Classical and Operant Conditioning - Essay Example

INTRODUCTION TO PSYCHOLOGY s Introduction Various studies have been conducted regarding the areas ical conditioning andoperant condition. These two theories are important in understanding human behavior even though both are very different and will always give different results. In order to understand the two concepts it is important that classical and operant conditioning is discussed in detail. Ivan Pavlov is coined as the father of classical conditioning. Behaviorism school of thought believes that behaviors can be described in a scientific manner without referring to either internal psychological events or hypothetical dispositions such as beliefs. Ivan Pavlov played a major role of distinguishing behaviorism from psychoanalytic and Gestalt movement although he did not agree with the behaviorists. Pavlov’s research on classical condition influenced Skinner, which led him to conduct several behaviorism researches on operant conditioning (Malott, 2008). Ivan Pavlov discovered that dogs salivate when the bell rang. Even without providing the food itself, the sound of the ringing bell was enough to make the dogs salivate. Ivan concluded that the food was the unconditioned response that made the dogs salivates on hearing the sound of a bell (Pavlov, 1927-1960). He also concluded that the sound of a bell was the conditioned stimulus since it is only when the bell rang did the dogs starts salivating. On the other hand operant conditioning focuses on influences of positive and negative behavior in association to voluntary and involuntary stimulus. Classical vs Operant Conditioning Stimulation of learning environment is possible by proving a wide variety of instruction methods, learning materials, and presentation styles. Grades in school have external motivation value if they are well planned in consideration of the motivation theory. Reinforcement is another external motivational component. The proponent of this approach B.F Skinner identified different types of reinforcement. According to Skinner positive reinforcement, which are regarded as rewards, have the ability to increase the probability of a given behavior. Negative reinforcement on the other hand is consequences that increase the probability of a given behavior by removing or reducing some negative stimuli. Skinner defines punishment as the unpleasant consequences that decrease the probability of a given behavior. The instructors work is simple regarding the above-suggested definitions according to B.F Skinner. Classical conditioning occurs when a certain stimulus is involved to evoke a certain response. However, both of these theories share the same characteristics (Skinner, 1938). For example, both of these theories rely on stimulus to evoke a response. On the other hand these two theories are distinguished on the basis that operant conditioning deals with reinforcement to change a certain behavior while classical conditioning deals with antecedents and consequences. It is also important to understand that the behaviors which are usually conditioned are not usually maintained by consequences. Thorndike realized that behaviors which will always result into satisfaction will most of the time be repeated while those behaviors that caused dissatisfaction will be less repeated (Thorndike, 1901). This creates a big difference between the two theories. Operant conditioning involves rewarding with incentives while classical conditioning does not include reward with such enticements. The other difference between these two theories is that classical conditioning is passive on the part of the learner while operant conditioning requires the learner to be actively involved in the process of learning since their participation is likely to yield either reward or punishment. The work of teacher is simply to use good grades and rewards to reward desired behavior and bad grades and reduced privileges to punish bad behavior. Some research suggests that motivation becomes increasingly differentiated with age both in subjects and across the school. (LeClaire, 2010), noted that children will tend to attach more value to subjects they achieved more success in the previous grade or levels. In a longitudinal study involving children’s study for math and reading, it was noted that motivation for learning math is directly and uniquely predicted by previous math achievement. The research further suggests that children aged between 5-7 years don’t differentiate subject areas while children between age 8-11 have clear conscious towards their subjects and will tend to place their motivational value in the subjects mostly succeeded (Guay, 2010). The consequences of behaviorism can be observed through several classroom conditions. Using the scenario provided below we shall distinguish and analyze various behavioral responses. Jeanne has been terrified since she was as a young child of spiders. She was exposed to a spider when she would visit her grandmoms house in the summers. Every time her grandmom saw a spider she would scream. This would frighten Jeanne until she herself became afraid of spiders. This scenario is a good indication of Thorndike’s observations. According to Thorndike, a horrifying behavior is not likely to be repeated again and it will evoke a stimulus. In this case this is an antecedent behavior since before Jeanne was exposed to spiders she heard of them from her grandmother who would always scream upon seeing them. With regard to classical conditioning, Jeanne developed an unconditioned stimulus which is fear. The conditioned stimulus in this case is the sound of screaming grandmother or simply an observed spider. The fear is a conditioned stimulus because it depends on the sound of the mothers scream. Behaviorists suggest that reward and punishment are the main influences to learning but this is not true. Behavior can be directed towards getting a reward and getting punishment. Human behavior is much more complex and it includes curiosity. Many learners tend to be curious and tend to seek more information. Learners tend to attain satisfaction by solving puzzles, learning new things, and perfecting their skills and competence. Research indicates that providing students and learners with stimuli that are not far much different from what they already know and have idea with stimulates the level of curiosity in them. However, if students are provided with stimuli that they are not familiar with, it can lead to anxiety and not curiosity. As an instructor it is important to ask students to solve problems and quizzes rather than presenting to them statements and facts. Curiosity is considered a motive to learn and it is intrinsic therefore continued rewarding is not the only way of motivation. Spanking of a child is an example of punishment since it causes behavior to occur in a less frequent manner. To be precise spanking of a child is positive punishment. In this case the behavior is followed by a stimulus. When a child fails to complete his/her assignments teachers can use positive punishment such as spanking. The behavior is failing to complete the assignment and the stimulus is the spanking which is most likely to reduce the behavior. Spanking is therefore one of the most effective ways of reducing negative behaviors. However, in many countries teachers are prohibited from spanking children and are encouraged to use other means of punishment which does not cause harm to the child’s body. Initially spanking was an effective means of encouraging positive behavior but it has been misused leading to cases of corporal punishments that have resulted to death. This has prompted policy makers to enact strict rules regarding spanking as a form of punishment. Most of the scientists prefer that reinforcements be used as a means of encouraging positive behavior. Conclusion From this study we can conclude that operant conditioning focuses on influences of positive and negative behavior in association to voluntary and involuntary stimulus. Classical conditioning is passive on the part of the learner while operant conditioning requires the learner to be actively involved in the process of learning since their participation is likely to yield either reward or punishment. References Guay, e. a. (2010). instrinsic identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, Vol 80 Issue No 4 711-735. LeClaire, J. a. (2010). Behavioral Analytics For Dummies. New York: Wiley . Malott, R. W. (2008). Principles of Behavior. Upper Saddle River, NJ: Pearson Prentice Hal. Pavlov, I. P. (1927-1960). Conditional Reflexes. New York: Dover Publications. Skinner, B. F. (1938). The Behavior of Organisms:An Experimental Analysis. New York: Appleton-Century-Crofts. Thorndike, E. (1901). Animal intelligence: An experimental study of the associative processes in animals. Psychological Review Monograph Supplement, 2, 1–109. Read More