Swinburne Library

http://www.swinburne.edu.au/lib

Author: Gray, Colette and MacBlain, Sean

Chapter Title: Classical and operant conditioning : the early
years experience
Book title: Learning theories in childhood
Place published: London
Publisher: SAGE
Year: 2012
Pages: pp. 29-42

Copyright: on

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 CLASSICAL AND OPERANT COND
ITION
ING
:
THE EARLYYEARS EXPER
IENCE I
1

11 i1

If,J

1 I
,11
'~ .
chc
tpt
er~to-:
~

~ :i
• fami
l
iar
ize.studen
tsw
ith.class
ica
landoperan
tcondLt
ioninglearn
ingtheo
r
ies ~.~ ,
lo
.

•illus
tra
tethesetheor
iesus
ingp rac
tica
lexamp
les
· ·· / '
{
•highl
ights
imilar
it
iesanddiffe
rencesbetweenea
rlylearningtheo
r
ies
.
I~ •

I
I
INTRODUCT
ION !
,j!
Thisch apt e
rexp lo rese arlya tt emp tsbyth eo r
iststoexp lainth eoriginso fl e arn-
ing.I tb eginsw i
th th ewo rk o fP avlovb e
fo reexp loringth eexp ansiono fh is
th eorybyW atson, Tho rndik eandSk inn er.W at
son app liedth eprinciplesid enti-
fiedbyP avlovtoch i
ld renandfound edan ews choolofthough tt ermedb eh av
-
iou r
ism.Behavou rismi spr em is edonth enotionth atana ssocia
tionc and ev elop
betw eenas t
imu lu sandar e spon se.Fo rex amp le
,th efireb el
lr ings( stimu lu s
) :11 1:

andyoul eav eth ebu i

ld ing( re spons e
).Th esea ssocia
tionsa rethough ttofo rm
theb asiso fl earning.A cco rding tob eh aviourism ,b ehaviou rcanb es tudi edina
system aticandob servab lem ann erw ithnocon siderat
iong iventohowap erson
exp er
ien ces,th inksabou to rp erceivesth e
irwo rld.
F ewe arlych ildhoods tud en t swil
lb ef am iliarwith th et ermb eh aviou rism
andev enf ew erwith th econ c eptsth atund erp inth istheory.Yet mo s
tw illh av e
som eknow ledg eo fp rog ramm e ssu cha sN ann y 911,S uperN anny, JoFr o
st,T he
Houseo fT i nyT er
r o
r sandevenI t
'sMeo rt heD og. Eacho fth e
sep rogramm esi s
predi c
at edonb eh aviou ri
stp rin c
iples.S imilarly,mo ste a
rlyy earss ett
ing su se
starch artsandsm ileyf aces ti ck e
rstosh ap eandm aintain app ropriateb eh av-
iour,andt im eou to ran augh tys tepo rch ai
rtod iscouragein app ropriateb eh av-
I
iour.It isth es eimpo rtante arlyl e a
rn ingth eori e
swh ich fo rmth efo cuso fth e
11'
I
 I
Lea
rningTheo
rie
sinCh
ildhood C
las
sica
l andOpe
ran
t Cond
it
ion
ing

!
II

pre
sentchap
ter
.Thech apt
erincludesanumberofprac
tica
lexample
s,exe
rci
ses
I I

andacomp
simi
lar
it
ie
ara
tiv
sandd
et
i
ffe
r
abl
e(
en
ce
seeTab
sinth
le3
eth
.
eo
2a
ri
tth
e
sdi
s
eendo
cuss
fth
ed
.
eChap
ter
) toh
ighl
ight When thedogi
Droo
whi
l
sgi
venfoodi
ingwhenfoodi
le thefoodi
sgi
tsa
l
iva
venwa
sanuncondi
t
tes
ste
/droo
ls.
rmedanuncond
ionedst
imulus(UCS
i
)
.
ionedresponse(UCR
t ), )
l
~
'
'
'
'
i

IVANPAVLOV AND CLASS

ICAL COND
ITION
ING 2 Abe
l
lisp
resen
tedandrungimmed
iate
lybe
forefooda
rr
ives-in
i
tia
l
ly,the

.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.. I dogdoesno
tdroo
l li
.Thebe
l sacond
it
ioneds
t lus(CS
imu ).

