CLASSICAL CONDITIONING [Ivan

Pavlov] The little albert experiment (John B.

Dominic Q. Taday Watson)
Philippine School of Business Efren Victor N. Tolentino Jr.
Administration Manila

OPERANT CONDITIONING [B.F. Behavioral theory in teaching

SKINNER] Rochelle D. Tan
Maureen R. Campo SDOQC
SDO-QC
 CLASSICAL
CONDITIONING
[Ivan Pavlov]
Dominic Q. Taday
Philippine School of Business Administration
Manila
 What Is Classical Conditioning?
 Discovered by Russian physiologist Ivan Pavlov, classical conditioning
is a type of unconscious or automatic learning. This learning process
creates a conditioned response through associations between an
unconditioned stimulus and a neutral stimulus.
 classical conditioning involves placing a neutral stimulus before a
naturally occurring reflex. In Pavlov's classic experiment with dogs, the
neutral signal was the sound of a tone and the naturally occurring reflex
was salivating in response to food. By associating the neutral stimulus
(sound) with the unconditioned stimulus (food), the sound of the tone
alone could produce the salivation response.
 Although classical conditioning was not discovered by a psychologist, it
has had a tremendous influence over the school of thought in
psychology known as behaviorism. Behaviorism assumes that all
learning occurs through interactions with the environment and that
environment shapes behavior.
Classical Conditioning Definitions

 It is also refer as Pavlovian Conditioning.

Unconditioned Stimulus

 It is a stimulus or trigger that leads to an automatic response.

 If a cold breeze makes you shiver, for instance, the cold breeze is an
unconditioned stimulus.
Neutral Stimulus
 It is a stimulus that doesn't initially trigger a response on its own.
 If you see a beach ball in the sand, for example, it wouldn't necessarily
trigger a response. That would make it a neutral stimulus.

Conditioned Stimulus
 It is a stimulus that was once neutral (didn't trigger a response) but now
leads to a response.
 If you used to never pay attention to a passing dog until you got bit by
one, now causing you to feel fear every time you see a dog, the dog has
become a conditioned stimulus.
Unconditioned Response
 It is an automatic response or a response that occurs without thought
when an unconditioned stimulus is present.
 If you smell your favorite food and your mouth starts watering, the
watering is an unconditioned response.
Conditioned Response
 It is a learned response or a response that is created where no response
existed before.
 Going back to the example of being bit by a passing dog, now causing
you to feel fear whenever you see one, the fear you've started to
experience is a conditioned response.
 How Classical Conditioning Works
 Classical conditioning involves forming an association between two
stimuli, resulting in a learned response.
 There are three basic phases of this process.
Phase 1: Before Conditioning
 The first part requires a naturally occurring stimulus that will automatically elicit
a response. Salivating in response to the smell of food is a good example of a
naturally occurring stimulus.
 During this phase of the process, the unconditioned stimulus (UCS) results in an
unconditioned response (UCR). For example, presenting food (the UCS) naturally
and automatically triggers a salivation response (the UCR).
 At this point, there is also a neutral stimulus that produces no effect—yet. It isn't
until the neutral stimulus is paired with the UCS that it will come to evoke a
response.
In the before conditioning phase, an unconditioned stimulus is paired
with an unconditioned response. A neutral stimulus is then introduced.
Pavlov's Dog Experiment
Phase 2: During Conditioning
 During this phase, the previously neutral stimulus is repeatedly paired with the
unconditioned stimulus. As a result of this pairing, an association between the
previously neutral stimulus and the UCS is formed.
 At this point, the once neutral stimulus becomes known as the conditioned stimulus
(CS). The subject has now been conditioned to respond to this stimulus. The
conditioned stimulus is a previously neutral stimulus that, after becoming associated
with the unconditioned stimulus, eventually comes to trigger a conditioned response.
 In our earlier example, suppose that when you smelled your favorite food, you also
heard the sound of a whistle. While the whistle is unrelated to the smell of the food, if
the sound of the whistle was paired multiple times with the smell, the whistle sound
would eventually trigger the conditioned response. In this case, the sound of the
whistle is the conditioned stimulus.
The during conditioning phase involves pairing a neutral stimulus with
an unconditioned stimulus. Eventually, the neutral stimulus becomes
the conditioned stimulus.
Pavlov's Dog Experiment
Stage 3: After Conditioning

 Once the association has been made between the UCS and the CS, presenting the
conditioned stimulus alone will come to evoke a response—even without the
unconditioned stimulus. The resulting response is known as the conditioned
response (CR).
 The conditioned response is the learned response to the previously neutral
stimulus. In our example, the conditioned response would be feeling hungry when
you heard the sound of the whistle.
 In the after conditioning phase, the conditioned stimulus alone triggers
the conditioned response.

