Behavior Frameworks of Learning and Instruction

2021 ◽  
pp. 30-50
Keyword(s):  
Social Learning ◽  
Classical Conditioning ◽  
Operant Conditioning ◽  
Approaches To Learning ◽  
Practical Applications ◽  
Programmed Learning ◽  
Foundations Of Education ◽  
Historical Contextualization ◽  
Learning And Instruction

In this chapter, the models of classical conditioning, operant conditioning, and social learning are analyzed as scientific foundations of education and teaching. After a historical contextualization of the referred behavioral approaches to learning, an explanation of the basic processes and mechanisms involved is presented for each one, as well as the main associated authors. The authors present examples of cases, practical applications (for example, programmed learning) and investigations resulting from the presented models. In the analysis of the models, the author highlights both their potential and their main limitations.

A Classical Conditioning Procedure for the Hearing Assessment of Multiply Handicapped Persons

1989 ◽  
Vol 54 (1) ◽  
pp. 88-93 ◽  
Author(s):  
Giulio E. Lancioni ◽  
Frans Coninx ◽  
Paul M. Smeets
Keyword(s):  
Classical Conditioning ◽  
Unconditioned Stimulus ◽  
Children And Adolescents ◽  
Operant Conditioning ◽  
Conditioning Procedure ◽  
Handicapped Children ◽  
Visual Reinforcement ◽  
Classical Procedure ◽  
Hearing Assessment ◽  
Classical Conditioning Procedure

The present study evaluated the viability of a classical conditioning procedure with an air puff as unconditioned stimulus for the hearing assessment of multiply handicapped children and adolescents. All subjects were also exposed to operant conditioning, which consisted of a modified visual reinforcement audiometry (VRA) procedure or involved edible reinforcement contingent on a reaching response (for blind subjects). The findings indicate that the classical conditioning procedure was successful with 21 of the 23 subjects, whereas operant conditioning succeeded with 15 of the subjects. Thresholds obtained with classical conditioning were mostly equal to or within 10 dB of those obtained with operant conditioning and also matched previously available hearing estimates. These findings seem to suggest that the classical procedure can be a useful behavioral alternative for audiological assessment.

How memorable experiences influence brand preference

2017 ◽  
Vol 20 (4) ◽  
pp. 394-415 ◽  
Author(s):  
Jens Stach
Keyword(s):  
Classical Conditioning ◽  
Operant Conditioning ◽  
Real Life ◽  
Brand Preference ◽  
Mere Exposure Effect ◽  
Dominant Form ◽  
Content Type ◽  
Exposure Effect ◽  
Conditioning Theory ◽  
User Groups

Purpose This paper aims to illuminate mechanisms through which memorable experiences with brands create lasting preferences. It is based on the proposition that intense positive (negative) affective consumption in the consumer’s youth creates powerful imprints, which influence brand preference (distaste) throughout life. Design/methodology/approach Autobiographical memories with Nutella are retrieved from three different user groups, i.e. heavy-, light- and non-users. The retrieved memory narratives are analysed using conditioning theory, i.e. operant, classical or no conditioning are identified and compared across groups. Findings The research’s central proposition is affirmed, yet the dominant form of conditioning mechanism differs per group. Operant conditioning outperforms classical conditioning in creating strong and lasting preferences. Heavy- and non-users predominantly exhibit in-tensely positive and negative operant conditioning, respectively. Light-users on the other hand recall less affectively intense consumption experiences, mainly featuring classical conditioning. The light-users’ recollections suggest a mere exposure effect to be more appropriate in describing the preference formation in this user group. Research limitations/implications Users not having experienced affectively intense consumption, i.e. light-users, are likely to be influenced in their preference over time through other factors, which this paper does not focus on. Practical implications Memory elicitation and exploration provides valuable insights to shape both promotional as well as advertising strategies. Originality/value The study extends existing theory on conditioning in marketing by first using a novel qualitative approach to analyse conditioning procedures in real-life settings, and second, it highlights operant conditioning’s superior ability in creating lasting preferences.

