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Conditioning
Classical and operant conditioning are types of behavioral learning. Subsets of behavioral psychology, classical and operant conditioning show how a subject (animal or human) can exhibit relatively permanent changes in behavior due to certain types of experiences. According to Cryver (2000), learning is a "fundamental process" in all animals.
Classical conditioning is also known as "learning by association." Association in this sense refers to the association of a behavior with a stimulus: otherwise known as the stimulus-response effect. Pavlovian learning is the core of classical conditioning, or learning by association. The stimulus can be, for example, a dog treat. The response is salivation. The dog treat is an unconditioned stimulus. In other words, the dog needs no conditioning to start salivating at the smell of meat. Its biology, genetics, and physiology makes it so that the smell of meat automatically and innately evokes the unconditioned response (reflex) of salivation.
If a bell is rung at the same time that the treat is delivered, the bell is called a neutral stimulus. The bell ringing is a neutral event, something that the dog does not necessarily associate with food, water, affection, or anything else. However, if the bell is rung in accordance with the delivery of the treat, then the dog starts to associate the sound of the bell with the presence of a meat treat. As Boerce (2009) puts it, "at first the bell is a neutral stimulus, but after conditioning, it becomes a conditioned stimulus and salivation becomes...
The subject associates two otherwise unrelated events, because they happen at the same time.
Learning by association is the root of the types of learning that lead to the irrational association of certain stimuli with emotions like fear. As Beorce (2009) notes, learning by association can explain aversions to certain foods as well. Using classical conditioning, a person can learn to associate a neutral stimulus with a response in the central nervous system: such as the startle reflex (Boerce, 2009). The subject generalizes the stimulus, too. For example, researcher John Watson built upon the experiments performed by Ivan Pavlov. In 1920, Watson observed a child who was conditioned to fear a cute white rabbit because the sight of the rabbit corresponded with the presence of a loud, undesirable noise. After the conditioning became a learned response, the child started to generalize the stimulus from white rabbits to all fuzzy things: even cotton (Boerce, 2009). The subject has ceased to discriminate or differentiate between stimuli, instead associating all white fuzzy things with loud noises.
A process of de-conditioning shows how learning can un-do the associations created between rationally disparate events. However, the same techniques of classical conditioning are used to create another type of learning by association. Instead…
References
Boerce, C.G. (2009). Learning. General Psychology. Retrieved online: http://webspace.ship.edu/cgboer/genpsylearning.html
Cryver, L. (2000). Learning theories. Retrieved online: http://www.northern.ac.uk/NCMaterials/psychology/lifespan%20folder/Learningtheories.htm
Myers, D.G. (2004). Psychology. Worth.
Newman, B. (2010). The twelve cognitive processes that underlie learning. Retrieved online: http://stephenslighthouse.com/2010/11/14/the-twelve-cognitive-processes-that-underlie-learning/
Then, on seeing that the rearing has become a little bit familiar to him, sniffy is therefore, reinforced when he rears at a point with the bar. After several attempts of the previous steps, sniffy was encouraged to rear up nearer to the bar as possible. During the regular training observation, incase sniffy rears so close to the bar this increases the likelihood that sniffy will press on the bar.
To reduce disruptive behavior in class, Mr. Byrne has two main options. He could use positive punishments that go beyond mere scolding -- things like adding extra homework for those who misbehave, increasing in-class work, making kids feel ashamed by singling them out or putting them out of the classroom, and even going as far as to do actual physical punishment (if the school allows mild striking). The kids will
Classical conditioning (CC) and operant conditioning (OC) are two crucial aspects of behavioral psychology (Cherry, n.d.; Pavlov, 1927; Skinner, 1953). While both types of conditioning result in learning, the process through which learning occurs is different. To understand each of the process it is crucial to learn about how one is different from the other (Cherry, n.d.; Pavlov, 1927; Skinner, 1953). Classical Conditioning (CC) (Cherry, n.d.; Pavlov, 1927) It was first defined
Narcotics and explosive detection work combine both classical and operant conditioning. The classical element of their conditioning is the conditioning implemented to substitute a reward in the form of a particular play toy used only for its specific purpose as a positive consequence of desired behavior. In that case, the operant component of the conditioning is that the desired behavior of searching for contraband, first, triggers the reward afterwards. In
It is to be stressed upon that such reflexes may exist in some species but not in others. According an effective U.S., however, there are still several factors that have influence on conditioning a particular CS applying it. (Features of Classical Conditioning) The Classical Conditioning response is considered as most primitive and primary units of learning and assists the analysts in better comprehending and potentially treats some human pathology. The
Learning Theories Classical Conditioning Classical conditioning is the process of linking an unconditioned stimulus to a conditioned stimulus. The famous classical conditioning experiment by Pavlov resulted in a dog beginning to salivate whenever a bell was rung. This was achieved by ringing the bell every time food was brought for the dog, thus the dog was conditioned to associate the sound of the bell with food. Since food naturally elicits salivation in