• IvanPav
lov(1849
-1936
) I 3 A
fte
ranumbe
rofpa
ir
ingso
fthebe
l
landfood
,thedogd
roo
lsinan
tic
ipa
tion
f foodon eve
o ry hea
ring o
f thebe
l
l. Pa
vlo
v te
rmedth
isa cond
it
ioned
response(CR
).
ARuss ian physiologist
,Pa v
lovwa s bornon14Sep tembe r1849inthev i
l
lageo fRyazan
.H is •
fathe rwa sap r
iest
.Pa vlo
vwa s theoldesto f11 chi
ldren,sixo fwhom d iedduringchi
ldhood . :
i
.
I
'
Evenwhen Pa v
lovmanipu
lated thebe l
l'
sr ingtonetoah igherorlowe r
pi
tch,
l thesoundmade thedogd rool
.Pa v
lo v cal
ledthisgene ra
liza
t . He a
ion lso
: He ma rried andhadth reesonsandadaugh te
r.Hisl i
fe'sworkfo cusedoniden t
ify
ingthel ink : notedthat,when abellisrungw ithout food,thedog 'sdrool
ing response
:
•
between d
awa
iges
rdedtheNobe
t
ion and sa
lP r
i
l
iva
t
ze inPh
ion u
ysio
log
s
ing dog
yo rMed
s.H
ic
ise ffo
r
ine (1904
ts we
)fo
re rewa
rhiswo
rdedwhen he wa
rk ontheunde r
ly
s :
ing •
even
ext
tua
inct
ll
ywea
.Impo
ion
ken
r
s andseemstod
tan
t
ly,heno t
icedtha
isappear
tthedog
. Pa
v
'sre
lov te
spon
rmedth
sehadno
isreact
ion
tgonebu t
~. ·1
: mechan i sms inthed igest
ivesysteminmamma ls. Quite b ychan ce,Pav
lovno icedtha
t tthe : was latentand cou
ld be quick
ly relearn!-he labe lledthisspontaneous
: dog ssa liva
tedwhen nofoodwa sp resen ted.Th
isledh imtodeve lopatheo ryofcondit
ioned re co
ver.Th
y isisanimpo r
tan tpo
intandoneyouw i
ll not
iceinp ra
ct
ice.
: re
fle xes(exp inedinthebodyo
la fthischap ter
).Pa v
lov's theory
,te rmedclas
sica
lcond i
tion -
I•
: ing,o ffered thefirsttestab
leand ve ri
fiableaccoun to fhowsomefo rmsoflea rn
ingta ke ' I
F
igu
re3
.1 C
las
sica
l cond
it
ion
ing I
• p
la ce.H is theoryha shadama jor influenceonthef ieldofpsycho logyandeduca t
ion.
.
..
..
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..
..
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..
..
..
..
..
..
..
..
..
..
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..
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..
..
..
..
..
..
..
..
..
..
.. 2 Josh(aged6)keepsh isbikeathisnanny'shousewhe re the reisagarden.Nanny hasbeensick
J,

inhospi
ta
lfo rsevera
lmon ths andJoshisexc i
tedwhen the ygotov i
si
the rathome.Joshgoes I'
Pavlovcondu ctedas e
rieso fl abo ra
toryexp e
rim entsin totherelation shipb e
tw een
outtoplayonh isbikebu tfindshekeepsfa l
lingo
ff.Frustrated, hete
llshismummy thathehas I
salivationandd ige stionindog s
.Th er esearchinvo lvedcut
tingth edog 'ss al
ivary forgo
ttenhowtor idehisbikebutsheencou rageshimtot r yagain.She ho
ldsthebackoftheseat
gland sandr e-a
ttach ingth emtoth eoutsid eofth edog'sch eekwh ere th eyw e
r e foraminu
te and,a f
terafewwobb les
, watches asher ideso ffbyhimself
.
fixedtot e
sttub e.U
s singth iste chniqu e
,Pav lovw asab letoa ccura
t elym easure dog
salivationb efore
,du ringanda fterdigest
ion .Du ring h isexp e
rim en t
s,h eno ticed Pavlovcon c
ludedth atoncel e
arnt
,a sso
cia
tionsa redif
ficu
lttoerase
.Th eno t
ion
th atthedog sd rooledwh enal abo ratoryassistanten te
r edtheroom .Ob servingth e thatl earnedas
so c
iat
ion scanbedo rm an
tbu tr eappearwhen atriggeri srein
tro-
dog s'b ehaviou rov e rt im ,P
e avlovcon c
lud edth atth edogss tart edd roolingin duc edh asimplicat
ion sforthosetryingtoov e
rcom ephobias
,drug ,al coholand
theexp ec
t a
tionth atth eywou ldb efed.Ev enwh en th erewasnofoodb rough tfor gamb lingaddict
ions,orl earn
inghe a
lthyeatingh ab
its
.Although Pavlov'sexp e
ri-
thedog s
,th emeres ighto fth el aboratorya ss
i s
tantsw asenoughtom ake th edog s mentsw er
e confinedtoth elabora
tory,aswew ills eeintheexamp lesl i
stedand
droo .P
l avlovt e
rm edth is' a
sso ciatedlearning '
,m eaning thedog sh adbu iltupan Wat
son 's workwith phob i
as,cla
ssi
c a
lcondition
ingo ffe
rsarobustexp lanationfor
asso c
i a
tionb etw eenth el aborato ryassist
an tandfood .F asc
in a
tedbyth isformo f som eformsoflearning.
lea
P
rning
av
,P
lovd
av
es
lovfoundth
c
ribedth ep
a
ro
th
ce
ecou
ssinth
ldt ra
inth
efol
low
edog
ingw
stod
a y
roo
ltoth
, andbyg iv
esoundo
inge acha
fab
spe
e
l
c
l
ta
.
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.
d
i f
f erentt erm( se
eF igu re3 .1oppo si
te). 'C
las
sica
l cond
it
ion
inginac
tion
Con siderth efollow ingex amp leso fl earningth atapp eartoh av eb e
enlo s
tbu t
canqu i
cklyb erecov e r
ed. Asma l
lchi
ldisfr
igh
tenedbyala rgeg
row l
ingdog.Thechi
ldc r
iesou
tinfear.When thi
s •
ch
ildnextseesalargedog,theymay sta
rttocr
y.Anassoc
ia
tionhasbeenmade between
fearandthedog
.Thisfearcangene
ral
izetoal
ldogs.Overtime,thein
it
ialcausemay be :
Your se
t
tinghasa'goodmanne
rs pol
icy'
.Each ch
i
ldsoonlea rnstosay'
thankyou
'when you
forgotenbu
t tthefearremains
.
g
i
s
vethemthe
toppedsay
i
rmo
ing'
rn
ing b
thank
reak
you
'.A
.A
f
te
fte
rtheCh
rjustoneo
r
is
tmas ho
rtworem
liday
inde
,youno
rs
,thech
t
i
i
cetha
ld
tsomech
rensay'
than
i
k
ld
renhave
you
'aga
in. .
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
....
(Con
t
.
'd
.
..
)•
 Lea
rningTheo
rie
sinCh
ildhood C
las
sica
l andOpe
ran
t Cond
it
ion
ing

