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Introduction
This module deals with the two theories on behaviors such as classical
and operant conditioning. These two theories were proposed by two
different people based on what they believe about a person’s behavior.
After the content discussion, you are given exercises to work on. Towards the
end of this module, you are tasked to give your own reflections. All these
activities will deepen and strengthen your understanding about the lesson
presented. Do the task honestly coupled with high interest so that you can
benefit the most of it.
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As you journey on this lesson, you are expected to:

Cite life-situations where classical and

operant conditioning are evident

1. Define classical and operant

conditioning including its related
terms and concepts
2. Explain the process of classical
conditioning using examples.
3. Explain the process of operant
conditioning using examples
4. Differentiate classical conditioning
and operant conditioning

Are you ready for today’s lesson? This time, you are tasked to read
the texts below and be able to comprehend it well.
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CLASSICAL CONDITIONING (IVAN PAVLOV, 1849-1936)

What is classical conditioning?

 It is a type of learning in which a neutral stimulus comes to elicit

an unconditioned response when the neutral stimulus is
repeatedly paired with a stimulus that normally causes an
unconditioned response.
 It is a simple form of learning in which one stimulus (e.g. thought
of the food) come to call forth the response (mouth-watering or
salivation) usually called forth by another stimulus (actual food).
Terms Used in Classical Conditioning

 Unconditioned Stimulus (US) – is a stimulus that causes a response

that is automatic, not learned. Example: Meat
 Unconditioned Response (UR) – is an automatic response to the
unconditioned stimulus (US). Example: Salivation
 Conditioned Stimulus (CS) – a previously neutral stimulus that
because of pairing with an unconditioned stimulus now causes a
conditioned response. Example: Meat paired with a bell
 Conditioned Response (CR) – is a learned response to a stimulus
that was previously neutral or meaningless. Example: Salivation of
dogs in response to the bell
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Related Concepts
 Taste Aversion – a type of classical conditioning in which a
previously desirable or neutral food comes to be perceived as
repugnant because it is associated with negative stimulation. In
short, it is a learned avoidance of a particular food, or anything
because of negative consequences.
 Extinction – in classical conditioning, the disappearance of a
conditioned response when an unconditioned stimulus no longer
follows a conditioned stimulus.
Example: When a conditioned stimulus (such as the scent of an
animal or a car alarm) is no longer followed by an unconditioned
stimulus (a dangerous animal or the car being broken into), it will
eventually lose its ability to bring about a conditioned response.
 Spontaneous Recovery – the reappearance of an extinguished
conditioned response after some time has passed.
Example: After the response of salivating at the sound of the bell
had been extinguished, a day or two passed during which the
dogs did not hear the bell at all. After this rest period, the bell was
rung again. Even though the salivation response had earlier been
extinguished, it was now back. It’s a little weaker than it had been
before.
 Generalization – the tendency to respond in the same way to
stimuli that have similar characteristics.
Example: A dog is presented a meat (US) and a circle object (CS).
After several pairings, the dog salivated even with just a circle.
When presented similar shapes like ellipse, oval, etc. the dog
salivated.
 Discrimination – the ability to distinguish the conditioned stimulus
from other stimuli that are similar.
Example: When the dog sees less similar shapes to circle, the
weaker response was elicited.
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OPERANT CONDITIONING (B. F. Skinner)

What is operant conditioning?
 Learning that is strengthened when behavior is followed by
positive reinforcement
 In operant conditioning, people and animals learn to do certain
things – and not to do others – because of the results of what they
do. In other words, they learn from the consequences of their
actions.

Terms Used in Operant Conditioning

 Reinforcement – a stimulus or event that follows a response and
increases the frequency of that response
 Reward – increases the frequency of a behavior, like reinforcers
 Punishment – are unpleasant or unwanted events that decrease
the frequency of the behavior they follow when they are applied.
 Reinforcer – the stimulus that encourages a behavior to occur
again.

Types of Reinforcers
 Primary Reinforcer – stimulus such as food or warmth that has
reinforcement value without learning.
 Secondary Reinforcer – a stimulus that increases the probability
of a response because of its association with a primary reinforce
 Positive Reinforcer – an encouraging stimulus that increases the
frequency of a behavior when it is presented
 Negative Reinforcer – an unpleasant stimulus that increases the
frequency of behavior when it is removed.
REASONS FOR MAXIMIZING THE USE OF PUNISHMENT

1. Punishment does not in itself teach alternate acceptable

behavior. A child may learn what not to do in a particular
situation but does not learn what to do instead.
2. Punishment tends to work only when it is guaranteed. If a
behavior is punished some of the time but goes unnoticed the
rest of the time, the behavior probably will continue.
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3. Severely punished people or animals may try to leave the

situation rather than change their behavior.
4. Punishment can create anger and hostility. A child who is
punished may take out such anger on other children.
5. Punishment may have broader effects than desired. This can
occur when people do not know why they are being punished
and what is wanted of them.
6. Punishment may be imitated as a way of solving problems.
Psychologist warn that when children are hit by angry parents,
the children may learn not only that they have done something
wrong, but also that people hit other people when they are
upset.
7. Punishment is sometimes accompanied by unseen benefits that
make the behavior more, not less, likely to be repeated. Some
children may learn that the most effective way to get attention
from parents is to misbehave.

Reinforcement and Punishment

Behavior Result Change
Enjoyment Student
Positive Studying of the studies
Reinforcement material more.
(Positive (Increase)
Reinforcer)
Fear of Student
Negative Studying doing poorly studies
Reinforcement on test more.
(Negative (Increase)
Reinforcer)
Person has Person
Punishment Littering to pay fine. stops
(Punishment) littering
(Decrease)
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Now that you have read the text above, it is expected that you are
ready to answer the following exercises. Please answer them with
sincerity.

Direction: Provide your answers briefly and concisely below.

1. Define in your own words classical and operant conditioning.

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2. Explain the process of classical conditioning using an example.

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3. Explain the process of operant conditioning using an example.

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4. Using the Venn diagram, give the differences and similarities of

the two theories of behavior.

Classical Operant
Differences Similarities Differences

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Directions: Give at least 3 situations where the two types of

behavior conditioning become evident.
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Behaviorism Theories

Classical Conditioning Operant Conditioning

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Since you are done with all the activities above, it’s time for you to
reflect about the topic. Are you ready?

Directions: Write 3 most important things that you have learned from
this module. Limit your ideas to 150 words only.

From the topic about classical and operant conditioning, I realized

that…

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1. Corpuz, B.B., Lucas, MR. D., Borabo, HD. L. & Lucido, P. I. (2018). The
Child and Adolescent Learners and Learning Principles, Lorimar
Publishing Inc., Quezon City, Philippines.
2. Corpuz, B.B., Lucas, MR. D., Borabo, HD. L. & Lucido, P. I. (2010). The
Child and Adolescent Development: Looking at Learners at
Different Life Stages, Lorimar Publishing Inc., Quezon City,
Philippines.
3. Feist, J., Feist, G. J. & Roberts, T. A. (2013). Theories of Personality, 8th
ed., McGraw Hill, NY.
4. Rathus, S. A. (1998). Psychology: Principles in Practice, Holt, Rinehart
and Winston, Harcourt Brace & Company, USA

Compiled by:

Jun P. Dalisay, LPT, RGC, Ph.D.-Psy

Maria Charmaine R. Gaa, LPT, MA-SPED
Jacquelyn Rose A. Fajilagutan, LPT, MAEd-GC
Charry F. Mayuga, LPT, MA-Psy
Professors/Instructors