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Classical conditioning-and-operatng-conditioing
- 2. I. Introduction II. Learning outcomes III. Activity IV. Learning Content V. Evaluation VI. Reference Lesson Outline
- 3. 1. Introduction 2. Terms to know 3. Stages of Pavlovian Conditioning 4. Classical Conditioning in Classroom Classical Conditioning Theory Mr. Alejandro R. Bulan Jr. 1. Introduction 2. Types of Responses 3. Reinforcement 4. Schedule of Reinforcement 5. Punishment 6. Operant Conditioning Theory Educational Applications Operant Conditioning Theory
- 4. Borner (2005) defined psychology as the study of the mind and behavior. Psychologists are actively involved in studying and understanding mental processes, brain functions and behavior. I. Introduction
- 5. ⢠Demonstrate knowledge and understanding of the concept of Classical Conditioning Theory and Operant Conditioning Theory. ⢠Compare and contrast the two different theories. ⢠Explain how classical conditioning and operant conditioning theories are applied to education. ⢠Identify and discuss real life examples and their implication to education. II. Learning Outcomes
- 8. Introduction Classical Conditioning Theory Is a type of learning that happens unconsciously. It is a type of learning that had a major influence on the school of thought in psychology known as behaviorism. Discovered by Russian physiologist Ivan Pavlov , classical conditioning is a learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus.
- 9. Introduction Classical Conditioning Theory Canine Digestion Experiment
- 10. Terminologies Classical Conditioning Theory Unconditioned Stimulus Unconditioned Response Conditioned Stimulus Conditioned Response Extinction Generalization Discrimination
- 11. Terminologies Classical Conditioning Theory Unconditioned Stimulus This is the thing that triggers an automatic response.
- 12. Terminologies Classical Conditioning Theory Unconditioned Response This is what response naturally occurs when you experience the unconditioned stimulus, such as salivating from the food.
- 13. Terminologies Classical Conditioning Theory Conditioned Stimulus This is considered a neutral stimulus. When youâre presented with it over and over before the unconditioned stimulus (e.g., food), it will start to evoke the same response.
- 14. Terminologies Classical Conditioning Theory Conditioned Response This is the acquired response to the conditioned stimulus (the bell), which is often the same response as the unconditioned response.
- 15. Terminologies Classical Conditioning Theory Extinction This term is used when you start presenting the conditioned stimulus (the bell) over and over but without the unconditioned stimulus (the food).
- 16. Terminologies Classical Conditioning Theory Generalization This refers to when you can generalize similar things and respond the same way.
- 17. Terminologies Classical Conditioning Theory Discrimination The opposite of generalization, this is our ability to tell the difference when something is similar but not identical, so it wonât produce the same response.
- 18. Stages of Pavlovian Conditioning Classical Conditioning Theory
- 19. Stages of Pavlovian Conditioning Classical Conditioning Theory Before Conditioning During Conditioning After Conditioning
- 20. Stages of Pavlovian Conditioning Classical Conditioning Theory Before Conditioning Before conditioning is when the unconditioned stimulus and unconditioned response come into play. This is the natural response that wasnât taught Neutral Stimulus Unconditioned Response
- 21. Stages of Pavlovian Conditioning Classical Conditioning Theory During the second phase of the classical conditioning process, the previously neutral stimulus is repeatedly paired with the unconditioned stimulus. As a result of this pairing, an association between the previously neutral stimulus and the UCS is formed. During Conditioning Unconditioned Stimulus Neutral Stimulus Conditioned Stimulus Unconditioned Response
- 22. Stages of Pavlovian Conditioning Classical Conditioning Theory Conditioned Stimulus Conditioned Response Once youâve learned to associate the conditioned stimulus with the unconditioned response, it becomes the conditioned response After Conditioning Unconditioned Response
- 23. Implication in the Classroom Classical Conditioning Theory
- 24. Implication in the Classroom Classical Conditioning Theory The implications of classical conditioning in the classroom are less important than those of operant conditioning, but there is a still need for teachers to try to make sure that students associate positive emotional experiences with learning If a student associates negative emotional experiences with school, then this can obviously have bad results, such as creating a school phobia. For example, if a student is bullied at school, they may learn to associate the school with fear.