M
pre
sentchap
ter
.Thech apterinc
ludesanumberofprac
tica
lexamples
,exerc
ise
s
When thedogi
sgi
venfoodi
tsa
l
iva
tes
/droo
ls.
andacomp ara
tiv
et able(seeT
able3.2attheendofth eChap
ter
) tohigh
ligh
t '
simi
lar
it
iesanddi
ffe
r en
c e
sinth eth
eorie
sdi
scussed
. Droo
lingwhenfoodi
sgivenwaste rmedanuncond
iionedresponse(UCR
t ), '
whi
le thefoodi
sanuncondi
tionedst
imulus(UCS)
. ~

.I
IVANPAVLOV AND CLASS
ICAL COND
ITION
ING 2 Abeli
l spresen
tedandrungimmed
iatelybe
forefooda
rr
ives-in
i
tia
l
ly,the I
dogdoesnotdroo
l
.Thebel
lisacond
itionedst lus(CS
imu )
.

.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
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..
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..
..
.. I• I

,11
3 A
fteranumberofpa
iringso
fthebel
landfood
,thedogd
roo
lsinant
ic
ipation
• IvanPav
lov(1849
-1936
) f foodon eve
o
response(CR
)
ry hea
.
r
ing o
f thebel
l
. Pa
vlo
v termedth
isa condi
t
~
ioned

, ~~
• ARuss ian physiolog
ist
,Pa v
lovwa s bornon14Sep tembe r1849inthev il
lageo fRya
zan.H is : E
venwhen Pa
vlo
vman
ipu
lated thebe
l
l'sr
ingtonetoah
ighe
rorlowe
rpi
tch
: fathe rwa s apr
iest
.Pavlo
vwa s theoldesto f11 chi
ldren,sixo fwhom d ieddu r
ingch i
ldhood . : thesoundmade thedogd rool
. Pav
lo v cal
ledthisgene ra
liza
t . He a
ion lso
: He ma rried andhadth reesonsandadaugh te
r.Hisl i
fe'sworkfo cusedoniden t
ify
ingthel ink : notedthat,when abellisrungw ithout food,thedog'sd rool
ing response
: between d igesion and sa
t l
iva
tion u s
ing dog s.Hise ffo
rts were rewa rdedwhen he wa s : eventua
ll
ywea kens andseemstod isappear. Pa
vlov termedth isreact
ion
• awa rdedtheNobe lPr
ize inPhysio
log yo rMedicine (1904 )forhiswork ontheunde rlying • ext
inct .Impo
ion r
tant
ly,heno t
icedtha tthedog'sre sponsehadno tgonebu t
: mechan
dog ssa
i
l
sm
i
s inthedigest
ives
tedwhen nofoodwa
va
ysteminmamma
sp resen ted
ls
.Th
i
. Qu
sledh
ite bychan
imtodeve
ce,Pav
lo
lopatheo
vno t
ryo
icedtha
fcondit
tthe
ioned :
wa
re
s la
co
ve
ten
ry
tand cou
.Thisi
ld be qu
sanimpo r
tan
ick
ly re
tpo
in
learn!-he labe
tandoneyouw i
l
l
ledth
l noti
isspon
ceinp ra
ct
i
taneous
ce. I
I
: re
fle xes(exp la
inedinthebodyo fthischap ter
).Pa v
lov's theory,termedcla s
sica
lcondition - : .I
: ing,o ffered thefi tte
rs stab
leand ve ri
fiableaccoun to fhowsomefo rmso flea rn
ingta ke '
F
igu .1 Classic~! cond
re3 it
ion
ing I
• p
.
..
.
la
.
..
..
.
ce
.
..
.
.H
.
..
..
.
i
.
.
s theo
.
..
..
..
..
..
.
ryha
.
..
..
..
.
shadama
.
..
..
..
..
..
..
..
.
jo
.
..
..
..
r in
.
f
luenceonthef ieldofpsycho logyandeduca t
ion.

