Behaviorism or Social Cognitive Learning Theory

Classical conditioning occurs when two stimuli form together to produce a new learned response. Psychologist Ivan Pavlov was the first to describe classical conditioning, which began with his study of dogs and what triggers them to salivate. He ran a study ringing a bell every time he

Classical conditioning is a type of associative learning which occurs when two stimuli are paired together repetitively and therefore become associated with each other eventually producing the same response. Classical conditioning was developed from the findings of Ivan Pavlov to account for associations between neutral stimuli and reflexive behavior such as salivation. Pavlov (1927) accidently discovered that dogs began to salivate before they had tasted their food. To support his theory, he carried out experiments using dogs which involved measuring the amount of saliva they produced. In his experiments, food started off as an unconditioned stimulus (UCS) which produced salivation, an unconditioned response (UCR). They are both unconditioned as they occur naturally without being learned. The dogs were presented with a bell (NS), this provided no salivation. The bell and food were presented together and after many trails an

Classical conditioning is a type of learning in which an organism learns to transfer a natural response from one stimulus to another, previously neutral stimulus. Classical conditioning is achieved by manipulating reflexes. Operant conditioning is a type of learning in which the likelihood of a

Classical conditioning is the relationship of an automatic response with a neutral occurrence. There are many main components to classical conditioning. Acquisition which is the learning part of classical conditioning where the conditioned stimulus is paired with the unconditioned stimulus. An unconditioned stimulus is a stimulus that instinctively causes a response. An unconditioned response is the response to the unconditioned stimulus that the researcher will document. A Neutral stimulus is a stimulus that may not get a response initially however after time, develops an instinctive response. A conditioned stimulus is a neutral stimulus after is has taught the response by training based on the conditioning. A conditioned response is the response to the conditioned stimulus. Extinction, spontaneous recovery, generalization, and discrimination are all a part of the classical conditioning process (Nevid,

Operant conditioning is a way of learning by rewarding positive behavior and punishing negative. If anyone on the team was late for practice, Coach Carter made them run. That was a punishment so that they would learn to be on time. Classical conditioning is an involuntary way of learning from preceding events. When the team started playing for Carter, the sound of a whistle, known as a conditioned stimulus, meant nothing to them. After a while, Carter trained them to respond to the sound of his whistle instantly by doing whatever he was asking of them, this is known as the conditioned response. This is an excellent example of how classical conditioning works to help us learn.

Classical conditioning is a form of learning that is taught to us through experiences we encounter in our lives. It involves outside stimuli to trigger the condition we have learned to expect. For example, the sound of a lunch bell would trigger our stomach to start growling soon after hearing the bell ring. The expectation of food to come soon after hearing the bell and satisfy our hunger is what makes our stomach growl. This is something learned over time. Expectations can be both good and bad. Sometimes these negative experiences cause us to have certain behaviors when we are reminded of such an event.

“Classical conditioning is a type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus”.

Behaviorism and social learning theory are examples of two mechanistic theories that focus on explaining children’s behavior. Social learning theory emphasizes observational learning and imitation. On the other hand, behaviorism is rooted in focusing on how the environment impacts development. The environment shapes the child’s development as the child strives to adapt to the environment. Both theories deal with explaining behavior and consist of similarities, but are composed of different elements of explaining behavior.

The theory of Classical Conditioning is one based on the idea that an individual can learn a new form of behavior simply from the process of association. Or simply put according to the Encyclopedia Britannica, “Classical Conditioning occurs when two stimuli are linked together to produce a new learned response” (“Classical,” 2015, para.2). In order to better understand Classical Conditioning, it is important to first define several key terms. A stimulus is any feature of the environment that affects behavior. A response is the behavior elicited by the stimulus (“Stimulus,” 2015, para.1).

Classic Conditioning can also be known as stimulus response, conditioned response, respondent condition as these are the behaviors that take place during the Classical Conditioning. There are two basic forms of associative conditioning, classical and operant. Both Ivan Pavlov and John Watson were the first contributors to these behaviorist theories. Ivan Pavlov’s theory came about by working a dog and John Watson worked his classical conditioning with humans.

Classical conditioning is similar to its counterpart, operant conditioning. However unlike operant conditioning, which requires reinforcement (Round, Operant Conditioning), classical conditioning conditions the reaction before a reinforcer is presented. This means that Albert began to fear the rat even after Watson stopped making the loud noise when presenting the rat as opposed to fearing the rat only if the noise was present. This can be tied in with my previous example. The child would fear answering the question even if the other student was not screaming. This reaction has been classically conditioned. The screaming is gone but the fear is still there. Now the fear is not associated to the scream, it is associated to the answering of the question and maybe even to the question being asked even if the child is not asked to answer it. Much like Watson’s experiment where the fear was no longer associated to the noise it was associated to the lab rat or anything that mildly resembled a rat. Watsons finding suggested that humans could be classically conditioned the way Pavlov had conditioned his dog to salivate first at the sound of a bell then at Pavlov entering the room. The dogs learned that with Pavlov’s entry came food. Little Albert learned that with the sight of the rat came fear. Albert was a baby, little over a year old when the experiment

Classical conditioning in and of itself is a process of teaching, someone or something, to react to a stimulus. There are four different methods that follow under classical conditioning. Starting with the unconditioned stimulus (UCS) this type of stimulus produces a reaction without having to learn the reaction. Then there is the unconditioned response (UCR) this is the unlearned reaction that is produced by being introduced to the USC. Like when a person flinches at pain. A person doesn’t have to be taught to fear pain. It’s a natural reaction that we are born with. The next few things have to deal with the actual conditioning. First is the conditioned stimulus (CS) this is a previous stimulus that means nothing to the subject. The next one

Classical conditioning says that we learn behaviours by associating the response to the stimulus. An example of this can be found from the work of Ivan Pavlov. In the 1890s Pavlov, a Russian physiologist, carried out some experiments with a dogs. He noticed that when a dog eats food, they salivate: this is an unconditional response to an

Because behaviorism and social cognitive theory both examine changes in behavior. Social cognitive theory has its historical roots in behaviorism, but, as the name implies, it has evolved over the years into a more cognitive perspective (Kim & Baylor, 2006). Even today, many authors continue to include aspects of social cognitive theory in books focusing on behavioral principles (Baldwin & Baldwin, 2001). In addition, behaviorism and social cognitive theory are similar in three ways: They focus on experience as an important cause of learning (and an important principle of cognitive theory is that learning and development depend on learners’ experience). They include the concepts of reinforcement and punishment in their explanations of learning. They target feedback as an important aspect of the learning process. Three important differences exist between the two, however. First, they define learning differently, and second, social cognitive theory emphasizes the role of cognitive processes beliefs, perceptions, and expectations in learning. Third, social cognitive theory suggests that the environment, personal factors, and behavior are interdependent, a concept called reciprocal causation.

For students in a self-contained classroom, cueing and behavior modification are frequently used components of behaviorism. Cueing is using a method other than a verbal reminder as a way to encourage appropriate behavior, or discourage inappropriate behavior (Standridge, 2002). Behavior modification, as outlined in Foundations of Workforce Education, is used “to elicit better classroom performance from reluctant students” (Brewer, Campbell, & Petty, 2000, p.17). Behavior modification involves several components, such as determining what is desired, creating specifics within the environment, identifying appropriate rewards, reinforcing behavior patterns,