Reference:
https://www.verywellmind.com/classical-conditioning-2794859#toc-classical-conditioning-examples
Pavlov's Dog Experiment
 Report on John B. Watson –
the little albert experiment
By: Efren Victor N. Tolentino Jr.
Watson and Rayner (1920) conducted the Little Albert
Experiment to answer 3 questions:

 1. Can an infant be conditioned to fear an animal that

appears simultaneously with a loud, fear-arousing sound?
 2. Would such fear transfer to other animals or to
inanimate objects?
 3. How long would such fears persist?
Ivan Pavlov showed that classical conditioning applied to animals.  Did it
also apply to humans? In a famous (though ethically dubious) experiment,
John Watson and Rosalie Rayner showed that it did.
At the outset of the study, Watson and Rayner encountered a nine-month-
old boy named "Little Albert" - a remarkably fearless child, scared only by
loud noises. After gaining permission from Albert's mother, the researchers
decided to test the process of classical conditioning on a human subject - by
inducing a further phobia in the child!
Little Albert was a 9-month-old infant who was tested on his reactions to
various neutral stimuli. He was shown a white rat, a rabbit, a monkey and
various masks. Albert described as "on the whole stolid and unemotional"
showed no fear of any of these stimuli.

However, what did startle him and cause him to be afraid was if a hammer
was struck against a steel bar behind his head. The sudden loud noise would
cause "little Albert to burst into tears.
When Little Albert was just over 11 months old, the white rat was presented,
and seconds later the hammer was struck against the steel bar.

After seven pairings of the rat and noise (in two sessions, one week apart),
Albert reacted with crying and avoidance when the rat was presented
without the loud noise

By now little Albert only had to see the rat and he immediately showed
every sign of fear. He would cry (whether or not the hammer was hit against
the steel bar) and he would attempt to crawl away.

This fear began to fade as time went on, however the association could be
renewed by repeating the original procedure a few times.
Five days later, Watson and Rayner found that Albert developed phobias of
objects which shared characteristics with the rat; including the family dog, a
fur coat, some cotton wool and a Father Christmas mask! This process is
known as generalization.

The Little Albert Experiment demonstrated that classical conditioning could

be used to create a phobia. A phobia is an irrational fear, that is out of
proportion to the danger. In this experiment, a previously unafraid baby
was conditioned to become afraid of a rat.
It also demonstrates two additional concepts, originally outlined by Pavlov.
 Extinction: Although a conditioned association can be incredibly strong initially, it begins to fade
if not reinforced - until is disappears completely.

 Generalisation: Conditioned associations can often widen beyond the specific stimuli presented.
For instance, if a child develops a negative association with one teacher, this association might also
be made with others

 Over the next few weeks and months, Little Albert was observed and ten days after conditioning
his fear of the rat was much less marked. This dying out of a learned response is called extinction.

 However, even after a full month, it was still evident, and the association could be renewed by
repeating the original procedure a few times.

 Unfortunately, Albert's mother withdrew him from the experiment the day the last tests were
made, and Watson and Rayner were unable to conduct further experiments to reverse the
condition response.
 Critical Evaluation
 The researchers confounded their own experiment by conditioning Little Albert using the same neutral
stimuli as the generalized stimuli (rabbit and dog).
 Some doubts exist as to whether or not this fear response was actually a phobia. When Albert was allowed
to suck his thumb he showed no response whatsoever. This stimulus made him forget about the loud
sound. It took more than 30 times for Watson to finally take Albert's thumb out to observe a fear response.
 Other limitations included no control subject and no objective measurement of the fear response in Little
Albert (e.g. the dependent variable was not operationalized).
 As this was an experiment of one individual the findings cannot be generalized to others (e.g. low external
validity). Albert had been reared in a hospital environment from birth and he was unusual as he had never
been seen to show fear or rage by staff. Therefore, Little Albert may have responded differently in this
experiment to how other young children may have, these findings will therefore be unique to him.
 The Little Albert Experiment was conducted before ethical guidelines were implemented in psychology,
and this study can only be judged retrospectively. For example, (i) the experiment was conducted without
the knowledge or consent of Albert's parents, (ii) creating a fear response is an example of psychological
harm, and finally (iii) Watson and Raynor did not desensitize Albert to his fear of rats.
 The cognitive approach criticizes the behavioral model as it does not take
mental processes into account. They argue that the thinking processes
that occur between a stimulus and a response are responsible for the
feeling component of the response.
 Ignoring the role of cognition is problematic, as irrational thinking
appears to be a key feature of phobias. Tomarken et al. (1989) presented a
series of slides of snakes and neutral images (e.g. trees) to phobic and
non-phobic participants. The phobics tended to overestimate the number
of snake images presented.
Thank you Dr. Villaluna and Future Doctors/Classmates
 OPERANT
CONDITIONING
[B.F. SKINNER]
Maureen R. Campo
SDO-QC
WHAT IS OPERANT CONDITIONING?
Method of learning that employs rewards and punishments for
behavior.