i I
2 Josh(aged6)keepsh isbikeathisnanny'shousewhe re the reisagarden.Nanny hasbeensick
inhospi
ta
lfo rsevera
lmon ths andJoshisexc i
tedwhen theygotov i
si
the rathome.Joshgoes '
i
:
Pavlovcondu ctedas e
ri esoflabo ra
toryexp e
rim entsin toth erelat
ion shipb etween outtoplayonhisb ikebu tfindshekeepsfa l
lingo
ff.Frus
trated, hete
llshismummy thathehas
~
~ ..
salivationandd igest ionindog s.Th er esearchinvo lvedcuttingth edog'ss alivary forgo
ttenhowtor idehisbikebutsheencou rageshimtotr yagain.She ho
ldsthebackoftheseat
gland sandr e-a
ttach ingth emtoth eoutsid eofth edog'sch eekwh ere th eyw ere foraminu
te and,a f
terafewwobb les
, watches asherideso ffbyhimself
.
fixedtot esttub e.U
s singth istechniqu e
,Pav lovw asab letoa c cura
t e
lym easur edog
salivationb efore
,du ringanda fterdigest
ion .Du ring h isexp e
rim ent
s,h eno t
iced Pavlovcon cludedth atoncel e
arnt
,a sso
cia
tionsa redif
ficu
lttoer a
se.Th eno t
ion
tha tthedog sd rooledwh enal aboratoryassistanten te
r edth eroom .Ob servingth e thatl earneda s
so c
iat
ion scanbedo rm an
tbu tr eappearwhen at r
iggeri srein
tro-
dog s'b eh aviou rov e rt im e
,P avlovcon c
lud edth atth edog ss tartedd roolingin duc edh asimp licat
ion sforthosetryingtoov e
r comephob i
as,drug,al coholand
theexp e c
t a
tionth a
tth eywou ldb efed.Ev enwh enth erewas nofoodb rough tfo r gamb lingadd ict
ions,orl earn
inghe a
lthyeatingh ab
its
.A l
though Pavlov'sexp e
ri-
thedog s,th emeres igh tofth elaboratorya ss
i s
tantsw asenoughtom ak e th edog s mentsw er
e con finedtoth elabora
tory,aswew ills eeinth eex
amp lesl i
stedand
droo l
.P avlovt e
rm edth is' as
so c
iatedlearning '
,m eaning th edog sh adbu i
ltupan Wat
son 's wo rkwithphob i
as,cla
ssi
c a
lconditioningoffe
rsarobu stexplanationfor
asso c
i a
tionb etw eenth elaboratorya ss
ist
an tandfood .F ascin a
tedbyth isformo f som eform soflearning.
lea
P
rning
av
,P
lovd
av
es
lovfoundth
c
ribedth ep ro
a
th
ce
ecou
s
ldt
sinth
ra
inth
efol
low
edog
ingw
stod
a y
rooltoth
, andbyg iv
esoundo
inge a
cha
fab
spe
e
c
l
l.
ta
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.
dif
f erentt erm( se
eF igu r e3.1oppo si
te). •C
las
sica
l cond
it
ion
inginac
tion
Con sid erth efollow ingex amp l
eso fl earningth atapp eartoh av eb eenlo stbu t
canqu icklyb erecov ered. • 1 Asma l
lchi
ldisfr
igh
tenedbyala rgeg
row l
ingdog.Thechi
ldc r
iesou
tinfear.When thi
s •
ch
ildnextseesalargedog,theymay sta
rttoc
ry.Anassoc
ia
tionhasbeenmade between
fearandthedog
.Thisfearcangene
ral
izetoal
ldogs.Overtime,thein
it
ialcausemay be '
Yourset
tinghasa'goodmanne
rs po
licy
'
.Each ch
i
ldsoonlearnstosay'
thankyou
'when you forgotenbu
t tthefearremains
.
g
i
s
vethemthe
toppedsay
i
rmo
ing'
rn
ing b
thank
reak
you
'.A
.A
f
te
fte
rtheCh
rjust
oneo
r
is
tmas ho
rtworem
lida
y
inde
,youno
rs
t
icetha
,thech
i
ld
tsomech
rensay'
than
i
k
ld
renhave
you
'aga
in.
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
....
(Con
t
.
'd
.
..
)•
 1
Lea
rningTheo
rie
sinCh
i
ldhood C
las
sica
l andOpe
ran
t Cond
it
ion
ing

.
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..
..
..
..
..
..
..
..
..
• (Con
t
'd) • arangeo fobjectsincludingawhite rat
,adog,ma s
ksw i
th andwi
thou t hai
r,co ttonwoo l
lI
I
• 2 Ateacheruses abe
lltosigna
lquiettime
.When thebel
lr ings
,thechi
ldrenfo
ldthe
ir• • andahamme r.The yconc ludedthatAlbetwa
r s aheal
thyands to
l
idl it
tleboywho se only
armsontheirdeskandre s
tthei
rheadonthei
rhands.Overt ime
,pick
ingupthebe
llis fearwas thenoise produced when as tee
l ba
rwa sstruckbyahamme rc reat
ingaloud • I
suf
fic
ien
tforthechi
ldrentofo
ldtheira
rmsandrestthe
irheads.Anassoc
ia
tio
nhasbee
n • • bang.At approximately11 months,A lbe
rtwas int
roducedtoawhite rat.T oinducefea r
, •
m
adeb
etw
eent
heb
el
lan
dqu
ie
ttim
e. Wat
son c reptup beh ind thebaby and hitthebarwith thehamme r. Thisp rocess was
• 3 Joe
lisfeel
ingquitepoorlyandha sn
'
teatenfortwoday
s.Tocoaxhimtoeat,hisMum ma kes : repeatedseventime sunt
ilthebabyc riedwhen shownawh i
te ra
t.Hi
s fea rgene ra
l
izedto •
h
isfa vour
itechi
c kensoup.Joe
listempted
;hetakesaspoon
fulofsoupandisp rompt
lysick
. : theextenttha tAlbe
rtc iedwhen shownarangeo
r fsoftwhi
te objec
ts inc ludingcotton :
Joe
a
lne ve
reatsch
tthethough to
ickensoupaga
fchic
kensoup.A
.A
in sanadu
nasso
cia
t
lt
,Joe
ionha
lhasfo
sbeenm
rgo
ad
ttenth
eb e
tw
i
e
sin
e
c
nt
iden
h
t
buts
esoupa
t
n
i
l
lfee
dsic
lss
knes
i
c
s
.
k
.
• woo
.
..
..
..
..
.
, aSan
l
.
..
..
..
..
..
.
ta C
.
..
..
..
.
lau
.
..
..
.
s ma
.
..
..
..
.
s
.
.
k andWa
..
..
..
..
..
..
.
t
.
.
son
.
..
's white ha
i
r.