- 26. Introduction Operant Conditioning Theory Operant conditioning also known as instrumental conditioning, is a method of learning normally attributed to B.F. Skinner, according to this theory, behavior that is followed by pleasant consequences is likely to be repeated, and behavior followed by unpleasant consequences is less likely to be repeated.
- 27. Introduction Skinner Box Operant Conditioning Theory Skinner (1948) studied operant conditioning by conducting experiments using animals which he placed in a 'Skinner Box' which was similar to Thorndikeâs puzzle box.
- 28. Three types of Responses Neutral Operant Reinforces Punishers Operant Conditioning Theory Responses from the environment that neither increase nor decrease the probability of a behavior being repeated Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative. Responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior.
- 29. Reinforcement Positive Reinforcement Operant Conditioning Theory Positive reinforcement is a term described by B. F. Skinner in his theory of operant conditioning. In positive reinforcement, a response or behavior is strengthened by rewards, leading to the repetition of desired behavior. The reward is a reinforcing stimulus.
- 30. Reinforcement Negative Reinforcement Operant Conditioning Theory Negative reinforcement is the termination of an unpleasant state following a response. This is known as negative reinforcement because it is the removal reinforcement because it is the removal of an adverse stimulus which is ârewardingâ to the animal or person. Negative reinforcement strengthens behavior because it stops or removes an unpleasant experience.
- 31. Schedule of Reinforcement Operant Conditioning Theory
- 32. Schedule of Reinforcement 1. Continuous Reinforcement Operant Conditioning Theory In continuous reinforcement, the desired behavior is reinforced every single time it occurs. This schedule is best used during the initial stages of learning to create a strong association between the behavior and response.
- 33. Schedule of Reinforcement 2. Partial Reinforcement Operant Conditioning Theory Once the response is firmly established, a continuous reinforcement schedule is usually switched to a partial reinforcement schedule. In partial (or intermittent) reinforcement, the response is reinforced only part of the time.
- 34. Schedule of Reinforcement 2. Partial Reinforcement Operant Conditioning Theory is delivered after a given number of occurrences a. Fixed Ratio
- 35. Schedule of Reinforcement 2. Partial Reinforcement Operant Conditioning Theory b. Variable Ratio involves delivering reinforcement after an approximate number of times the target behavior is exhibited.
- 36. Schedule of Reinforcement 2. Partial Reinforcement Operant Conditioning Theory c. Fixed Interval which designates a specific interval of time, after which reinforcement is delivered contingent on appropriate behavior.
- 37. Schedule of Reinforcement 2. Partial Reinforcement Operant Conditioning Theory d. Variable Interval occur when a response is rewarded after an unpredictable amount of time has passed.
- 38. Punishment Operant Conditioning Theory Punishment is defined as the opposite of reinforcement since it is designed to weaken or eliminate a response rather than increase it. It rather than increase it. It is an aversive event that decreases the behavior that it follows.
- 39. Implication in the Classroom Operant Conditioning Theory In the conventional learning situation, operant conditioning applies largely to issues of class and student management, rather than to learning content. It is very relevant to shaping skill performance. A simple way to shape behavior is to provide feedback on learner performance, e.g., compliments, approval, encouragement, and affirmation A variable-ratio produces the highest response rate for students learning a new task, whereby initially reinforcement (e.g., praise) occurs at frequent intervals, and as the performance improves reinforcement occurs less frequently, until eventually only exceptional outcomes are reinforced.
- 41. THANK YOU!
- 42. Legg, T. J. (2020, January 8). Classical Conditioning and How It Relates to Pavlovâs Dog. Healthline. https://www.healthline.com/health/classical-conditioning Cherry, K. (2020, May 9). How Classical Conditioning Works: An Overview With Examples. Verywell Mind. https://www.verywellmind.com/classical-conditioning-2794859 Mcleod, S. (2018, January 28). Skinner - Operant Conditioning. Simply Psychology. https://www.simplypsychology.org/operant-conditioning.html Kerr, M.M., & Nelson, C.M. (1989). Strategies for managing behavior problems in the classroom. 2nd Ed. New York: Macmillan Publishing. Zirpoli, T.J., & Melloy, K.J. (1993). Behavior management: Applications for teachers and parents. New York: Macmillan Publishing. Cherry, K. (2020a). Reinforcement Schedules and How They Work. Verywell Mind. https://www.verywellmind.com/what-is-a-schedule-of-reinforcement-2794864 VI. REFERENCE
- 43. 1. Between the two theories, which do you prefer to use and how are you going to apply it in your field of specialization? 2. Based on your own understanding, how does classical conditioning theory differ from operant conditioning theory? V. EVALUATION
Editor's Notes
- Food is the unconditioned stimulus in Pavlovâs dog experiment.
