Conditioning

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Running head: CONDITIONING

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Conditioning

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CONDITIONING 2

Conditioning

Through the course work covered so far, it has been noted that both classical and operant

conditioning are reliant on stimulus in their operations. Stimuli that is involved in operant

conditioning is noted to be always present when a behaviour is given credit through rewards

or admonished through punishments. These behaviours can be as insignificant in meaning as

a child learning to open a box of candy in order to access the candy that is inside or a child

who shies away from touching a hot pan for the hindsight fear of being burnt. One thing is for

certain, both the pan and the box form part of the discriminative stimuli.

In classical conditioning, it is a matter of how to stimuli pairing leads to a certain

association and conditioning for that matter. As illustrated by Pavlov who experimented

extensively on this behavioural field using his dogs, this highly possible (Henton, 2012). He

did manage to associate the idea of providing food to his dogs and his presence and how they

did eventually get to associate his presence with the food. The dogs did substitute the sight of

food with the presence of the attendant. Seeing the attendant did make them salivate and wag

their tails. Obvious signs of an excited dog (Reynolds, 1975).

In operant conditioning, it is important to note that a behaviour will be rehashed more

frequently if it is associated with what behaviourists refer to as ‘positive reinforcements’. The

converse of this being true due to its tendency to discourage such kind of behaviours. A cat,

as shown in the ‘law of effect, will easily and quickly escape a maze with the hindsight of

positive consequences. Humans have also been observed to exhibit the same kind of

responses to stimuli and are absolutely ‘productive’ when they are expecting rewards. It has

been observed that this theory can be extensively be applied in education so as to help

improve on performance, student’s participation as well as discipline. It also explains why

there are award ceremonies in schools.

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Running head: CONDITIONING Name of student Student’s Number Conditioning Institutional affiliation Instructor’s name Date of submission CONDITIONING 2 Conditioning Through the course work covered so far, it has been noted that both classical and operant conditioning are reliant on stimulus in their operations. Stimuli that is involved in operant conditioning is noted to be always present when a behaviour is given credit through rewards or admonished through punishments. These behaviours can be as insignificant in meaning as a child learning to open a box of candy in order to access the candy that is inside or a child who shies away from touching a hot pan for the hindsight fear of being burnt. One thing is for certain, both the pan and the box form part of the discriminative stimuli. In classical conditioning, it is a matter of how to stimuli pairing leads to a certain association and conditioning for that matter. As illustrated by Pavlov who experimented extensively on this behavioural field using his dogs, this highly possible (Henton, 2012). He did manage to associate the idea of providing food to his dogs and his presence and how they did eventually get to associate hi ...
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