Classical Conditioning
According to Basford and Slevin (2003), classical conditioning relates to the normal-unlearned stimulus-response, which is normally experienced during reflex actions. The result is that a subject exposed to the neutral stimuli will respond in a similar manner as when exposed to the unconditioned stimuli. Examples include having lunch at noon and taking a bath in the morning. Extinction of classical conditioning occurs when the pairing between the conditioned stimulus and the unconditioned stimulus is stopped.
Components of Classical Conditioning
- Neutral stimulus; this refers to a stimulus, which does not generate any response.
- Unconditioned Stimulus: this refers to a stimulus, which can generate response automatically.
- Conditioned Stimulus: This stimulus has can generate a response because it has already been associated with an unconditional stimulus.
- Unconditioned response: this is an automatic response to an unconditioned stimulus.
- Conditioned Response: This response has been learned and is generated by a conditioned stimulus.
Classical Conditioning Processes
Acquisition
This involves the formation of new responses. That is the initial stage during, which something new is learned (Weiten, 2010). During the acquisition stage, there is the pairing of an unconditioned stimulus and a neutral stimulus. This results in the neutral stimulus becoming a conditional stimulus, which brings out a conditioned response. Forming new responses depends on the prevalence of stimulus in time and space (Weiten, 2010).
Extinction
Weakening of conditioned response occurs because of the continued presence of a conditioned stimulus alone without the presence of an unconditioned stimulus.
Spontaneous Recovery
According to Weiten (2010), this is the reappearance of an extinguished response after a period of non-exposure to the conditioned stimulus.
Breakthrough research of Classical Conditioning theory
Classical conditioning helps animals to survive and reproduce.
Major thought leader in Classical Conditioning
The major thought leader in Classical conditioning was Ivan Pavlov
Operant Conditioning
Operant conditioning theory does not rely on reflex or automatic stimulus response reactions but on operant or purposive acts carried out by an animal or person (Basford and Slevin, 2003). Operant conditioning is mainly applied in behavior modification. An example of a case where operant conditioning is applied is in school where a reward system is used to boost performance and student behavior. The process of discontinuing training and learning may result to extinction of operant conditioning.
Components
- Operants and reinforcers: Operant response is used to distinguish the response in operant conditioning from that of classical conditioning and is likely to have an effect on the world (Bernstein, 2013). A reinforcer relates to a stimulus event, which increases the likelihood of an operant behavior occurring. Positive reinforcement helps to strengthen a response whereas a negative reinforcement helps to remove unpleasant stimuli.
- Discriminative Stimulus; this is the environmental stimulus which comes before an operant response.
Breakthrough research of Operant Conditioning theory
Operant conditioning has been applied in the behavior modification of young children and teenagers.
Major thought leaders in Operant Conditioning
The major thought leader in Operant conditioning was B.F. Skinner. Later Edward L. Thorndike used his work in instrumental learning.
Similarities and Differences between Classical Conditioning and Operant Conditioning
The major difference between the two theories is that in classic conditioning, there must be stimuli, while in operant conditioning an operant act such as a need for punishment is required. Additionally, the response in classical conditioning is instantaneous while response in operant conditioning takes a longer duration. Further response in classical conditioning is involuntary while that in operant conditioning is voluntary. The major similarity is that both theories are used in learning new behaviors.
References
Basford, L., & Slevin, O. (2003). Theory and practice of nursing: An integrated approach to patient care. Cheltenham, U.K: Nelson Thornes.
Bernstein, D. (2013). Essentials of Psychology (6 Ed.). Cengage Learning.
Weiten, W. (2010). Psychology: Themes & variations. Belmont, Calif: Wadsworth/Cengage Learning.
