Classical Conditioning And Operant Conditioning
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The differences and similarities between Classical and Operant Conditioning
Studienarbeit aus dem Jahr 2013 im Fachbereich Psychologie - Intelligenz und Lernpsychologie, Note: 2, University of Ghana, Legon, Veranstaltung: Psychology - Learning, Sprache: Deutsch, Abstract: Human behaviour is influenced by learning to a great extent. But the term learning does not describe a specific method of gaining knowledge because learning can occur in various ways. Two of these ways often mentioned in psychology are classical and operant conditioning. To understand how each of these behaviour modification techniques can be used, it is critical to compare and understand their differences and similarities. Even if both types of conditioning result in learning the processes of achieving this goal is not the same.
Classical Conditioning and Operant Conditioning
Author: W.W. Henton
language: en
Publisher: Springer Science & Business Media
Release Date: 2012-12-06
Since the appearance of the treatise on "Schedules of Reinforcement" by Ferster and Skinner over two decades ago, the literature in behavior analysis, both experimental and applied, has been dominated by a range of studies dedi cated to providing ever more systematic and refined accounts of these "mainsprings of behavior control. " For the most part, the analysis has been pursued in the best traditions of "scientific methodology" with careful atten tion to the isolation of controlling variables in unitary form. Of late, relatively simple interaction effects have provided an important additional focus for more sophisticated analyses. It is clear, however, from even a cursory survey of the monumental research and conceptual analysis which is represented in this scholarly volume by Henton and Iversen that the surface ofthis complex "be havioral interactions" domain has barely been scratched. The primary focus of this pioneering effort extends the competing response analysis across all experimental schedules, both classical and instrumental, as well as the interactions between the two. Appropriately, the analysis empha sizes overt behavioral interactions, beginning with the simplest case of one operant and one respondent, and inevitably implicating more diverse and subtle interactions. As the analysis expands to include interactions between multiple recorded responses, increasingly more precise empirical specifications ofrecip rocal interactions in response probabilities are revealed independently of con ventional procedural labels (i. e. , operants, respondents, collaterals, adjunc tives, etc. ) and traditional theoretical distinctions.
Operant Conditioning
The approach to psychology advocated by the radical behaviourists was often misunderstood and frequently gave rise to controversy. Originally published in 1974, this book introduced current research in operant conditioning and explains the attempt to understand behaviour inherent in such experiments at the time. After considering the philosophical context in which behaviouristic psychology developed, the author outlines the basic characteristics of operant research by reviewing single experiments on the effects of reinforcement on behaviour. Chapters on schedules of intermittent reinforcement extend this approach to more complex situations and emphasize that behaviour can be maintained and controlled in many different ways by environmental events. The author then discusses recent work on conditional reinforcement and on the discriminative control of behaviour and shows how operant research has changed our understanding of these important concepts in psychology. Subsequent chapters review research within the operant paradigm on the effects on behaviour of punishment, anxiety, aversive stimuli and drugs, again by emphasising the special contribution to these topics made by operant conditioning techniques and methodology. The final chapters consider the general implications of operant research for educational practice and for clinical psychology, and place this approach within the context of psychology as a whole. Dr Blackman argues that it should be recognized as one important attempt to further the scientific analysis of behaviour. This book, filled a long recognized need for an undergraduate text in this area at the time, and helped students form their own evaluation. Now it should be read in its historical context.