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Aspects of Behavioral Conditioning
History of Systems Psychology
PSY401
Tiffany Jubb, Joe Milillo, Jen
Mislinski, and Cesar Monzon
Classical and Operant Conditioning
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Classical conditioning is the ability to associate a predictive
stimuli with a subsequent important event. These behaviors
are primarily automatic. (Lorenzetti, Mozzachiodi, Baxter &
Byrne, 2005)
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Operant conditioning (goal-oriented) is the ability to
associate an expressed behavior with its consequences.
These behaviors are primarily voluntary in order to learn.
(Lorenzetti, Mozzachiodi, Baxter & Byrne, 2005)
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Both classical and operant conditioning are allow for a
predictive understanding of changing environment
(Lorenzetti, Mozzachiodi, Baxter & Byrne, 2005).
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Though both are operationally different, there is a question of
difference or similarity in terms of mechanisms in the brain
(Lorenzetti, Mozzachiodi, Baxter & Byrne, 2005).
Classical and Operant Conditioning
(cont.)
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Research has been finding reasons to believe that these two
forms of associative learning do differ at the cellular level
(Lorenzetti, Mozzachiodi, Baxter & Byrne, 2005)
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Interesting similarities and differences between classical and
operant conditioning are being found.
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An important similarity is the reinforcement pathway in which
dopamine is the common mediator for both forms of learning
(Lorenzetti, Mozzachiodi, Baxter & Byrne, 2005).
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At a cellular level, both types share the same locus (specific
location of a gene) for changes that occur, but had opposite
neuron plateau potentials, exhibiting a major difference at this
level (Lorenzetti, Mozzachiodi, Baxter & Byrne, 2005).
Operant Conditioning
and
Applied Behavior Analysis

Applied behavior analysis (ABA) was established in the second
half of the 20th century and is based upon the operant
conditioning principles of B.F. Skinner (Ringdahl, Kopelman &
Falcomata, 2010).
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Operant principles are applied in ABA by examining how
events or consequences that follow a specific behavior
strengthen or weaken that behavior (Hernandez & Ikkanda,
2011).

One important principle of operant conditioning is the use of
reinforcement. Reinforcement occurs when there is an change
in a behavior as a consequence of an event that follows the
behavior. That is a response is altered when found to create a
consequence that desirable (either positive or negative/
increase or decrease) (Hernandez & Ikkanda, 2011).
Operant Conditioning
and
Applied Behavior Analysis (cont.)

ABA is considered a science and has been effectively used by
clinicians with children suffering from Autistic Spectrum
Disorder (ASD) in modifying socially significant behaviors
(Hernandez & Ikkanda, 2011).

ABA is even being studied to improve behaviors of those with
ASD in various settings such as a dentists offices (Hernandez
& Ikkanda, 2011).
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Research is still needed. Important areas are comparisons of
ABA with psychopharmacology treatments for ASD, as well as
ABA interventions and adults with AS (Matson, Turygin,
Bieghley, Rieske, Tureck & Matson) .
Neuro-evolution and Operant
Conditioning

Operant condition is learning to initiate a behavior in order to
gain a reward. This form of learning has been found to rely on
the basil ganglia, and has been carried out by animals since it
has directly survival value (Meeter, Veldkamp & Jin, 2009).

By understanding memory’s role in survival there are clear
benefits each type of memory the brain utilizes. All three
layers of basil ganglia (dorsal striatum, striosomes, ventral
striatum) were utilized in operant learning, as well as the
dopamine-reward system (Meeter, Veldkamp & Jin, 2009).
Neuro-evolution and Operant
Conditioning

Dopamine was released when an unexpected reward
was achieved and then found to be released precondition stimulus, when the reward was expected
(Meeter, Veldkamp & Jin, 2009).