...
. .
.. .
...
..
. .
..
...
...
..
...
....
....
. .
....
..
~

.. .
. ..
. . .
. . . . .. .. .
. ..
Li
tt
leA lber
t'
s mo theri sreportedtoh aveleftth ehospi
talb eforeWatson could
WATSON AND BEHAV
IOUR
ISM remov eAlbe
rt
'sf ea
rsand,unti
lqu i
ter ec
ent
ly,lit
tlewasknownabou thiswher
ea-
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.. bou
con
t
s
c
.B
lud
e
c k
,L
edth
ev
a
in
tLi
t
sonandI
t
leAlber
ron
tw a
s(2
s ap
00
s
9)spen
tsev
eudonymu
eny
s
ea
r
edtop
str
ro
a
t
ck
e
c
ingL
tth
it
tleAlb
eanonym
e
r
i
tand
tyofa
· JohnB
. Wa
tson (1878
-1958
) boyn am edDoug lasMerr
it
te who d iedattheag eof6f romhyd rocephalus
.
Inanequ al
lyf amou sexper
im en
t,und erthesup ervi
sionofW at
son, Jones(19
2 4
)
An Ame r
ican psycho
logist
,Wa tson wa s bornon9Janua ry1878inNo r
th Ca
rol
ina.A f
tera :
aimedtor emov eth ef
e a
rsofayoungch i
ldcalledLitt
leP e
ter
.
• scandalousdivorce
, Watson ma ried h
r iss tudent, Jones
. Inspi
redbythewo rk of Pav
lov
, :
Wa
• s
t
son app
choolofth
l
ied thep
ink
rinc
ing-'behav
ip
les o
iour
fc
ism
la
ssica
'-inAme
l cond
r
i
i
tioning toch
ca in1913.Fo
i
rmo
ldren
. He foundedanew •
re than50years
,class
ica
l :
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.
: condit
ioninghadama jor inf
luenceonteach ingandlea rningunti
lthelate1960swhen i t · TheCase o
fLi
tt
lePe
ter(1924
)
• wa
.
..
..
..
.
s cha
.
..
..
..
..
.
l
lengedbyP
.
..
..
..
..
..
..
..
..
..
.
iage
.
..
..
..
.
t
'
.
.
sd
.
..
..
.
i
.
.
s
co
.
..
..
.
ve
.
..
rylea rn
ingtheo ry
. .
: An o
rphan
,Pe
terwa
s 2yea
rsand10mon
ths o
ldwhen Jone
sandWa
tson begantos
tudy
I
.11·

h
im .He wasaf
raidofawhite rat
,andth isfea
rextendedtoarabb i
t,afurcoat
,afea ther
,
• cot
tonwool,etc
.,butnottowooden b lo
c ksandsim i
lartoys
.Arabb i
twasplacedinaw i
re
Imp res
sedbyth issimpleexp lana
tiono fl earning,Watson w as thefirs
ttoex tend
: cageintheroomwhere L
it
t
lePe teratelunch.Each day
,therabb i
tinthecagewasb rought •
Pavlov
'sfindingstohum ans
.H iss emin a
lwo rk d rewh eavilyonth eprinc
iplesof
cla
ssica
lcondit ingandin
ion formedth ed evelopm ento fan ewb rancho fpsycho
l- .
• al
.
..
..
..
.
i
.
.
t
t
.
.
lenea
.
..
..
..
.
re
.
..
.
rtoPe
.
..
..
..
.
te
.
..
.
rwho even
.
..
..
..
..
..
..
..
..
.
tua
.
..
..
.
l
lya
.
..
..
teh i
slunchwh i
lst nu
rsingtherabbitonhi
slap .

ogyen t
itl
ed'b ehaviour
ism '
.Behaviouri
stth eoryisb a
s eduponth enotionth atal
l
behaviourisacqui
redth roughcond i
tioning.B ytod ay'
ss t
and a
rds,W a
tson'sl abora
- A
lthough i
tw asn everclea
rhowP e
teracqui
redhisphob
ia,thi
sexp e
rimentp
ro-
toryexperimentswi
thyoungch i
ldrenapp earcruelanda recer
tainlyun eth
ical
.B y v
idedth efi
rstevidenceth a
tfear
scouldb etre
atedus
ingap roces
so fsys
tem
at
ic
way ofex ample
,W a
tson w as inte
restedind iscoveringwh etherh ecou ldindu cea d
esens
it
iza
ti
on( se
eb e
low).Thisapproachispopula
rlyusedbyp sych
iat
ris
tsand
fearreac
tioninach i
ldwho show ednop reviou sfear
,andr educef e
arinatodd le
r
p
sycholog
istsinth etre
atmentofphobi
as.
wi
thaknownf ear
.W a
tson
' s exper
im entsa redet a
iledinth ecasestud i
esb elow.

.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
De
fin
it
ion
TheCase o
fLi
tt
leA
lbe
rt (1920
)
Sy~tematic desens
i
tiza
tionworks onthep rincip
lethatfeartriggered,forexample, upon
·
: A
lthough therea
revary
inga c
countsoftheexperimen
tsconduc tedon Li
tt
leAlber
t,i tis seeingasp ide,canbere
r ve
rsedorunlearned.Thepersonisfi
rsttaughtrelaxa
tionexe
rcises
,
: genera
l
lyagreedtha
thismother wa
s awet nu
rseinachi
ldren
'shospita
l.When Albe
rtwa s • andthenshownap ic
tureoftheirfea
redob ject(su
chasasp ider)
.O ver aperiodoft ime,

.......
...
. .
....
...
...
. .
...
....
...
...
....
.
• approx
imate
ly9months old
,Watson andhisstuden
tRayner te
stedthebaby'
srea c
tionto
...... . .
. .. . . .
. . .. . . .. . theyarein t
roducedtoarealspide
r.Itisbel
ievedthat.re
laxat
ionwi
ll canceloutfear.
 Lea
rningTheo
rie
sinCh
i
ldhood C
las
sica
l andOpe
ran
t Cond
it
ion
ing

