Operant Conditioning, Classical Conditioning and Cognitive learning theories - Essay Example

? Operant Conditioning, ical Conditioning and Cognitive learning theories vary, in their explanations of why a situation and its consequences proceed the way they do, but each one contributes to our understanding of how learning takes place, and how to redirect it, when necessary. I will be applying various theories of learning to a case involving a 4 year old girl who was frightened by the dramatic events surrounding a kitchen fire in her home, and who now has a dramatic emotional response each day at noon, when a local siren sounds. Her mother soothes her with candy each time, so she will stop crying and be calm again. It works, but she is concerned whether this is good parenting practice. I will consider how learning took place and how to redirect it as necessary. Discussion B. F. Skinner‘s theory of Operant Conditioning indicates that when a stimulus in the environment is encountered by an individual (organism), and met by a response, a change in behavior, learning, occurs. A reinforcer makes the desired response stronger. A negative reinforcer is any stimulus that, when taken away, increases response frequency. Schedules of reinforcement are strategies of timing and frequency, and the suitability of various timing strategies (Heffner, 2001). Natasha encountered a stimulus, the sirens and noisy activity of the fire rescue team. She responded to this stimulus by feeling afraid and confused, a stimulus response. When she hears a siren, she exhibits a change in behavior, feeling afraid and confused, and she cries. She has learned to respond to a siren by crying. Robyn, immediately gives a lollipop. The lollipop is sweet and pleasant and involves sucking, a strong and primal positive reinforcer. Each time she repeats the change in behavior, crying in response to a siren, this behavior is reinforced by the lollipop, the naturally calming reinforcer. There is no motivation to change her behavior. In the original scenario, Natasha was upset. No doubt her mother was also upset, afraid and embarrassed by all the excitement. She responded to this stimulus (the emotional arousal to the fire) by reaching for external help to calm the situation. When Natasha hears the siren and responds, her sympathetic mother experiences a lack of calm. She reaches for external assistance, a lollipop for Natasha. Calm is restored. Robyn learns the behavior of giving a lollipop in response to Natasha’s lack of calm. Robyn’s behavior is negatively reinforced, in that when Natasha’s crying behavior is withdrawn, this reinforces Robyn giving a lollipop every time (increasing frequency). To break the cycle, Robyn can explain to Natasha that a gold star will be placed on a chart, for each midday siren toward which Natasha responds calmly. When she collects 6 gold stars, she will be given a lollipop to reward bravery. The gold stars and lollipop act as continuous fixed interval reinforcement to a new response, behaving calmly. The new response, reinforced, becomes learning. Robyn loses the negative reinforcement of Natasha’s ceased crying because Natasha no longer uses crying to secure a lollipop and emotional calm. Classical Conditioning Theory contributes to our analysis by explaining how individuals develop responses to stimuli that are learned and not naturally-occurring (Heffner, 2001). Although it was a natural response for Natasha to become frightened in response to the kitchen fire and rescue episode, fear and crying are not natural responses to hearing a midday siren. Crying was an unconditioned response, originally, to an unconditioned stimulus. She did not originally have this response to the midday siren (a neutral stimulus). But the midday siren became paired with the fire trucks and dramatic rescue, and so it came to represent it, generalized to trigger anticipation of drama. The midday siren is now a conditioned stimulus (Heffner, 2001) because Natasha has changed her behavior, due to a learned association. If Robyn would stop giving lollipops, and instead takes Natasha to the park, when the siren sounds, the old association would become extinct and a new association would occur. Natasha would feel a different emotional arousal response, upon hearing the midday siren, one of happy excitement and pleasure anticipation. After this new pairing is established, Robyn can take Natasha to the park sometimes, when the midday siren sounds, but not every time. This association will hold and the newly conditioned response will still manifest. In Cognitive Learning Theory the emphasis is on thinking, not merely behavior. Social Cognitive Theory emphasizes interrelationship among behavior, environmental and personal (cognitive, affective, biological) factors (Mae-Sincero, 2011). An individual’s beliefs, emotion, and neurochemistry is influenced by external factors and influences external factors. These elements also influence behavior and are influenced by behavior. Natasha’s emotions, during the fire episode, led her to behave in a frightened manner, and the resultant crying behavior increased her emotional arousal. The biology of her developing body was partially responsible for her emotional behavior because fear further activated her neurochemistry. Her thinking, that there is danger when a siren is heard, predisposed her to believing that her behavior is appropriate and her crying strengthened her belief that this is a dangerous time. The lollipops (environment) aggravated her neurochemistry, because sugar sets up a stress response in the body (BodyEcology, 2010). The lollipops strengthened her belief that the