Neuro-evolution of operant reward learning is also
affected by surroundings. It can be fostered by
environments where varying or exploring behavior
(behavior novelty) is associated with low risk
(Soltoggio & Jones, 2009).
References
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Hernandez, P., & Ikkanda, Z. (2011). Applied behavior analysis. The Journal of the
American Dental Association, 142(3), 281.
Lorenzetti, F. D., Mozzachiodi, R., Baxter, D. A., & Byrne, J. H. (2005). Classical and
operant conditioning differentially modify the intrinsic properties of an identified
neuron. Nature neuroscience, 9(1), 17-19.
Matson, J. L., Turygin, N. C., Beighley, J., Rieske, R., Tureck, K., & Matson, M. L.
Applied behavior analysis in Autism Spectrum Disorders: Recent developments,
strengths, and pitfalls. Research in Autism Spectrum Disorders, In Press, Corrected
Proof. doi: 10.1016/j.rasd.2011.03.014
Meeter, M., Veldkamp, R., & Jin, Y. (2009). Multiple memory stores and operant
conditioning: A rationale for memory's complexity. Brain and cognition, 69(1), 200208.
Ringdahl, J. E., Kopelman, T., & Falcomata, T. S. (2010). Applied Behavior Analysis
and Its Application to Autism and Autism Related Disorders. Applied Behavior
Analysis for Children with Autism Spectrum Disorders, 15-32.
Soltoggio, A., & Jones, B. (2009). Novelty of behaviour as a basis for the neuroevolution of operant reward learning. In Proceedings of the Genetic and Evolutionary
Computation Conference
Behavior Modification and
Behavioral Therapy
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B.F. Skinner was one of the most influential researchers in
behavior modification
He is the founder of operant conditioning
Behavioral therapy is based on the notion of operant
conditioning and is a therapeutic treatment, especially for
those who suffer from anxiety (as well as other disorders)
This therapy focuses mainly on exposure and escape
behaviors and trying to extinguish them
When a person is feeling anxious, they usually escape the
situation, but behavioral therapy teaches the person to stay
in the situation until the anxious feelings subside
Jennifer Mislinski
Behavioral Therapy and Anxiety
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Parsons and Rizzo, 2007, explored outcomes of virtual
reality exposure therapy for anxiety and specific phobias.
VRET (virtual reality exposure therapy) is a therapy that
uses a computer simulation/virtual environment and
immerses the user in a particular setting
The researchers collected 21 articles that used virtual
reality treatment in their studies for people suffering from
anxiety or other similar disorders (such as phobias) and
meta analyzed the data.
After analyzing all of the data, Parsons and Rizzo, 2007
found that VRET is an effective way to treat those people
suffering from anxiety, by reducing symptoms.
Jennifer Mislinski
Behavioral Therapy and Anxiety
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Barlow, Cerny, Klosko, and Tassinari, 1990 looked at the
effectiveness of Behavior Therapy and the medication
alprazolam in people with Panic Disorder
The researchers selected participants that were between
ages 18 and 65 and who were visiting the Phobia and
Anxiety Disorders clinic at SUNY Albany. They also
included participants who had mild to severe agoraphobic
avoidance.
There was a total of four groups; a medication group
(alprazolam), a placebo group, a behavior therapy group,
and a waitlist group
57 out of 69 initial subjects completed the study (12
dropped out and most came from the placebo group)
Jennifer Mislinski
Behavioral Therapy and Anxiety
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Barlow, Cerny, Klosko, and Tassinari, 1990 discovered that over
85% of people who participated in the behavior therapy group
were panic free after a 2 week period at the end of treatment
Those in the behavior therapy group did significantly better than
those in the placebo or waiting list groups
The researchers also found that the medication alprazolam
group was not significantly different than the behavior therapy.
This study shows that the combination of alprazolam and
behavior therapy may possibly work better than any other types
of therapy, but also that behavior therapy is an effective way to
treat those with anxiety
Jennifer Mislinski
Behavioral Therapy and Anxiety
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CBT is a combination of cognitive and behavioral therapy..
Kendall and Southam-Gerow, 1996 reported a long-term
follow up of CBT for anxiety-disordered youth.
Participants in the study were clients who completed
treatment at the Child and Adolescent Anxiety Disorders
Clinic (CAADC) at Temple University at least two year prior
to the study.
36 girls and boys participated in the study
After assessing the children's well being, the researchers
found that the adolescents had mostly maintained the gains
they made in treatment 2-5 years earlier
The children were also successful in their maintenance of
treatment
Jennifer Mislinski
References
• Kendall, P., & Southam-Gerow, M. (1996). Long-term
follow-up of a cognitive-behavioral therapy for anxiety
disordered youth. Journal of Consulting and Clinical
Psychology, 64, 724-730. Retrieved May 24, 2011, from
the PsychInfo database.
• Klosko, J., Barlow, D., Tassinari, R., & Cerny, J. (1990).
A comparison of alprazolam and behavior therapy in
treatment of panic disorder. Journal of Consulting and
Clinical Psychology, 58, 77-84. Retrieved May 24, 2011,
from the PsychInfo database.
• Parsons, T., & Rizzo, A. (2008). Affective outcomes of
virtual reality exposure therapy for anxiety and
specific phobias: A menta-analysis. Journal of
Behavior Therapy and Experimental Psychiatry, 39,
250-261. Retrieved May 24, 2011, from the PsychInfo
database.
Jennifer Mislinski