Essay about The Dual-Process View of Nonassociative Learning

In Psychology learning is seen as a change in behaviour caused by an experience. Behaviorism, is seen as a learning theory; an attempt to explain how people or animals learn by studying their behaviour. The Behaviourists Approach has two theories to help explain how we learn, Classical conditioning and operant conditioning. In this task I will attempt to describe and evaluate this approach.

Classical and operant conditioning are two important concepts central to behavioral psychology. While both result in learning, the processes are quite different. In order to understand how each of these behavior modification techniques can be used, it is also essential to understand how classical conditioning and operant conditioning differ from one another. Both classical and operant learning are psychological processes that lead to learning. Here learning refers to the process by which changes in behavior, including actions, emotions, thoughts, and the responses of muscles and glands,

The existence of the associative learning is used to contend that there may be no evidence that the process does indeed undergo change.

Two prominent researchers, B.F. Skinner and Albert Bandura, have developed theories which provide differing perspectives and explanations regarding the learning behavior of individuals. The purpose of this writing is to explore the theoretical perspectives of Operant Conditioning Theory developed by B.F. Skinner and Social Learning Theory developed by Albert Bandura. An overview of both theories is presented, followed by a discussion of their similarities and differences.

When learning, the use of memory is important in order for the development of knowledge and skill, and in psychology, the term “blocking” is used to describe a failure to develop knowledge or skill during learning. A well-recognized experiment in which the blocking effect is seen to occur in animals is Kamin’s blocking effect (Kamin L.J., 1969), in which a series of experiments were conducted wherein it was proved that prior conditioning

The theory explains how individuals learn new behaviours by experiencing pleasurable( outcomes and not responding to external stimuli if the outcome is not pleasurable. (

2. a. Habituation is a common and simple form of learning. It involves a diminished awareness of a stimulus after constant experiences with it. An example of this would be when I spray on some perfume before I leave for class in the morning. As the day progresses, I will no longer notice the scent of the fragrance I am wearing, but other people around me will be able to smell it. I have become habituated to the smell because I am used to being around the smell.

Behaviourists use two types of processes to explain how people learn: classical conditioning (Ivan Pavlov) and operant conditioning (Frederic Skinner).In classic conditioning, individuals learn to associate stimuli when they occur together to a response. Therefore individuals learn to produce an existing response to a stimulus that is presented. Take for instance little Albert. The little boy that was classically conditioned to respond with anxiety to the stimulus of a white ray by Watson and Rayner.

The third and final stage is called after conditioning. Formerly, once the association has been made between the unconditioned stimulus and the condition inspiration, presenting the adapted stimulus unaccompanied will come to animate a response even in the inexistence of the unconditioned stimulus. After conditioning, rehashed pairings of the NS and US, the stimulus is no longer nonpartisan. The human or nonhuman creature has framed a relationship between the two matched stimuli, so the beforehand unbiased stimulus is currently called a conditioned stimulus, and the organic response it inspires is known as an adapted reaction. The important reaction is known as the conditioned reaction. The conditioned response is learned from the previous

However, this is consistent with Wheatley et al.’s (2011) study which reports no p-values less than 0.01 when comparing N170/VPP across the two conditions. Overall, this result is consistent with our hypothesis and Wheatley et al.’s (2011) results. Also, the statistical analyses did not find a significant difference (p > 0.05) in LPP response between the doll and human face stimuli (t(12) = -1.76, p = 0.10). This result is not consistent with our hypothesis and Wheatley et al.’s (2011) study, which found a significant difference between the human and doll faces with a p-value less than 0.01.

In this experiment, a separate control group would be needed to demonstrate more comparable data with a regulation, and show the differences on how the infants observe both the possible and impossible outcomes. For this particular experiment, the possible outcome would be the control group. 3c. As mentioned before as the Habituation technique, this technique is applied in this experiment to test if the toddlers response or stare time would decline when shown the two dolls they have already viewed, or their response would be fast and their stare time increase, also known as dishabituation. The independent variable for this experiment would be both the possible and impossible outcomes, and the dependent variable would be the toddlers’ amount of staring

In classical conditioning, the famous method fathered by Ivan Pavlov, learning is stimulated by temporal association. Two events are repeatedly performed in a close time interval, causing the two events to fuse in a person's mind so the person responds to both events the same way in the future (Comer, 2015). Therapies for the behavioral model aim to

Classical conditioning is the theory that involves a subject learning a new behavior by the process of association. A naturally occuring stimulus (the unconditioned stimulus) is paired with a response (the unconditioned response). Then, a neutral stimulus (the conditioned stimulus) is paired with the unconditioned stimulus and eventually the conditioned stimulus produces the initial response of the unconditioned stimulus without the unconditioned stimulus being present. The response, therefore, becomes the conditioned response. This study had a major influence on the psychological study of behaviorism. “Behaviorism is based on the assumption that learning occurs through interactions with the environment” (Cherry 1). Classical conditioning

“One-trial learning is a type of learning involving a relatively permanent change in behaviour that occurs as a result of one experience only.” (Grivas, 2013, p.480). One-trial learning mostly occurs as a conditioned response of aversion towards a novel conditioned stimulus with a conceivable link to a survival threat, the unconditioned stimulus (Straddon, 2016). Like classical conditioning, it involves a similar process and is learnt passively (Grivas, 2013); unlike classical conditioning, it is usually not generalised and is highly resistant to extinction (Grivas, 2013).

Learning has been described by Howe (1980) as ‘cumulative’ i.e. whatever we learn at any time is influenced by previous learning. It is also clear that developmental processes and learning processes are closely interlinked. Whilst psychologists agree that learning is affected by past experience and is relatively permanent there are differing theories about exactly what changes when learning takes place and what mechanisms are involved. An important issue is whether the focus is on overt behavioural changes (that which can be seen) or covert, cognitive changes (the unseen change in thoughts). The concept of learning is broad and there are different psychological theories as to what is involved in that learning process.