Download Classical v. Operant Conditioning

Classical v. Operant
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R. Peters
PSYCH
SY 2010 - 11
Classical Conditioning
• Is based on stimulus-response relationships.
– A stimulus is an object or a situation that
excites one of our sense organs.
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and aa person respond in
• Often a stimulus
makes
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a certain way,
as when a flash of light makes
are needed to see this picture.
us blink.
• Psychologists say that in this instance the
stimulus elicits (draws forth) the response.
Components of Classical Conditioning
• In classical conditioning, learning occurs when a new or conditioned
begins to elicit behavior similar to the original unconditioned
response that was originally produced by an unconditioned
stimulus.
– The unconditioned stimulus is one that unconditionally,
naturally, and automatically triggers a response.
– For example,
when youand
smell
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a one of your favorite foods,
you may immediately
feel very hungry.
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– In
this
example,
the this
smell
of the food is the
are
needed
to see
picture.
unconditioned stimulus.
– Classical conditioning has occurred because the new
stimulus (the tone) has begun to elicit the response of
salivation in much the same way as the lemon juice
elicited it.
– The unconditioned response is the unlearned response that
occurs naturally in response to the unconditioned stimulus. In
our example, the feeling of hunger in response to the smell of
food is the unconditioned response.
• Any condition that makes learning occur is said to reinforce the
learning.
Components of Classical Conditioning
• The Conditioned Stimulus is previously a neutral stimulus
that, after becoming associated with the unconditioned
stimulus, eventually comes to trigger a conditioned
response.
– In the earlier example, suppose that when you smelled
your favorite food, you also heard the sound of a whistle.
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and
While the whistle
is unrelated
toathe smell of the food, if
the sound of the decompressor
whistle was paired multiple times with
are the
needed
to would
see thiseventually
picture. trigger the
the smell,
sound
conditioned response. In this case, the sound of the
whistle is the conditioned stimulus.
• The Conditioned Response is the learned response to the
previously neutral stimulus.
– In the example, the conditioned response would be
feeling hungry when you heard the sound of the whistle.
Classical Conditioning
• The classical conditioning process is particularly important in
understanding how we learn emotional behavior.
– When we develop a new fear, for example, we learn to
fear a stimulus that has been combined with some other
frightening stimulus.
– Studies of classical
conditioning
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and aare based on
experiments performed
in the early 1900's by the Russian
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physiologist
Ivan P.toPavlov.
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see this picture.
• He trained dogs to salivate to such signals as lights,
tones, or buzzers by presenting these signals when he
gave food to the dog
• Pavlov called the learned response a conditioned
response because it depended on the conditions of the
stimulus.
• To emphasize the fact that a stimulus produces a response in
this kind of learning, classical conditioning is often called
respondent learning.
Examples of Classical Conditioning
• These techniques are also useful in the treatment
of phobias or anxiety problems.
• Teachers are able to apply classical conditioning in
the class by creating a positive classroom
and aovercome anxiety or
environment toQuickTime™
help students
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fear.
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– Pairing an anxiety-provoking situation, such as
performing in front of a group, with pleasant
surroundings helps the student learn new
associations.
– Instead of feeling anxious and tense in these
situations, the child will learn to stay relaxed
and calm.
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Operant Conditioning
• What Is Operant Conditioning?
– Sometimes referred to as instrumental conditioning.
– Is a method of learning that occurs through rewards and
punishments for behavior.
– Through operant conditioning, an association is made
between a behavior and a consequence for that behavior.
• Operant conditioning was coined by behaviorist B.F. Skinner.
– Skinner believed that internal thoughts and motivations
could not be used to explain behavior. Instead, he
suggested, we should look only at the external,
observable causes of human behavior.
– In other words, Skinner's theory explained how we
acquire the range of learned behaviors we exhibit each
and every day.
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Examples of Operant
Conditioning
• We can find examples of operant conditioning at
work all around us.
– Consider the case of children completing homework to
earn a reward from a parent or teacher, or employees
finishing projects to receive praise or promotions.
• In these examples, the promise or possibility of rewards
causes an increase in behavior, but operant conditioning can
also be used to decrease a behavior.
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– The removal of an undesirable outcome or the use of
punishment can be used to decrease or prevent
undesirable behaviors.
• For example, a child may be told they will lose recess
privileges if they talk out of turn in class. This potential for
punishment may lead to a decrease in disruptive behaviors.
Components of Operant
Conditioning
• Some key concepts in operant conditioning:
– A reinforcer is any event that strengthens or increases the
behavior it follows. There are two kinds of reinforcers:
• Positive reinforcers are favorable events or outcomes that
are presented after the behavior. In situations that reflect
positive reinforcement, a response or behavior is
strengthened by the addition of something, such as praise
or a direct reward.
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• Negative reinforcers involve the removal of an unfavorable
events or outcomes after the display of a behavior. In these
situations, a response is strengthened by the removal of
something considered unpleasant.
– In both of these cases of reinforcement, the behavior
increases.
Components of Operant
Conditioning
• Some key concepts in operant conditioning:
– Punishment, on the other hand, is the presentation of
an adverse event or outcome that causes a decrease in
the behavior it follows. There are two kinds of
punishment:
• Positive punishment, sometimes referred to as
punishment by application, involves the presentation
of an unfavorable event or outcome in order to
weaken the response it follows.
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• Negative punishment, also known as punishment by
removal, occurs when an favorable event or outcome
is removed after a behavior occurs.
– In both of these cases of punishment, the behavior
decreases.
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Classical v. Operant
Conditioning
QuickTime™ and a
decompressor
are needed to see this picture.