Relationships of Awareness to Verbal Learning Efficiency and Meaning Change

1966 ◽  
Vol 19 (3) ◽  
pp. 875-883 ◽  
Author(s):  
A. William Miller
Keyword(s):  
Classical Conditioning ◽  
Factorial Design ◽  
Operant Conditioning ◽  
Verbal Learning ◽  
The Other ◽  
Response Frequency ◽  
Learning Efficiency ◽  
Meaning Change ◽  
Relationship Of ◽  
Verbal Operant

The general relationship of awareness to learning efficiency was investigated in a 2 × 2 factorial design with 20 Ss in each of four groups. Classical conditioning of meaning and verbal operant conditioning procedures were studied under two sets of instructions: one stated vague experimental purposes and the other, exact purposes. Ss' awareness of experimental procedures and purposes was measured Results indicated that with both classical and operant conditioning change in meaning occurred without awareness by Ss. A classical conditioning explanation of change in meaning was supported, but an operant conditioning explanation of change in terms of response frequency was not strengthened.

Training cattle to approach a feed source in response to auditory signals

2004 ◽  
Vol 84 (4) ◽  
pp. 567-572 ◽  
Author(s):  
E. Wredle ◽  
J. Rushen ◽  
A. M. de Passillé ◽  
L. Munksgaard
Keyword(s):  
Dairy Cattle ◽  
Classical Conditioning ◽  
Key Words ◽  
Operant Conditioning ◽  
Auditory Signal ◽  
Dairy Heifers ◽  
Feed Source ◽  
Auditory Signals ◽  
Automatic Milking Systems ◽  
New Location

To help improve cow traffic in automated milking systems, we examined whether heifers could be trained to approach a feeder in response to a tone emanating from their collars. Eighteen dairy heifers were used in four experiments. Ten heifers were trained by operant conditioning. Eight of these heifers approached the feeder more frequently and with a shorter mean latency following the tone than in the control periods (P < 0.05). Four of the heifers were tested in a new location but none of the heifers approached the feeder following the tone. A further eight heifers were trained by classical conditioning. When tethered close to the feeder during training, no animals learned to approach the feeder in response to the tone. When four heifers were trained while loose in the pen and had a second tone that predicted an aversive treatment, the animals approached the feeder more often after the positive tone (P < 0.05). Operant conditioning can be used to train heifers to approach a feeder in response to an auditory signal. Classical conditioning procedures are less effective and the optimal training procedures need to be defined before implementation in automated milking systems. Key words: Dairy cattle, learning, conditioning, auditory signals, automatic milking systems

Behavioral Theory

2013 ◽  
Author(s):  
Beth Angell
Keyword(s):  
Social Work ◽  
Classical Conditioning ◽  
Operant Conditioning ◽  
Human Behavior ◽  
Clinical Applications ◽  
Behavioral Theory ◽  
Previous Experience ◽  
Functional Contextualism ◽  
Antecedents And Consequences ◽  
Behavioral Perspective

Behavioral theory seeks to explain human behavior by analyzing the antecedents and consequences present in the individual's environment and the learned associations he or she has acquired through previous experience. This entry describes the various traditions within the behavioral perspective (classical conditioning, operant conditioning, cognitively mediated behavioral theory, and functional contextualism) and the clinical applications that are derived from them. Common criticisms are discussed in light of the ongoing evolution of behavioral theory and the fit of its tenets with the field of social work.

Incubation of Anxiety: A Theory Prematurely Hatched

1983 ◽  
Vol 11 (3) ◽  
pp. 218-224
Author(s):  
Roger Paxton
Keyword(s):  
Social Context ◽  
Classical Conditioning ◽  
Operant Conditioning ◽  
Behaviour Change ◽  
Psychological Processes ◽  
Temporal Patterning ◽  
Alternative Models ◽  
Conditioned Responses ◽  
Environmental Events ◽  
Temporal Sequences

In a recent paper Eysenck asked why conditioned responses show incrementation. In several publications he has provided the outline of an answer, which he has used in proposing a theory of the development of neuroses. It is suggested here that in the way he sets out the problem and in the development of his theory of incubation he overstates the applicability of the theory, incorporates questionable assumptions, and omits thorough consideration of competing accounts. The theory focuses on classical conditioning to the near-exclusion of other processes of behaviour change, ignores the consequences and social context of neurotic behaviour, and provides an incomplete discussion of the temporal patterning of relevant events. By taking a view which is broader in terms of psychological processes, environmental events, and temporal sequences, alternative models of the development of phobias can be offered. These involve classical and operant conditioning, and observational and informational learning.

