Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.

2. WHAT IS LEARNING?
•Learning is the act of acquiring new or
modifying existing knowledge, behaviors,
skills, values, or preferences and may
involve synthesizing different types of
information.

3. WHAT IS LEARNING?
•It is a relative permanent change in
behavior or mental state based on
experience.
• Learning may occur consciously or
unconsciously.

4. DEFINITION OF TERMS:
•STIMULUS – it is a external and internal
change which generate the response of
the body.
•RESPONSE – reaction shown by the body.

5. TYPES OF LEARNING
• Non-associative Learning – is learning that does
not require linking or associating stimuli together.
(Habituation, Sensitization)
• Associative Learning – is the process by which an
association between two stimuli or a behavior and
a stimulus is learned.
(Classical Learning, Operant Learning)

6. NON-ASSOCIATIVE LEARNING
• Habituation it is when repeated exposure
to a stimulus decreases an organism's
responsiveness to the stimulus.

7. NON-ASSOCIATIVE LEARNING
•Sensitization it is learning that occurs
when stimulus is repeated, and each time
your response to it increases as it goes on
and on

8. DEFINITION OF TERMS:
•CONDITIONED – learned
•UNCONDITIONED -unlearned

9. ASSOCIATIVE LEARNING
• Classical Conditioning
- “Pavlovian” or “Respondent Conditioning”.
- It is a learning process in which an innate
response to a potent stimulus comes to be
elicited in response to a previously neutral
stimulus; this is achieved by repeated pairings
of the neutral stimulus with the potent
stimulus.

10. THE CLASSICAL CONDITIONING PROCESS

11. THE CLASSICAL CONDITIONING PROCESS
•Stage 1: Before Conditioning
•The Unconditioned Stimulus (UCS)
The unconditioned stimulus is one that
unconditionally, naturally, and
automatically triggers a response.

12. THE CLASSICAL CONDITIONING PROCESS
•Stage 1: Before Conditioning
•The Unconditioned Response (UCR)
The unconditioned response is the
unlearned response that occurs naturally in
response to the unconditioned stimulus.

13. THE CLASSICAL CONDITIONING PROCESS

14. THE CLASSICAL CONDITIONING PROCESS
• Stage 1: During Conditioning
• The Neutral Stimulus
- Another stimulus which has no affect on a
person.
- NS could be a person, object, place etc.
- The NS in classical conditioning does not
produce a response until it is paired with the
unconditioned stimulus.

15. THE CLASSICAL CONDITIONING PROCESS
•Stage 2: During Conditioning
•The Conditioned Stimulus
•The conditioned stimulus is previously
neutral stimulus that, after becoming
associated with the unconditioned
stimulus, eventually comes to trigger a
conditioned response.

16. THE CLASSICAL CONDITIONING PROCESS

17. THE CLASSICAL CONDITIONING PROCESS
•Stage 3 : After Conditioning
•The Conditioned Response
•The conditioned response is the learned
response to the previously neutral
stimulus.

18. THE CLASSICAL CONDITIONING PROCESS

19. THE CLASSICAL CONDITIONING PROCESS

20. DEFINITION OF TERMS:
•STIMULUS
•RESPONSE
•CONDITIONED
•UNCONDITIONED
•REINFORCEMENT
•CONSEQUENCE

21. ASSOCIATIVE LEARNING
• Operant Conditioning
- “Instrumental Conditioning”
- It is a learning process in which behavior is
sensitive to, or controlled by its
consequences.
- It is a type of learning in which behavior is
strengthened if followed by reinforcement or
diminished if followed by punishment

22. ASSOCIATIVE LEARNING
• Operant Conditioning
- “Instrumental Conditioning”
- It is a learning process in which behavior is
sensitive to, or controlled by its
consequences.
- It is a type of learning in which behavior is
strengthened if followed by reinforcement or
diminished if followed by punishment

23. THE COMPONENTS OF OPERANT CONDITIONING
•Reinforcement is any event that
strengthens or increases the behavior it
follows. (Positive Reinforcers, Negative
Reinforcers)
•In both of these cases of reinforcement,
the behavior increases.

24. THE COMPONENTS OF OPERANT CONDITIONING
•Positive reinforcers are favorable events
or outcomes that are presented after the
behavior. In situations that reflect positive
reinforcement, a response or behavior is
strengthened by the addition of
something, such as praise or a direct
reward.

25. THE COMPONENTS OF OPERANT CONDITIONING
•Examples:
•A mother gives her son praise (positive
stimulus) for doing homework (behavior).
•The little boy receives girfts (positive
stimulus) for every A he earns on his
report card (behavior).

26. THE COMPONENTS OF OPERANT CONDITIONING
•Negative reinforcers involve the removal
of an unfavorable events or outcomes
after the display of a behavior. In these
situations, a response is strengthened by
the removal of something considered
unpleasant.

27. THE COMPONENTS OF OPERANT CONDITIONING
• Example:
• Before: Hands are wet.
• Behaviour: Rub them in the towel.
• After: Water is gone from his hands.
• Future behaviour: Thomas will rub his hands when they are wet.

28. THE COMPONENTS OF OPERANT CONDITIONING
• Example:
• Before: Carrots on the plate.
• Behaviour: Screaming.
• After: Carrots no longer on the plate.
• Future behaviour: Timmy will scream when he doesn’t want carrots.

29. THE COMPONENTS OF OPERANT CONDITIONING
• Example:
• Before: Piping hot bowl.
• Behaviour: Put on oven gloves.
• After: Hands are prevented from being burned.
• Future behaviour: John will put on oven gloves when taking a hot bowl
out of the microwave.

30. THE COMPONENTS OF OPERANT CONDITIONING

31. THE COMPONENTS OF OPERANT CONDITIONING
•Punishment, is the presentation of an
adverse event or outcome that causes a
decrease in the behavior it follows.
(Positive Punishment, Negative Punishment)
•In both of these cases of punishment, the
behavior decreases.

32. THE COMPONENTS OF OPERANT CONDITIONING
•Positive punishment sometimes referred
to as punishment by application, involves
the presentation of an unfavorable event
or outcome in order to weaken the
response it follows.

33. THE COMPONENTS OF OPERANT CONDITIONING
• Examples
• An employee exhibits bad behavior at work
and the boss criticizes him. The behavior will
decrease because of the boss’s criticism.
• In an experiment, the subject received a slight
electric shock when they got an answer
wrong.

34. THE COMPONENTS OF OPERANT CONDITIONING
•Negative punishment, also known as
punishment by removal, occurs when an
favorable event or outcome is removed
after a behavior occurs.

35. THE COMPONENTS OF OPERANT CONDITIONING
• Examples
• After getting in a fight with his sister over who
gets to play with a new toy, the mother simply
takes the toy away.
• A teenage girl stays out for an hour past her
curfew, so her parents ground her for a week.
• A third-grade boy yells at another student during
class, so his teacher takes away "good behavior"
tokens that can be redeemed for prizes.

36. DIFFERENCE BETWEEN CLASSICAL CONDITIONING AND
OPERANT CONDITIONING
• Classical Conditioning:
• First described by Ivan Pavlov,
a Russian physiologist
• Involves placing a neutral
signal before a reflex
• Focuses on involuntary,
automatic behaviors
• Operant Conditioning:
• First described by B. F. Skinner,
an American psychologist
• Involves applying reinforcement
or punishment after a behavior
• Focuses on strengthening or
weakening voluntary behaviors.