorespondtoaparticular
stimulus(information)beforehe/shecanbeassociatedwithanewone.
2.Teachersshouldknowhowtomotivatetheirstudentstolearn.Theyshouldbeversatilewithvariousstrategies
thatcanenhanceeffectiveparticipationofthestudentsintheteaching-learningactivities.
3.Mostoftheemotionalresponsescanbelearnedthroughclassicalconditioning.Anegativeorpositive
responsecomesthroughthestimulusbeingpairedwith.Forexample,providingthenecessaryschoolmaterial
forprimaryschoolpupilswilldevelopgoodfeelingsaboutschoolandlearninginthem,while,punishmentwill
discouragethemfromattendingtheschool.