.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.. .
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
• (Con
t
'd)
: arangeo fobjectsincludingawhite rat
,adog,ma sksw i
th andwi
thou t ha
ir
,co ttonwoo l •
• 2 Ateacheruses abe
lltosigna
lquiettime
.When thebe
llrings
,thechildrenfo
ldthe
ir• andahamme r.The yconc ludedthatAlber
twas ahea l
thyands to
l
idl it
tleboywho se only •
armsontheirdeskandre s
tthei
rheadonthei
rhands
.Overt ime
,pick
ingupthebellis : • fearwas thenoise producedwhen as tee
l ba
rwa ss truckbyahamme rcreat
ing aloud
suf
fic
ien
tforthechi
ldrentofo
ldtheira
rmsandres
tthei
rheads.Anassoci
atio
nhasbee
n • : bang.At approximately11 months,Albertwas introducedtoawhite rat
.To inducefea r
,
m
adeb
etw
eent
heb
el
lan
dqu
ie
ttim
e. Wat
son c reptup beh ind thebaby and hittheba rwith thehamme r. Th
isp rocess was •
3 Joelisfee
lingquitepoorlyandha sn
'
teatenfortwodays
.Tocoa xh
imtoea t
,hisMum ma kes repeatedseventime sunt
ilthebabyc riedwhen shownawh i
te ra
t.Hi
s feargene ra
l
izedto
hisfa vou
ri
tech i
c kensoup.Joe
listempted
;hetakesaspoon
fulofsoupandisp rompt
lysick
. theextenttha tAlbe
rtc iedwhen shownarangeo
r fsoftwhi
te objec
ts includingcotton

"
'
Joe
a
lne verea
tthethough
tsch
to
ickensoupaga
fchic
kensoup.A
.A
in sanadu
nasso
cia
t
lt
,Joe
ionha
lhasfo
sbeenm
rgo
ad
ttenth
eb e
tw
i
e
sinc
ent
iden
he
tbu
ts
soupa
t
n
i
l
lfee
dsic
lss
knes
i
s
.
c
k
.
• woo
.
..
..
..
..
.
, aSan
l
.
..
..
..
..
..
.
ta C
.
..
..
..
.
lau
.
..
..
.
s ma
.
..
..
..
.
s
.
.
k andWa
.
...
..
..
..
..
.
t
.
.
son
.
..
's white ha
ir
.

.
. .
...
...
......
...
...
...
...
...
....
...
...
...
.
'
\

.
. .
. . . .... . . . . . .. . . . .
Li
tt
leA lber
t'
s mo theri srepo r
tedtoh aveleftth ehospi
talbeforeWatson could
WATSON AND BEHAV
IOUR
ISM remov eAlbe
rt
'sf ea
rsand,un t
ilqui
ter ec
ent
ly,lit
tlewasknownabou thiswhere
a -
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.. bou
con
t
s
c
.B
lud
e
c k
,L
edth
ev
a
in
tLi
t
sonandI
t
leAlber
ron
tw a
s(20
s ap
0
s
9)spen
tsev
eudonymu
eny
s
ea
r
edtop
str
ro
t
a
e
ck
c
ingL
tth
it
tleAlb
eanonym
e
r
i
tand
tyofa
JohnB
. Wa
tson (1878
-1958
) boyn amedDoug lasMerr
it
te who d iedattheag eof6f romhydrocephalus
.
Inanequ al
lyf amou sexperiment
,und erthesup ervi
sionofWat
son, Jones(19
2 4
)
An Ame r
ican psycho
logist
,Wa tson wa s bornon9Janua ry1878inNo r
th Ca
rol
ina.A f
tera :
• scandalousdivorce
, Watson ma ried h
r iss tudent, Jones
. Inspi
redby thewo rk of Pav
lov
, :
aimedtor emov eth ef
e a
rs.ofayoungch i
ldcalledLitt
lePete
r.
Wa
s
t
son app
choolofth
l
ied thep
ink
rinc
ing-'behav
ip
les o
iour
fc
ism
la
ssica
'-inAme
l cond
r
i
i
tioning toch
ca in1913.Fo
i
rmo
ldren
. He foundedanew •
re than50years
,class
ica
l
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.
condit
ioninghadama jor inf
luenceonteach ingandlea rningunti
lthelate1960swhen i t · TheCase o
fLi
tt
lePe
ter(1924
)
• wa
.
..
..
..
.
s cha
.
..
..
..
..
.
l
lengedb
.
..
..
..
..
..
..
..
.
yP
.
..
.
iage
.
..
..
..
.
t
'
.
.
sd
.
..
..
.
i
.
.
s
co
.
..
..
.
ve
.
..
.
rylea rn
ingtheo ry
.
.An orphan,Peterwas 2yearsand10months oldwhen JonesandWatson begantostudy •
h
im .He wasaf
raidofawhite rat
,andth isfea
rextendedtoarabb i
t,afurcoat
,afeather
,
: cot
tonwool,etc
.,butnottowooden b lo
ck sandsimi
lartoys
.Arabb i
twasplacedinawi
re •
Imp ressedbyth issimpleexp lana
tiono fl earning
,W at
son w as thefirsttoextend
: cageintheroomwhere L
i
t.
tiePeteratelunch.Eachday
,therabb i
tinthecagewasbrought :
Pavlov'
sf indingstohum ans
.H iss emin a
lwo rk drewh e
avilyonth eprinc
iplesof
class
ica
lcond ition
ingandin formedth ed evelopm entofan ewb rancho fpsycho
l- .
.
..
..
..
.
• al
.
i
.
t
t
.
..
..
..
..
..
lenea
re
..
..
..
..
rtoPe
..
.
te
.
..
..
..
..
..
..
..
..
rwho even
..
..
..
..
..
tua
..
l
..
..
lyateh i
slunchwhils
t nu
rsingtherabbitonhi
slap.

