(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.
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:
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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:
- 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.
- 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.
- 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.
- 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.
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I. P. (1927). Conditioned reflexes: An investigation of the physiological
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