Differences between Classical and Operant Conditioning
In Behavioral Psychology, the term ‘conditioning’ is used to refer to a theory that learning can allow a human being or animal to modify the response (reaction) to a stimulus (event/object) (Hill, 2001). There are two types of conditioning: classical conditioning and operant conditioning with distinct characteristics. When the two types are contrasted, it is easily noticeable that both approaches involve diverse learning patterns. As far as classical conditioning is concerned, it involves “learning by association, and refers to the conditioning of reflexes – how animals learn to associate new stimuli with innate bodily reflexes” (Hill, 2001). According to operant conditioning, on the other hand, the consequences control behavioral responses (Sullivan, 2009).
Foundational Research Concerning Classical and Operant Conditioning
Ivan Pavlov, a renowned Russian physiologist, accidentally discovered the concept of Classical Conditioning while conducting a research associated with the analysis of process of digestion in dogs. Later, John B Watson furthered his research on classical conditioning while he utilized “Little Albert”, an infant, in his controversial experiment. Later, Edward Thorndike and B. F Skinner worked on the origination of operant conditioning theory with the purpose of explaining all behaviors through the utilization of both classical and operant conditioning (Pastorino & Doyle-Portillo, 2012).
Principles in Classical Conditioning
Neutral Stimulus (NS) in classical conditioning is something that results in no reaction. When “repeatedly paired with an unconditioned stimulus (which produces a natural response), and over repeated trials, the neutral stimulus becomes conditioned and produces (by itself) the natural response” (Sullivan, 2009). As far as Conditioned Response (CR) is concerned, it is stirred up as a learned response by a stimulus. In simple words, CR is not an inherent or instinctual response to a stimulus. On the other hand, Unconditioned Response (UCR) is referred to as a naturally-occurring behavior due to a certain incentive. For instance, when an individual yelps after an insect bites him, yelping would be considered as UCR here. Lastly, Conditioned Stimulus (CS) is a neutral stimulus conditioned classically for the induction of a response (Sullivan, 2009).
Principles in Operant Conditioning
Skinner introduced the term ‘reinforcement’ which refers to “a consequence of response that increases the probability of the behavior’s recurrence” (Sullivan, 2009). In the context of Skinner’s behaviorism theory, reinforcement can be both negative and positive. For instance, when children are awarded with chocolates for their good conduct, it would be considered as positive reinforcement. When a dress is torn off so that the person does not have to wear it is negative reinforcement. Punishment in operant conditioning is the opposite of reinforcement. Positive punishment is something that eliminates an unwanted behavior by offering an unwanted consequence. A teacher scolding a child in front of his classmates for bullying is positive punishment whereas a patrol officer taking away an individual’s driving license for disobeying traffic laws is negative punishment. Generalization can be well understood with the example of potty-training a child. When a child learns to use washroom, this desired behavior is achieved by offering rewards. When people are treated selectively on the basis of certain characteristics, it is called discrimination in operant conditioning (Sullivan, 2009).
In short, both classical and operant conditioning facilitate in understanding human behavior.
Works Cited
Hill, G. (2001). AS level psychology through diagrams. Oxford: Oxford University Press.
Pastorino, E. E., & Doyle-Portillo, S. M. (2012). What Is Psychology? Essentials(2nd ed.). Belmont, CA: WADSWORTH Cengage Learning.
Sullivan, L. E. (2009). The SAGE glossary of the social and behavioral sciences. London: SAGE.
