Classical conditioning vs operant conditioning
Introduction
Learning can be understood as the fairly long-lasting change in the behaviour, arising out of the experience. It is useful for us to adapt ourselves according to the environment. The simplest form of learning is called conditioning, which can be of two kinds, i.e. classical conditioning and operant conditioning. Classical Conditioning is one in which the organism learns something through association, i.e. Conditioned Stimuli and Unconditioned Stimuli.
Operant Conditioning is the type of learning in which the organism learns by way of modification in behaviour or pattern through reinforcement or punishment. Take a read of this article to get the understanding of the differences between Classical Conditioning and Operant Conditioning
Key Differences Between Classical Conditioning and Operant Conditioning
The differences between classical conditioning and operant conditioning are explained in the points hereunder:
1. Classical Conditioning is a type of learning, that generalizes association between two stimuli, i.e. one signifies the occurrence of another. Conversely, Operant Conditioning states that living organisms learn to behave in a particular manner, due to the consequences that followed their past behaviour.
2. In classical conditioning, the conditioning process in which the experimenter, learns to associate two stimuli, on the basis of involuntary responses that occurs before it. As against, In operant conditioning, the behaviour of the organism will be modified as per the consequences that arise afterwards.
3. Classical conditioning relies on involuntary or reflexive behaviour, in essence, physiological and emotional responses of the organism such as thoughts, emotions and feelings. On the other extreme, operant conditioning is one that is based on voluntary behaviour, i.e. active responses of the organism.
4. In classical conditioning, the responses of the organism, are under the control of the stimulus, whereas in operant conditioning, the responses are controlled by the organism.
5. Classical Conditioning, defines the conditioned and unconditioned stimulus, but, operant conditioning, does not defines conditioned stimulus, i.e. it can only be generalised.
6. When it comes to the occurrence of the unconditioned stimulus, it is controlled by the experimenter, and so the organism plays a passive role. Contrary to this, the occurrence of the reinforcer is under the control of organism and thus, the organism acts actively.
Conclusion
To sum up, classical conditioning is one in which you associate two stimuli, but there is no involvement of behaviour. On the contrary, operant conditioning is a type of conditioning in which the behaviour is learned, maintained or modified, as per the consequences, it produces.
Question 2
Implication of the theory of operant conditioning:
1. Conditioning study behaviour
Teaching is the arrangement of contingencies of reinforcement which expedite learning. For effective teaching teacher should arranged effective contingencies of reinforcement. Example: For Self learning of a student teacher should reinforce student behaviour through variety of incentives such as prize, medal, smile, praise, affectionate pating on the back or by giving higher marks.
2. Conditioning and classroom behaviour:
During learning process child acquire unpleasant experiences also. This unpleasantness becomes conditioned to the teacher subject and the classroom and learner dislike the subject and a teacher. Suitable behavioural contingencies, atmosphere of recognition, acceptance, affection and esteem helps child in approaching teacher and the subject. If student is not serious in study, teacher make use of negative reinforcement like showing negligence, criticising student etc. but if student is serious in study, teacher make use of positive reinforcement like prize, medal, praise and smile. Example: student having transistor in classroom neglected by the teacher induged in talking with others for longer time. After long time student asked teacher till now you are receiving assignments, I will also submit you. Thus behaviour is conditioned.
3. Managing Problem Behaviour:
Two types of behaviour is seen in the classroom viz undesired behaviour and problematic behaviour. Operant conditioning is a behaviour therapy technique that shape students behaviour. For this teacher should admit positive contingencies like praise, encouragement etc. for learning. One should not admit negative contingencies. Example punishment (student will run away from the dull and dreary classes – escape stimulation.
4. Dealing with anxieties through conditioning:
Through conditioning fear, anxieties, prejudices, attitudes, perceptual meaning develops. Example of anxiety:
Signals on the road
Siren blown during war time
Child receiving painful injection from a doctor
Anxiety is a generalized fear response. To break the habits of fear, desensitization techniques should be used by a teacher. Initially teacher should provide very weak form of conditioned stimulus. Gradually the strength of stimulus should be increased.
5. Conditioning group behaviour:
Conditioning makes entire group learn and complete change in behaviour is seen due to reinforcement. It breaks undesired and unsocial behaviour too.
Example: Putting questions or telling lie to teachers will make teachers annoyed in such circumstances students learn to keep mum in the class.
Asking questions, active participation in class discussion will make the teacher feel happy – interaction will increase and teaching learning process becomes more effective.
6. Conditioning and Cognitive Processes:
Reinforcement is given in different form, for the progress of knowledge and in the feedback form. When response is correct positive reinforcement is given.
Example: A student who stands first in the class in the month of January is rewarded in the month of December. To overcome this Programme instruction is used. In this subject matter is broken down into steps. Organizing in logical sequence helps in learning. Each step is build upon the preceding step. Progress is seen in the process of learning. Immediate reinforcement is given at each step.
7. Shaping Complex Behaviour:
Complex behaviour exists in form of a chain of small behaviour. Control is required for such kind of behaviour. This extended form of learning is shaping technique. Smallest Behaviour is controlled at initial stage. On behalf of different contingencies next order of chain of behaviours is controlled.
Example: Vocabulary in English. Teaching spelling is mainly a process of shaping complex form of behaviour.
References
1. ^ a b Tarantola, Tor; Kumaran, Dharshan; Dayan, Peters; De Martino, Benedetto (10 October 2017). "Prior preferences beneficially influence social and non-social learning". Nature Communications. 8 (1): 817. doi:10.1038/s41467-017-00826-8. ISSN 2041-1723. PMC 5635122. PMID 29018195.
2. ^ Jenkins, H. M. "Animal Learning and Behavior Theory" Ch. 5 in Hearst, E. "The First Century of Experimental Psychology" Hillsdale N. J., Earlbaum, 1979
3. ^ a b Thorndike, E.L. (1901). "Animal intelligence: An experimental study of the associative processes in animals". Psychological Review Monograph Supplement. 2: 1–109.
4. ^ Miltenberger, R. G. "Behavioral Modification: Principles and Procedures". Thomson/Wadsworth, 2008. p. 9