- The bell before the food is the conditioned stimulus.
- So, the dogs salivated for the bell the same way they salivated for the food in front of them.
- Over time, the dogs would unlearn their conditioning that the bell means food is coming
- Dogs began salivating at sounds similar to bells because they were generalizing what they learned.
- A horn sound, whistle for instance, wouldnât make the dogs salivate.
- During this phase of the processes, the unconditioned stimulus (UCS) results in an unconditioned response (UCR). For example, presenting food (the UCS) naturally and automatically triggers a salivation response (the UCR). At this point, the conditioned stimulus is still called the neutral stimulus because it currently has no effect
- At this point, the once neutral stimulus becomes known as the conditioned stimulus (CS). The subject has now been conditioned to respond to this stimulus. The conditioned stimulus is a previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response
- So, the specific type of food now produces nausea (even if it wasnât necessarily what caused the stomach virus), and the bell creates salivation. In this way, youâve unconsciously learned to associate the new stimulus (whether situation, object, person, etc.) with the response.
- Skinner is regarded as the father of Operant Conditioning, but his work was based on Thorndikeâs (1898) law of effect. Skinner introduced a new term into the Law of Effect - Reinforcement. behavior which is reinforced tends to be repeated (i.e., strengthened); behavior which is not reinforced tends to die out-or be extinguished (i.e., weakened).
- A Skinner box, also known as an operant conditioning chamber, is a device used to objectively record an animal's behavior in a compressed time frame. An animal can be rewarded or punished for engaging in certain behaviors, such as lever pressing (for rats) or key pecking (for pigeons).
- Positive reinforcement strengthens a behavior by providing a consequence an individual finds rewarding. For example, if your teacher gives you Php 5.00 each time you complete your homework (i.e., a reward) you will be more likely to repeat this behavior in the future, thus strengthening the behavior of completing your homework.
- For example, if you do not complete your homework, you give your teacher Php 5.00. You will complete your homework to avoid paying Php 5.00, thus strengthening the behavior of completing your homework.
- Examples of fixed ratio reinforcement are reinforcing a child after every fifth math sheet is completed or after every third time a child exhibits sharing behavior. It is also often preferred by teachers to continuous reinforcement if attempting to establish the exhibition of an appropriate behavior which the student already understands to be desirable as it can be much more easily managed.
- Reinforcement might be delivered on average after every fifth math sheet is completed but could range in delivery from every third to every eighth sheet. This schedule is useful for beginning maintenance of a reasonable well-established behavior and can be used when fading out a fixed ratio schedule. Since it is less systematic or consistent than either continuous or fixed ratio reinforcement variable reinforcement is not good for teaching a new behavior
- Delivering reinforcement after every five minutes of on-task behavior would be an example of fixed interval reinforcement.
- An example of this would-be giving star to a learner after answering one correct answer out of five questions; a second star after answering one correct answer out of 10 questions; and a star after answering one correct answer out of 15 questions.
- Like reinforcement, punishment can work either by directly applying an unpleasant stimulus like a shock after a response or by removing a potentially rewarding stimulus, for instance, deducting someoneâs pocket money to punish undesirable behavior. Note: It is not always easy to distinguish between punishment ang negative reinforcement.
- For example, if a teacher wanted to encourage students to answer questions in class, they should praise them for every attempt (regardless of whether their answer is correct). Gradually the teacher will only praise the students when their answer is correct, and over time only exceptional answers will be praised. Unwanted behaviors, such as tardiness and dominating class discussion can be extinguished through being ignored by the teacher (rather than being reinforced by having attention drawn to them). This is not an easy task, as the teacher may appear insincere if he/she thinks too much about the way to behave.