ogyen ti
tled'b ehaviour
ism '
.Behaviouri
stth eoryisbaseduponth enotionth atal
l
behaviouri sacqui
redth roughcond i
tioning.B ytod ay
'sstand a
rds,W a
tson'sl abora
-
A
lthough itwasn everclea
rhowP e
teracqui
redhisphob
ia,thi
sexp e
rimentp
ro-
toryexpe rimentswi
thyoungch i
ldrenapp e
a rcrue
landa rec er
tainlyun eth
ical
.B y
v
idedth efi
rstevidenceth a
tfearscou
ldb etre
atedus
ingap roces
so fsys
tem
at
ic
way ofex ample
,W a
tson w as inte
restedind iscover
ingwh e
th erh ecou ldindu cea
d
esens
it
iza
ti
on( seeb e
low).This app
roachispopula
rlyusedbyp sych
iat
ris
tsand
fearreactioninachildwho show ednop reviousfe ar
,andr educef e
arinatodd le
r
p
sycholog
istsinth etre
atmentofphobi
as.
wi
thaknownf ear
.W a
tson
' s exper
im entsa redetai
ledinth ecasestud i
esb e
low .
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
De
fin
it
ion
· TheCase o
fLi
tt
leA
lbe
rt (1920
)
Sys
t
.emat
ic desens
i
tiza
tionworks on theprincip
lethatfeartriggered
,forexample, upon
: A
lthough therea
revary
inga c
countsoftheexperimen
tsconduc tedon Li
tt
leAlber
t,i tis • see
ingaspide
r,canbere ver
sedorunlearned.Thepersonisfi
rs t
taughtre
laxa
tionexe
rcises
,
: genera
l
lyag th
reedtha ismother wa
s awet nu
rseinachi
ldren
'shospita
l.When Albe
rtwa s • and
·thenshownap ic
tureofthe i
rfea
redob ject(su
chasasp ider)
.Over aperiodoftime ,

..
..
...
...
....
...
..
..
....
....
..
..
...
..
...
....
...
.
• approx
imate
ly9months old
,Watson andhisstuden
tRayner te
stedthebaby'
srea c
tionto
. . . .. . .. .. . . .. . . theya
reintroducedtoare.a
lspider
.Itisbel
ievedthatrelaxa
tionwi
ll can
celoutfear.
 L
ear
nin
gTh
eor
iesinCh
ildhood C
las
sic
al andOp
eran
tCond
it
ion
ing

B
asedonth
esu
cce
sso
fhi
sexp
erim
ent
s,W
atson f
amou
slyd
ecl
ared
:
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.. 'I
I
: theor
istsd
iscus
sedi nthi
sch ap
ter
,Tho rnd
ikewas ateachereducato
rno tas c
ient
ist
.H e : I

Gi
vem e ado zenh ea
lthyin
fan
ts,w
ell
-formed
, andmy ownsp ec
if
iedworld tob
ringthem :b e
lieved thattria
land e r
rorl ea
rningconst
itu
tes themo s
t b a
sic fo
rm ofl earning
. • i
upi nandI'l
lguaranteetotak
eanyon eatr andomandt ra
inhimtob ecomeanytypeof •A cco
rding totheLawo fEf
fect
,conn ec
tionsbe
tweena ct
ionsandou t
com esarestr
eng th
-
spec
ial
is
tIm ightselect-do
cto
r,law ye
r,a
rti
st
,m e
rchan
t-ch
ief and,ye
s,ev enbegga
r-man : enedi nthepresenceofar eward
.Thorndikefamous
lyid en
ti
fiedtheHal
oe ffec
t(1920 )
. • 1111

andthief
,regard
lesso
fh i
sta
lent
s,penchan
ts,tenden
cie
s,ab
il
iti
es,voca
tionsandtherac
eof :A cco
rding tothistheo
ry,ana t
tra
ctivechi
ldwi
llb ev
i ewedasmo r
e intel
lig
ent,plea
s an
t :
: andkindth anal es
sat
trac
tivechi
ld.
hi
san c
estor
s.(1928,p.82)
.
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Exe
rcise Al
thoughh ea c cept edth ep r
in c
ip leso fc lassi ca
lcond it
•
ion ing ,Tho rndik e( 1 898)
believ edth atth em ajo rity o fl ea
rn ingw asa cqu iredth rought rialande r
ro r.H e
H
ow m
igh
t ach
ild
'se
arlyy
ear
sexp
eri
enc
essh
apeth
eirb
ehav
iou
r? believ edth atwh en th eou tcom ei spo si
tiv econn ect
ion(h abit)i sfo rmedandth e
Drawing onyourexpe
rien
ce,canyouthinkofachi
ldwhod i
splayedch a
lleng
ingbehaviour beh av iou rr esp ected.Tho rnd ik ed evis edapu z zleboxexp e
rim enttot e
stth el aw s
when theyfir
sta
rr
ivedatyourset
ting
?Did thechi
ld'
sbehaviourch angeovert
im eorwas ofl e arning .H ep la cedahung ryc atinaboxinc learviewo faf ish. ~ .lj

