Learning allows our brains to record and preserve beneficial behaviors and know how to avoid harmful ones. The consequences of the experiences we have or observe are stored in our memory as knowledge to influence our future behavior. The paper explores behavior change through a focus on the learning theories; classical and operant conditioning.
Operant Conditioning
It is a form of learning in which the response to a voluntary behavior influences whether or not the behavior will recur; this occurs through the use of reinforcements and punishment. Following the experiments of B. F. Skinner, we can conclude that a person or animal learns the association between the action and its consequence. The use of operant conditioning in behavior change is evident in the next section exploring the forms of reinforcement and punishment. While reinforcements increase the likelihood of a behavior recurring, punishments reduce the likelihood (Powell, n.d.). The reinforcement of behaviors can follow various schedules, including the fixed interval, fixed ration, variable interval, and variable ratio schedules according to Henton and Iversen (2012). Operant conditioning impacts memory through the law of effect. According to Edward Thorndike, following a behavior with a pleasant consequence increases the likelihood of the behavior recurring. The behavior followed by a negative consequence, on the other hand, is less likely to be repeated (Nicholas, 2009).
Classical Conditioning
It is a learning process involving the pairing of a neutral stimulus with an unconditioned stimulus to elicit a desired behavior or reaction. In Pavlov’s experiments, this was evident through the continuous pairing of the bell (neutral stimulus) with food (unconditioned stimulus), a stimulus eliciting salivation (unconditioned response). Through the conditioned trial, it reached a point where the dog would salivate (conditioned response) at the sound of the bell (conditioned stimulus) even when food did not accompany it. Thus, the dog learned to respond to the bell, a stimulus that previously elicited no response. However, it is vital to note that if the conditioned stimulus continues being presented without the unconditioned stimulus, the conditioned response gradually becomes extinct; the dog learns that the bell no longer comes with food, thus no need to salivate (Nicholas, 2009). Without the presentation of both stimuli together, the subject’s association of the two is gradually erased from memory. In my personal experience, I can say that my love for spicy food is conditioned. Although a person does not need spices to enjoy food, the presence of spices in my food from a young age developed in me the love for spices. Unlike operant conditioning which focuses on responding to voluntary behavior, classical conditioning focuses on involuntary or reflexive responses which are emotional or physiological (Hahn, 2013).
How to use Classical Conditioning to Modify Behavior in the Workplace
In the workplace, the application of classical conditioning is not common. However, a manager who realizes his personality intimidates, causes anxiety, and interferes with the work of employees may adopt a more positive approach in communicating with them. It will help them reduce the association of the manager with anxiety and other negative feelings. Thus, they will find the workplace more conducive and increase their productivity. It will only continue as long as the manager maintains the amicable approach to management. Otherwise, extinction can occur.
Positive and Negative Reinforcement
A reinforcement is a consequence of behavior that increases the likelihood of the behavior recurring. It can occur through the removal of an unpleasant stimulus or the introduction of a pleasant one.
According to McMillan Learning (n.d.), positive reinforcement involves the addition of desirable rewards to increase the behavior. In my life, it is observable through my BOA credit card. It is a rewarded credit card which encourages me to use it every time in order to get more rewards. Thus, I use it more and more to experience the positive consequence. At my workplace, positive reinforcement is evident in the form of bonuses and promotions. They encourage me to work harder in order to enjoy the benefits.
Negative reinforcement, on the other hand, involves the taking away of an unpleasant or unwanted factor in order to increase the occurrence of a behavior. Every time my roommate does not wash the dishes, I complain persistently until he feels bad and washes them. To my roommate, my complaining is an unpleasant experience which forces him to do the right thing for the complaining to stop. Thus, the washing will be rewarded by the stop of complaining.
Positive and Negative Punishment
In learning and behavior, punishment is used to decrease the likelihood of a behavior recurring. It happens through the unpleasant consequences brought about by the removal of something pleasant or introduction of something unpleasant. Negative punishment involves taking away something pleasant in order for a certain behavior to decrease or stop. For instance, if I am caught speeding, the police officer may confiscate my driving license to discourage any future speeding behavior. Thus, I will avoid speeding knowing that the consequence would prevent me from being able to drive myself. Similarly, my cat has a habit of jumping into the toilet to drink the water. In order to discourage this behavior, I can keep the toilet lid down to prevent him from reaching the water; thus, I take away his ability to access the water.
Positive reinforcement, on the other hand, involves the introduction of something unpleasant to discourage the undesirable behavior. In the same case above, the police officer can discourage my future speeding behavior by giving me a citation. In my workplace, positive punishment can occur in the form of demotions and termination. It will discourage the employees from engaging in actions that led to the demotion or termination of a coworker.
Conclusion
In conclusion, the paper explores how behavior is learned and unlearned. It facilitates an understanding of classical conditioning and operant conditioning, and how the approaches can be used in behavior modification in various situations. By comparing and contrasting reinforcement and punishment, it shows how the approaches can be used in changing behaviors encountered at work and in our personal life experiences.
References
Hahn, C. (2013). The Differences and Similarities between Classical and Operant Conditioning. GRIN Verlag.
Henton, W. W., & Iversen, I. H. (2012). Classical Conditioning and Operant Conditioning: A Response Pattern Analysis. New York: Springer Science + Business Media.
McMillan Learning (n.d.). Learning: Punishment and Reinforcement. Infographic 5.3. Retrieved from http://www.macmillanlearning.com/Catalog/uploadedFiles/Content/Worth/Product/About/Look_Inside/Licht,_Sci_Am_Psych/Infographic%205.3.pdf
Nicholas, L. (2009). Classical and Operant Conditioning: Comparisons and Overlaps. Introduction to Psychology (2nd ed.). Cape Town: Juta and Company Ltd.
Powell, A. E. (n.d.). Positive Reinforcement, Negative Reinforcement, and Discipline: What to Use and When. Maine Autism Conference. Retrieved from http://maineautismconference.org/documents/PositiveReinforcementNegativeReinforcementandDiscipline.pdf
