Psychology: Learning by Conditioning; Classical Conditioning and Operant Conditioning

 

(ITP-13) Learning by Conditioning;
Classical Conditioning and Operant Conditioning

Introduction:

Classical and operant conditioning are two of the most important concepts in the field of psychology that explain how we learn and modify our behavior based on our surroundings. Ivan Pavlov, a Russian physiologist, discovered classical conditioning. Classical conditioning involves three main components: unconditioned stimulus, unconditioned response, and conditioned stimulus, while operant conditioning includes reinforcement and punishment. Skinner, believed that behavior is shaped by its consequences, and that behavior that is reinforced is more likely to be repeated in the future. The difference between classical and operant conditioning lies in the type of learning. In this blog, we will discuss these two concepts, their processes, real-life examples, and the difference between them. Understanding these concepts can help us modify our behavior and achieve desired outcomes in our everyday life.

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Classical and operant conditioning are two of the most fundamental concepts in the field of psychology. Both of these concepts explain how we learn and modify our behavior based on the environment around us. In this blog, we will discuss classical and operant conditioning, how they differ, and provide real-life examples of each.

Classical Conditioning:

Classical conditioning is a type of learning in which an organism learns to associate two stimuli. This type of learning was first discovered by Ivan Pavlov, a Russian physiologist who was conducting research on digestion in dogs.

Pavlov's experiment:

In Pavlov's experiments, the food was the unconditioned stimulus (US) because the dogs naturally salivated when they saw it. The sound of the metronome was originally a neutral stimulus (NS) because it didn't make the dogs salivate. But after conditioning, the sound of the metronome became the conditioned stimulus (CS) because the dogs learned to associate it with the food. The dogs' responses followed the same pattern: the conditioned response (CR) was the response to the sound of the metronome, while the unconditioned response (UR) was the response to the food.

Classical conditioning involves three main components:

1. Unconditioned Stimulus (UCS): The unconditioned stimulus is the natural stimulus that triggers a response without any prior learning. In Pavlov's experiment, the food was the UCS.
2. Unconditioned Response (UCR): The unconditioned response is the natural response that occurs in response to the unconditioned stimulus. In Pavlov's experiment, the UCR was the dogs' salivation in response to the food.
3. Conditioned Stimulus (CS): The conditioned stimulus is the previously neutral stimulus that is repeatedly paired with the unconditioned stimulus to produce a learned response. In Pavlov's experiment, the lab technician became the CS, as the dogs learned to associate him with the food.
4. Conditioned response (CR): Conditioned response is the learned response to a conditioned stimulus. The dog began to salivate in response to the sound of a bell or metronome after it had been repeatedly paired with the presentation of food, even when food was not presented. This salivation in response to the conditioned stimulus was the conditioned response.

Processes of classical conditioning:

1.    Acquisition: The initial stage of learning in which a neutral stimulus is repeatedly paired with an unconditioned stimulus to produce a conditioned response.

2.    Extinction: The gradual weakening and eventual disappearance of a conditioned response when the conditioned stimulus is presented repeatedly without the unconditioned stimulus.

3.    Spontaneous recovery: The reappearance of a previously extinguished conditioned response after a period of time without exposure to the conditioned stimulus.

4.    Generalization: The tendency to respond to stimuli that are similar to the conditioned stimulus, even if these stimuli have not been paired with the unconditioned stimulus.

5.    Discrimination: The ability to differentiate between a conditioned stimulus and other stimuli that are not associated with the unconditioned stimulus.

An example of classical conditioning in everyday life is the association between the sound of an ice cream truck and the feeling of happiness. When a child hears the sound of an ice cream truck, they may feel happy because they have learned to associate the sound with the treat of ice cream. The sound of the ice cream truck becomes the conditioned stimulus, while the feeling of happiness is the conditioned response.

Operant Conditioning:

Operant conditioning is a type of learning where behavior is modified by the consequences that follow it. This type of learning is based on the principle that behaviors that are rewarded or punished are more likely to be repeated or avoided in the future.

There are two types of consequences in operant conditioning: reinforcement and punishment.

Reinforcement is a consequence that increases the likelihood of a behavior being repeated in the future.