siren signals an exceptional time which requires comfort. Robyn dosed her with daily lollipops, and this furthered Natasha in observational learning (Cooper, 2009), so that she assumed there is a serious reason for lollipops. Furthermore, her behavior was reinforced by the lollipops because sugar negatively impacts behavior, causing hyperactivity, moodiness and sadness (BodyEcology, 2010), and this aggravated behavior led Robyn to keep supplying lollipops. To redefine the dynamic, it is important to consider modifications in all three areas. Lollipops should be withdrawn from the equation. This will increase neurochemical balance (BodyEcology, 2010) and a biological context for positive behavior change. Natasha’s beliefs and thinking about the original event should be modified through discussion and play therapy (minddisorders.com, 2011). Since Social Cognitive Theory suggests that the past should be analyzed and beneficially applied to the present (Mae Sincero, 2011), she should be encouraged to think of herself as a brave child, not a helpless one, based on a recounting of incidents in her past which demonstrated bravery and safety. She should be reminded of how she and her mother got help and how that help was sufficient to keep them safe. She should be told a story that posits the midday siren as a daily reminder of her bravery and safety in this town. She should be given a comfortable “safe chair” and a box of soft “safe toys” to use as needed, in times of stress (for coping with any future threats to her new siren calmness). These measures address Social Cognitive Theory’s emphasis on observational learning, reproduction, self-efficacy, emotional coping, and self-regulatory capacity (Mae Sincero, 2011). Cognitive Behavioral Theory, developed by Aaron Beck, describes the role cognition plays in determining and predicting an individual’s behavior patterns. People form self-concepts, positive or negative, that affect behavior and are affected by the environment. Learning happens because of this triad (Mae Sincero, 2011). Natasha, faced with an unsafe environment, during the fire episode, drew on a negative self-concept, believing herself to be helpless and unable to cope. This affected her behavior, causing her to act frightened and to cry. The midday siren activates the immediacy of that negative self-concept. Her feelings of helplessness and confusion cause her to again cry. The lollipop is a gift of nurture, strengthening her belief that without mom she cannot cope with fear. To correct this situation, Robyn could have a talk with Natasha, explaining that she is a big girl and has very brave women in her ancestry, and that she is also growing into a brave woman. Brave women do not cry when a midday signal goes off, since there is no danger. Brave women think carefully about what they need, in order to feel safe, and then they achieve it (holding a teddy bear, cuddling with Mom, summoning the family dog, drawing a picture of superpower, holding a special pillow, etc.). Robyn should compliment any acts of courage and self-efficacy, shown by Natasha, and maybe liken her to a lion or other courageous animal. She can be told that her name honors Christ’s birthday, in its meaning, and that there are famous celebrities who share her name (Nicklodeon, 2011). Conclusion In analyzing this case, about Natasha and Robyn, I have considered the contributions of Operant Conditioning Theory, Classical Conditioning Theory, Social Cognitive Theory, and Cognitive Behavioral Theory. I have considered what each theory suggests about how learning took place and how it can be redirected in a more positive direction. My conclusion is that Classical Conditioning Theory and Operant Conditioning Theory emphasize the reinforced associations which occurred, the former by paired associations and the latter by direct association. Social Cognitive Theory and Cognitive Behavioral Theory emphasize the mutual influence and interaction of environment, cognition (beliefs, self concept, thoughts, biology), and behavior. Together they suggest the intentional use of positive reinforcement, cognitive reframing, environmental modification, and a thorough understanding of the dynamics involved. On this foundation, learning can be redirected in a positive direction. Natasha can change to a more positive association, can modify her beliefs, behavior and self-concept, and Robyn can be a more effective parent through selective and intentional reinforcement and informed support. References BodyEcology. (2010, April 14). Why everyone needs to understand "sugar hangover", including the physical and emotional symptoms . Retrieved June 24, 2011, from BodyEcology: http://bodyecology.com/articles/sugar_hangover_physical_emotional_symptoms.php Cooper, S. (2009). Albert Bandura: Observational learning. Retrieved June 24, 2011, from Theories of Learning in Educational Psychology: http://www.lifecircles- inc.com/Learningtheories/social/bandura.html Heffner, C. L. (2001). Psychology 101: Chapter 4: section2. allpsych.com: AllPsych Online. Retrieved 24 June 2011 from http://allpsych.com/psychology101/reinforcement.html. Mae Sincero, Sarah (2011). Cognitive Learning Theory - Using thinking to learn. Retrieved June 24, 2011 from Experiment Resources: http://www.experiment-resources.com/cognitive- learning-theory.html minddisorders.com. (2011). Play Therapy. Retrieved June 24, 2011, from Encyclopedia of Mental Disorders: http://www.minddisorders.com/Ob-Ps/Play-therapy.html Nickelodeon. (2011). Name: Natasha. Retrieved June 24, 2011, from Nickelodeon parentsconnect: http://babynamesworld.parentsconnect.com/meaning_of_Natasha.html Read More