Baroreflex unimpaired by operant avoidance or classical aversive conditioning in dogs

1988 ◽  
Vol 254 (6) ◽  
pp. R1025-R1034
Author(s):  
R. A. Shammas ◽  
A. L. Denison ◽  
T. W. Pfennig ◽  
D. P. Hemker ◽  
R. B. Stephenson
Keyword(s):  
Heart Rate ◽  
Arterial Pressure ◽  
Classical Conditioning ◽  
Operant Conditioning ◽  
Avoidance Conditioning ◽  
Carotid Sinus ◽  
Aversive Conditioning ◽  
Shock Avoidance ◽  
Classical Aversive Conditioning ◽  
Sinus Pressure

Previous studies showed that baroreflex control of heart rate is impaired during operant shock avoidance conditioning and classical aversive conditioning. However, the effects of such "emotionally stressful" paradigms on the ability of the baroreflex to control arterial pressure have not been directly assessed. We prepared the carotid sinus regions of dogs for reversible isolation from the systemic circulation, and we derived complete stimulus-response relations for the effects of carotid sinus pressure on both heart rate and arterial pressure. For any given carotid sinus pressure, arterial pressure and heart rate were higher during operant shock-avoidance conditioning and during classical aversive conditioning than in a neutral environment, which indicates an upward resetting of the baroreflex. However, threshold and saturation carotid sinus pressures were unaffected by operant conditioning or classical conditioning, which indicates that the baroreceptors themselves were not reset. The ranges over which the carotid baroreflex could vary arterial pressure and heart rate were significantly increased during both operant conditioning and classical conditioning. Baroreflex gain was unchanged during operant conditioning and was significantly increased during classical conditioning. We conclude that the baroreflex is not impaired during operant shock-avoidance conditioning or classical aversive conditioning in dogs. However, the baroreflex is reset and regulates blood pressure at an elevated level.

scholarly journals Operant and classical learning principles underlying mind–body interaction in pain modulation: a pilot fMRI study

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
In-Seon Lee ◽  
Won-Mo Jung ◽  
Ye-Seul Lee ◽  
Christian Wallraven ◽  
Younbyoung Chae
Keyword(s):  
Classical Conditioning ◽  
Operant Conditioning ◽  
Instrumental Learning ◽  
Test Session ◽  
Pain Modulation ◽  
Learning Mechanisms ◽  
Temporoparietal Junction ◽  
Passive Behavior ◽  
Pain Ratings ◽  
Learning Principles

AbstractThe operant conditioning has been less studied than the classical conditioning as a mechanism of placebo-like effect, and two distinct learning mechanisms have never been compared to each other in terms of their neural activities. Twenty-one participants completed cue-learning based pain rating tasks while their brain responses were measured using functional magnetic resonance imaging. After choosing (instrumental) or viewing (classical) one of three predictive cues (low- and high-pain cues with different level of certainty), they received painful stimuli according to the selected cues. Participants completed the same task during the test session, except that they received only a high pain stimulus regardless of the selected cues to identify the effects of two learning paradigms. While receiving a high pain stimulation, low-pain cue significantly reduced pain ratings compared to high-pain cue, and the overall ratings were significantly lower under operant than under classical conditioning. Operant behavior activated the temporoparietal junction significantly more than the passive behavior did, and neural activity in the primary somatosensory cortex was significantly reduced during pain in instrumental as compared with classical conditioning trials. The results suggest that pain modulation can be induced by classical and operant conditioning, and mechanisms of attention and context change are involved in instrumental learning.

4. Learning and animal culture

2017 ◽  
Author(s):  
Tristram D. Wyatt
Keyword(s):  
Social Learning ◽  
Operant Conditioning ◽  
Individual Experience ◽  
Social Environments ◽  
Cultural Traditions ◽  
Inherent Property ◽  
Human Ability ◽  
Behaviour Learning ◽  
Fine Tune ◽  
Animal Culture

Learning is an animal’s capacity to change behaviour, as the result of individual experience, so that it is better adapted to the animal’s physical and social environments. Learning helps to fine-tune behaviour in flexible ways that would be difficult to encode genetically. It is an inherent property of nervous systems in even the simplest animals. Memory is an animal’s capacity to retain learned information to influence future behaviour. ‘Learning and animal culture’ discusses both classical and operant conditioning; innate responses that do not require learning; social learning, which across generations leads to cultural traditions; and the use of tools, which is now known not to be a uniquely human ability.

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