1. Running head: VPH-WS2.4 DROPBOX: CLASSICAL AND OPERANT CONDITIONING
Compare and Contrast the
Concepts of Classical and Operant Conditioning
Vanessa P Hebert
Dr. Theresa Veach
Nov 16, 2015
PSY-150
General Psychology
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2. Running head: VPH- WS2.4 COMPARE AND CONTRAST THEORIES
In the distance you hear the roar of a locomotive engine. Suddenly, bells start to clang
and flashing red lights are blinking so fast you cannot keep up with them. Out of nowhere, what
looks like two candy cane gauntlets appear on each side of the road before you. In our classic
conditioning, we expect to see a train soon. This train, I am thinking could not have chosen a
worse moment. I am late for a very important meeting. I do the unthinkable; I rush through the
crossing bars and I make. Just ahead of me there sits a patrolman, observing the whole thing.
Just as I think I have succeeded, he pulls me over; not only do I receive a citation-a lecture is
attached with it as well. What happened will likely never occur again in operant conditioning.
Learning is having a permanent change in behavior, or potential behavior that results
from experience (Nairne, 2014/2009, p. 205).Operant conditioning and Classical conditioning
are both components of Learning.
In our learning process, noticing and ignoring are both important. Why is this element of
learning important, it helps us identify a classical conditioned event; which allows us to prepare
for what is about to occur: producing an appropriate responses.
What is similar between classical conditioning and operant conditioning is that learning
takes place, a behavior is formed or identified and a memory function is involved.
In the process of becoming classical conditioned, you must have an (US) unconditioned
stimulus that produces an unconditioned response (UR) and (CS) conditioned stimulus, which is
a neutral stimulus that is paired with the unconditioned stimulus. For classical conditioning to
occur, a (CS) event must precede a normal event called unconditional stimuli in repeated
intervals. Repeated experiences with the (US) paired with a signal and a (CS): will produce what
is referred to as a conditioned response (CR) (Nairne, 2014/2009, p. 209). This process seems to
have greater focus on rewards and have a more positive focus.

3. Running head: VPH- WS2.4 COMPARE AND CONTRAST THEORIES
Another element of learning can be measured in results: the type of experience one
encounters or the connections we make about the end result of our behavior affect our learning
process.
Operant conditioning is the study of how organisms learn about the consequences of their own
voluntary actions (also called instructional conditioning). This theory seems to focus on our
consequences or punishments.
The differences between these learning theories are: one outcome has a result from a
natural occurring event or desire-from non-voluntary action or participation that occurs in a
repeated manner. Usually yielding rewards or designed to have positive result. Whereas, the
other event is a consequences or punishment of how he have performed in a voluntary behavior.
What translate over is that once classical conditioned it is very difficult to navigate away
from what your current level has yielded. There is an experiment with fleas. The fleas were put
in the jar with a lid; they jumped to the top hitting the lid. It was soon observed that they started
jumping just below the top. The lid was removed and they never jumped to the top again.
I know this feeling, that life does not always allow you to do what you are good at. How does
effort, motivation; while operating in a spirit of excellence translate into success for some and
not others?
Perhaps it is the law of effect, an element of operant behavior. These results will affect
the discriminative stimulus in this process. As we know needs or desires that are good should
produce positive reinforcement. When one behaves either positive or negatively, whichever is
appropriately categorized; if the consequences or punishment occur in a timely manner after of
the performance or display of behavior: learning will occur.

4. Running head: VPH- WS2.4 COMPARE AND CONTRAST THEORIES
References
Nairne, J. S. (2014/2009). Psychology (6th ed.). CA: Jon-David Hague.