Classical Conditioning Basics

Classical Conditioning

• Learning occurs through involuntary, reflexive responses to new stimuli.
• Associations between events are formed through repeated pairings.
• Pioneered by Pavlov's experiments with dogs.
• Unconditioned responses are automatic and natural, requiring no prior training.
• Conditioned responses are learned after conditioning has taken place.

Key Terms in Classical Conditioning

• Classical Conditioning: Associating automatic responses with new stimuli.
• Neutral Stimulus (NS): A stimulus that initially does not elicit a response.
• Unconditioned Stimulus (US): A stimulus that automatically triggers an emotional or physiological response.
• Unconditioned Response (UR): A natural, unlearned emotional or physiological response to a stimulus.
• Conditioned Stimulus (CS): A previously neutral stimulus that, after conditioning, evokes a response.
• Conditioned Response (CR): A learned response to a previously neutral stimulus.
• Classical conditioning is a form of implicit memory stored in long-term memory.

Classical Conditioning and the Classroom

• The school environment and events can elicit emotional reactions.
• Some emotions and attitudes facilitate learning, while others interfere.

Criticisms of Classical Conditioning

• Does not fully explain all behaviors, especially human behavior.
• Accounts for only a small portion of behavior.
• Humans are not passive recipients; they actively interact with their environment.

Operant Conditioning

• B.F. Skinner is considered the father of modern behaviorism, established in 1950.
• Focuses on how humans deliberately act on their environment with specific goals.
• "Operant" is synonymous with behavior.
• Behaviors are individualized.
• Consequences are used to modify behavior, either strengthening or weakening it.
• Involves rewards and punishments.

The ABC Model

• A: Antecedent - precedes the behavior.
• B: Behavior - a voluntary action.
• C: Consequence - the result of a behavior, altering the person or environment.
• Consequences are the results of actions, and can be reinforcers (rewards) or punishers.

Reinforcement

• Reinforcement always increases the likelihood of a behavior.
• It reinforces the behavior, not the person.
• Positive Reinforcement: Adding something (e.g., praise).
• Negative Reinforcement: Taking something away (e.g., removing a chore).

Punishment

• Should be the last resort.
• Decreases the likelihood of a behavior.
• Removal Punishment: Removing something desirable (e.g., taking away TV).
• Presentation Punishment: Adding something undesirable (e.g., detention).

Reinforcement vs. Punishment

• Reinforcements are the best approach for teaching desired behavior effectively.
• Punishments should be used sparingly as it doesn't teach what to do, interferes with positive relationships, and can have side effects like avoidance or resentment.

Effective Reinforcement

• Works best when the reward is interesting or valuable to the student; it is individual.
• Consistency is key.
• Reinforce immediately after the desired behavior.

Schedules of Reinforcement

• Ratio Schedules: Based on the number of responses.
• Variable Schedules: Based on varying numbers of responses or time intervals.
• Initially, continuously reinforce a behavior for clarity.
• Later, switch to fixed or variable schedules, and potentially fade altogether.

Classical vs. Operant Conditioning

• Classical Conditioning: Involuntary responses learned through pairing stimuli, often without awareness.
• Operant Conditioning: Consequences increase or decrease behaviors, with or without awareness.
• Both are achieved through repeated associations.

Using ABC's

• Figure out the function (the why) of a behavior through Functional Behavior Assessment.
• Most behaviors aim to get something tangible or attention, or to escape something unpleasant.
• Focus on the antecedent for effective instruction.
• Use clear, concise, specific instructions.

Cueing and Prompting

• Cueing: Providing a stimulus that sets up a desired behavior.
• Prompting: Reminders following a cue to ensure the person reacts; prompts should fade over time.

Pre-Correction Procedures

• Anticipate problem behaviors and use pre-correction procedures, especially in transition or with a substitute.

Extinction

• Removing reinforcement leads to the extinguishing of a behavior.
• An extinction burst might occur initially, where the behavior temporarily increases before decreasing.

Social Learning Theory (Social Cognitive Theory)

• Developed by Albert Bandura.
• Known for the Bobo doll experiment.
• Neo-behavioral theory.
• Enactive learning: learning by doing.
• Observational learning: learning by observing and imitating others (vicarious learning).
• Learning may not be immediately demonstrated until the right situation and incentives are present.

Positive vs. Negative Reinforcement

• Positive Reinforcement: A stimulus (reinforcer) occurs directly after a behavior, strengthening the behavior.
• Negative Reinforcement: A stimulus is removed directly after a behavior, strengthening the behavior.
• The removed stimulus is called an aversive stimulus.

Avoidance Behavior

• Engaging in a behavior prevents the presentation of an aversive stimulus, thus reinforcing the avoidance behavior.

Schedules of Reinforcement

• When using reinforcement to change a behavior, continuously reinforce the behavior initially.
• Persistence in performance depends on unpredictability.