Reinforcement is used to strengthen the behaviour 

•      Positive reinforcement involves giving a desirable stimulus, such as praise or a reward, after a behavior is exhibited. For example, a teacher praising a student for good grades.

•      Negative reinforcement involves removing an unpleasant stimulus after a behavior is exhibited. For example, putting on a seatbelt to stop the annoying beeping sound.

Punishment is a consequence that decreases the likelihood of a behavior being repeated in the future.

Punishment is used to stop the behavior 

•      Positive punishment involves presenting an unpleasant stimulus, such as scolding or spanking, after a behavior is exhibited. For example, a parent scolding their child for breaking a vase.

•      Negative punishment involves removing a desirable stimulus, such as taking away privileges, after a behavior is exhibited. For example, a teenager being grounded for breaking curfew.

The schedule of reinforcement is the pattern in which reinforcement is given. There are four types of schedules of reinforcement: fixed interval, and variable interval fixed ratio, variable ratio.

1.    In a fixed interval schedule, reinforcement is given after a fixed amount of time.

2.    In a variable interval schedule, reinforcement is given after a variable amount of time.

3.    In a fixed ratio schedule, reinforcement is given after a fixed number of responses.

4.    In a variable ratio schedule, reinforcement is given after a variable number of responses.

In everyday life, operant conditioning can be seen in various settings, such as school, work, and personal relationships. For example, a boss may give an employee a bonus for meeting a sales goal, or a parent may take away a child's phone for misbehaving.

Skinner believed that behavior is shaped by its consequences, and that behavior that is reinforced (i.e. rewarded) is more likely to be repeated in the future, while behavior that is punished is less likely to be repeated.

An example of operant conditioning in everyday life is a child getting a reward for doing their homework. If a parent promises their child a treat or extra playtime after they complete their homework, the child is more likely to complete their homework in the future. The reward becomes a positive reinforcement for the behavior of doing homework.

Difference Between Classical and Operant Conditioning:

The main difference between classical and operant conditioning is the type of learning that takes place. Classical conditioning involves learning to associate two stimuli, while operant conditioning involves learning to modify behavior based on the consequences that follow it.

Another difference between the two types of conditioning is the timing of the stimuli and response. In classical conditioning, the conditioned stimulus precedes the response, while in operant conditioning, the consequence follows the behavior.

Conclusion:

In conclusion, classical and operant conditioning are two fundamental concepts that help explain how we learn and modify our behavior in response to the environment around us. While classical conditioning involves learning to associate two stimuli, operant conditioning involves learning to modify behavior based on the consequences that follow it.

References:

1. Bouton, M. E. (2016). Learning and behavior: A contemporary synthesis. Sinauer Associates.
2. Cherry, K. (2021, March 8). Classical vs. operant conditioning: What’s the difference? Verywell Mind. https://www.verywellmind.com/difference-between-classical-and-operant-conditioning-2794864
3. Domjan, M. (2018). The principles of learning and behavior. Cengage Learning.
4. Eysenck, M. W., & Keane, M. T. (2015). Cognitive psychology: A student's handbook. Psychology Press.
5. Mackintosh, N. J. (1974). The psychology of animal learning. Academic Press.
6. McLeod, S. A. (2019, Aug 08). Operant conditioning. Simply Psychology. https://www.simplypsychology.org/operant-conditioning.html
7. Pavlov, I. P. (1927). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. Oxford University Press.
8. Psychology Today. (2021). Classical conditioning. https://www.psychologytoday.com/us/basics/classical-conditioning
9. Psychology Today. (2021). Operant conditioning. https://www.psychologytoday.com/us/basics/operant-conditioning
10. Rescorla, R. A. (1988). Pavlovian conditioning: It's not what you think it is. American Psychologist, 43(3), 151-160.
11. Saul McLeod. (2017, Nov 30). Skinner - operant conditioning. Simply Psychology. https://www.simplypsychology.org/operant-conditioning.html
12. Shettleworth, S. J. (2010). Cognition, evolution, and behavior (2nd ed.). Oxford University Press.
13. Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. Appleton-Century.
14. Thorndike, E. L. (1898). Animal intelligence: An experimental study of the associative processes in animals. Psychological Review, 2(8), 1-109.
15. Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158-177.

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