What's Your Preferred Conditioning Method?

In the field of Psychology…

Conditioning is the methodology utilized in order to adapt, modify, or mold behavior through teaching or training, as well as methods of learning or acquiring knowledge. Inherently, the two most common types of conditioning methods are known as:

Operant Conditioning & Classical Conditioning

Operant Conditioning

Operant conditioning, originally referred to as instrumental conditioning, is based on the behavior of an individual and the effects produced within the environment. This conditioning method incorporates what is known as the “Law of Effect”, which states, in its simplest version, that ‘behavior is controlled by its consequences.’

In other words, an individual’s behavior is based on what event will occur after his or her actions are complete.

Application of Operant Conditioning

For example, people who drive a vehicle with a manual transmission are required to learn how to balance the accelerator pedal and the clutch pedal ratio, in order to accelerate from a stopped position, without stalling. Frequently it requires practice and continued performance of similar behavior in order to learn the ideal way to acquire the desired results. This is an example of how our behavior affects our environment or the situation in which we find ourselves.

The success or failure of the car’s acceleration is directly affected by the performance of the driver’s pedal application.

Thus, Operant Conditioning labels the individual as the cause, and how the individual’s behavior effects the environment.

Classical Conditioning

Classical conditioning, also known as Pavlovian or respondent conditioning, was the first type of learning method to be studied thoroughly. This form of conditioning utilizes a relationship between an unconditioned stimulus and a conditioned stimulus, creating a conditioned or learned response.

An unconditioned stimulus is something which creates a response, or reflex, without the necessity of learning; in other words, something which creates a 'natural reaction'.

For example, when many people hear an unexpected loud noise, their reaction may consist of being startled. The noise is an unconditioned or un-learned stimulus and it created an unconditioned or un-learned response.

On the flip side, a conditioned stimulus is something which originally caused little to no reaction or response from an individual, but has now created a response through conditioning or learning. Taking the same example of the loud noise and pairing it with an explosion, a car accident, or a gunshot may create a conditioned or learned response of associating a loud noise with a terrible event.

Thus, classical conditioning labels the environment or a stimulus in the environment as the cause, and demonstrates how it affects the individual.

Application of Classical Conditioning

A common application of classical conditioning can be found among parents during the teachings of acceptable behavior of their children. One of the most controversial subjects of parental teachings depicts the proper form in which to discipline and/or correct behavioral patterns of a child.

Aside from excessive disciplinary actions which can be deemed abusive, the question of finding a balance between appropriateness and effectiveness is often the issue. A common method of addressing and regulating a child’s behavior is through the utilization of reinforcements and/or punishments via incentives; an incentive is an expected reward or unwanted response which takes place secondary to a particular behavior or performance of a specific task.

Clarifications on Reinforcements

When referring to reinforcements, the terms “positive” and “negative” often pose confusion regarding the intentions of the reinforcement. A POSITIVE REINFORCEMENT encourages POSITIVE (or wanted) BEHAVIOR, and a NEGATIVE REINFORCEMENT encourages the ABSENCE OF NEGATIVE (or unwanted) BEHAVIOR. It is a common misconception that Negative Reinforcements are Punishments, when in fact, the “Negative” labeling refers to the type of behavior, not the nature of the reinforcer.

For example, when a child refrains from unruly and disruptive conduct, the child may receive praise regarding their restraint from engaging in this unwanted behavior:

“I noticed that you did not scream and cause a ruckus. Well done.”

Acknowledging and praising the child for the absence of the unwanted behavior is considered Negative Reinforcement, as it reinforces the child’s efforts to refrain from the Negative behavior. The term “Punishment” stands for itself; unpleasant, undesirable forms of consequence.

Effectiveness

The debate regarding the level of effectiveness between positive and negative reinforcers continues to be an active discussion among behaviorists and psychologists. During either classical or operant conditioning, responses associated with fear-relevant situations or objects are typically less sensitive to extinction, and are considered more effective than most other methods of conditioning.

In other words, FEAR is a very powerful learning tool.

Contingent vs. Non-Contingent Reinforcement

Contingent reinforcement is a form of reinforcement which is dependent on the individual to continue to participate in the behavior or activity in order to keep the reinforcement active. The individual must essentially create their own reinforcing stimulus in such an activity which does not continuously provide one for them.

For example, giving a dog a delicious treat each time they perform a trick.

One the flip side, non-Contingent reinforcement does not require a continuous implementation of the reinforcement. The item being utilized as the reinforcer – we’ll use the above example of dog training – is only applied long enough and/or frequently enough to instill the behavior in the animal, without requiring a reward each and every time.

For example, giving a dog a delicious treat for a limited time, until the behavior becomes inherent.

Extinction

The term extinction, in reference to conditioning, is the disappearance of the learned response or reaction.

For instance, in operant conditioning, a behavior pattern will disappear if the reinforcer which used to facilitate it is no longer present. For example, using the accelerator/clutch pedal application: If the proper ratio falters and one of the pedals is no longer applied, the result will not be the same.

Such as, in classical conditioning, if a negative reinforcer is being utilized to discontinue a behavior, the removal of the reinforcer will result in the continuation of the undesirable behavior and possibly revert back to past-mannerisms, which had been decreased by the use of that negative reinforcer. Referencing back to the example of the unruly, disruptive behavior of the child; if the acknowledgement and praise of the poor-behave-avoidance is discontinued, then there is a distinct possibility that the undesirable behavior will reappear.

In both classical and operant conditioning, however, an extinction method of a conditioned response or behavior requires more than one incident to become effective, much like the conditioning itself.

Final Thoughts:

Conclusively, OPERANT conditioning is essentially a development of behavior that is controlled by its consequences; whereas CLASSICAL conditioning, is when the behavior is the consequence as a response to the environment.

In other words:

Operant Conditioning: The individual is the cause, and they affect the environment.

Classical Conditioning: The environment is the cause, and it affects the individual.

Any and all conditioning methods have positives and negatives; You just have to LEARN to look for them.

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