An association is made between a behavior and a

consequence (whether negative or positive) for that behavior.

Skinner used the term operant to refer to any "active behavior

that operates upon the environment to generate consequences."
 TYPES OF BEHAVIOR
• Occur automatically and
RESPONDENT reflexively.
• They simply occur
BEHAVIORS automatically and
involuntarily.

• those under our conscious

OPERANT  control. 
• Some may occur
BEHAVIORS spontaneously and others
purposely.
 COMPONENTS OF OPERANT
CONDITIONING
Reinforcement in Operant Conditioning

Punishment in Operant Conditioning

Reinforcement Schedules
 Reinforcement in Operant Conditioning
Positive Reinforcers
• Favorable events or outcomes that are presented after
the behavior. Response or behavior is strengthened by
the addition of praise or a direct reward.
Negative Reinforcers
• Involve the removal of an unfavorable events or
outcomes after the display of a behavior.
 Punishment in Operant Conditioning
• Sometimes referred to as punishment by
Positive application.
• Presents an unfavorable event or outcome
Punishment in order to weaken the response it follows.

• Known as punishment by removal.

Negative • Occurs when a favorable event or outcome
is removed after a behavior occurs.
Punishment
 Reinforcement Schedules
Continuous Fixed-ratio schedules
Fixed-interval schedules
reinforcement Responses are reinforced
Reinforcement occurs only
 Involves delivering a only after a specific
after a certain interval of
reinforcement every time a number of responses have
time has elapsed.
response occurs. occurred.

Variable-interval
Variable-ratio schedules schedules
Involve reinforcing This schedule involves
behavior after a varied delivering reinforcement
number of responses. after a variable amount of
time has elapsed.
 Examples of Operant Conditioning
• After performing in a community theater play, you receive applause from the
audience. This acts as a positive reinforcer, inspiring you to try out for more
performance roles.

• A professor tells students that if they have perfect attendance all semester,
then they do not have to take the final comprehensive exam. By removing an
unpleasant stimulus (the final test), students are negatively reinforced to
attend class regularly.
 Examples of Operant Conditioning
• If you fail to hand in a project on time, your boss becomes angry and berates
your performance in front of your co-workers. This acts as a positive punisher,
making it less likely that you will finish projects late in the future.

• A teen girl does not clean up her room as she was asked, so her parents take
away her phone for the rest of the day. This is an example of a negative
punishment in which a positive stimulus is taken away.
 Reference:

https://www.verywellmind.com/operant-conditioning-a2-2794863#:~:text=Operant%20conditioning%20r
elies%20on%20a,occur%20again%20in%20the%20future.&text=Conversely%2C%20actions%20that%2
0result%20in,occur%20again%20in%20the%20future
.
Behavioral theory
in teaching
Rochelle D. Tan
SDOQC
 Behaviorism

Behaviorism or the behavioral learning theory is a popular concept that

focuses on how students learn. Behaviorism focuses on the idea that all
behaviors are learned through interaction with the environment.
 In the classroom, the behavioral learning theory is key in

understanding how to motivate and help students. Information is

transferred from teachers to learners from a response to the right

stimulus.
 Positive reinforcement is key in the behavioral learning theory.

Without positive reinforcement, students will quickly abandon their

responses because they don’t appear to be working.

Motivation plays an important role in behavioral learning. Positive and

negative reinforcement can be motivators for students. For example, a

student who receives praise for a good test score is much more likely to

learn the answers effectively than a student who receives no praise for a

good test score.

 Behaviorist teaching
.
strategies
Teachers can implement behavioral learning strategy techniques in their
classroom in many ways, including:

Drills.
Question and answer.
Guided practice.
Regular review.
Positive reinforcement.
 How can you apply this?

Teacher leads the class through a topic

Students listen silently
Teacher then sets a task based on the information
Students complete the task and await feedback
The teacher gives feedback, then sets the next task
With each round of feedback, the student is being conditioned to learn the
material.
 Behaviorism criticisms.
• Many critics argue that behaviorism is a one-dimensional approach to understanding
human behavior and that behavioral theories do not account for free will and
internal influences such as moods, thoughts and feelings.

• Behaviorism does not account for other types of learning, especially learning that
occurs without the use of reinforcement and punishment.

• People and animals are able to adapt their behavior when new information is
introduced, even if a previous behavior pattern has been established through
reinforcement.
Thank you!