l
itre
sist
anttochange?Doe
sW a
tson
's theoryaccoun
tforcont
inuallycha
lleng
ingandr esi
s- Th ec a
t'st askw as toe sc ap ef romth eboxandg etth ef ish.E acht im eth ec at
tantbehaviou
r?
es cap ed,i tw asr etu rn edtoth ebox .A tf irst,t ria
lande rrors ecuredth ec at's ·!
rel ease.Ov e rt im e
,th ee s c apesb ec am ef ast era sth ec atm ad e aconn ection
betw e eni tsp awmov em ent s andth edoo rl ev er.Thornd ik et erm edth ep ro ce ss
Undoubt edly,c la
ssica
lcond it
ioningth eorydo esexp lainsom easpect
so fl ea
rning. wh ich s tartedw ith r andoma ctsandth enb ecam equ ited eliber a
t eth eL awo f II
Youm ay h av enoticedth esimilar
itiesbetwe enW atson's th eoryandLo cke
'ss ev- Ef
f ect.Hebe l
i evedth ata c
tswh ich p rodu cen egativecon sequ en cesw eak enand
enteenthc en turyphilo sophyo fl e
arning.Lo cked escribedth echi
ld'sm ind a t dis app e a
r,wh e reasa c tswh ich p rodu cep lea surableou tcom e sa res tr
eng th en ed
bi
rtha sab l anks la
te( tabularasa
).Lo ckeandW atson app eartosh areth e
,notion andm aintain ed.T ri a
l ande rrorundoub ted lyexp la
in sana spe c
to fl e arn ed
thatth ech ild'soutcom e-wh ether theyb ecom eab egg aro rak ing-i sto t
ally beh aviou r-con sid erth efo llow ingex amp les:
determin edbyl ifeexp erience.Ine ssence
,bo thv i
ewth el ea
rnera sap ass
iv e Jay( ag ed3y earsand9mon ths)w ants th esw eetsh ermummy k eepsinth e
ratherth anana c
tivep articipantinth el ea
rn ingp rocess.W a
tson's th eorywasa sw eetiecupbo a
rdb eyondh e rr each.J ays tret chesa shigha spo ss
iblebu tc an '
t
ma
jo r in f
lu en ceinedu ca
tion.Th roughou tth e1 9
4 0s
,1 950sandin toth e1960s, re achth ecupbo ard.Sh et r
ie stoc limbon toth ewo rktopbu tdo esn'tqu i
t em ak ei t
.
teachersw er e more con cernedw ith rightan sw ersth anw ith children'sund er- Fin a
lly,sh ed rag sov erach air.Sh ec limb sonth ech a
irth enon toth ewo rktop .
standing.M any adu l
t swillr em emb e
rb e
ingt augh tth e
irtim estable
sbyro teand Fin a
lly,bys t
r et
ch ing ,sh er e ach e
sth ecupbo ardbu tb ecaus eth edoo rop en sou t,
thealph abeta sastr
ing .Without und ers
tanding ,ap e
rsont aughtbyro tewil
lh av e sh etopp le sassh ealmo sta chi evesh ergo a
l.J ayh asshownin s
igh tfulgoal-dir ect ed
toreciteth efu lltableun t
ilth eygettoth ede siredan sw er
. beh av iour.T og ettoth esw e ets
,sh et riedanumb e
ro fstrat egiesbu tth en eg ativ e
con s equ en ceo ff allingandhu rtingh erselfm ak ei tunlikelyth a
tsh ew i
lla ttemp t
LEARN
ING THROUGH TR
IALAND ERROR th isag a
in-a tle astno tinth en earfu tur e
.
Kyle( ag ed4y e arsand5mon ths)w an tstot ak ethefairgroundr ideth roughth e
.
.
..
..
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.. H aun tedHou se.H isd addyr emind sh imth atth elasttim eth eyw en tKyl eb ec am e
v erys caredandw ass i ck.Ky l ein s
i ststh athew a slitt
leth el asttim eandnowh ei s
Edwa
rd Tho
rnd
ike(1874
-1949
)
ab igboyandwon 'tb es c a
r ed.A tth eendo fth erid e
,Kylei ssc ream ingandc rying
An Ame
ric
an psy
cholog
ist
,Thorndik
ew a
s bornon31 Augu
st 1874andwas oneofth e'
abou ts e
eingth egho sts.L ater,h et ellshismummy th a
tth er id ew as goodandh e
f
irs
tpione
ersofact
ivelearn
ing
,ath eo
rythatpropo
sestha
tchild
renshou
ldb eencour
- w ant s togooni tag a
in .
• ag
.
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.
edtol
.
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.
e
.
.
a
rnbyth
.
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.
em
.
..
.
s
.
.
e
lv
.
..
.
e
.
.
sr
.
..
.
a
.
.
th
.
..
.
e
rr
.
..
.
e
.
..
l
.
yon t
e a
cher
sforins
truc
tion
.Unl
ike th
eo th
er ' Giv enth ecomp lex i
tyandp ervers en e
s so fhum ann a
tur e,th enotionth a
t b eh av-

j iou rp rodu cingn eg at

iv econ sequen c esalw ay sw eaken s andd isapp earsm ay b e

L
J -
--
 Lea
rningTheo
r
iesinCh
i
ldhood C
las
sica
l andOpe
ran
t Cond
it
ion
ing

B
asedonth
esu
cce
sso
fhi
sexp
erim
ent
s,W
atson f
amou
slyd
ecl
ared
: .
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: theoris
tsd
is cus
sedinth ischapter,Tho rnd
ikewas ateachereducatornotas c
ient
ist.He :
G
ive me ado zenhea l
thyinfants
,we
ll
-formed, andmy ownspe c
if
iedwor
ld tob
ringthem : bel
ieved tha ttria
land e rror learningconst
itu
tes themost ba s
ic formo f learn
ing. :
upinandI 'l
lguaranteetota keanyoneatrandomandt rainhimtobe comeanytypeof • According totheLawo fEffect
, connectionsbe
tweena ct
ion
sandou tcomesarestrength
- •
spec
ia
lis
tImigh t se
lect-do c
tor
,law ye
r,ar
t
ist
,me rchan
t-chie ,yes
f and ,evenbegga
r-man enedinthep resenceofarewa rd.Thorndikefamous
lyiden t
if
iedtheHalo e
ffec
t(1920 )
.
andthie
f,regard
lessofhi
stalents
,penchan
ts,tendencie
s,abi
li
ties
,vo ca
t
ionsandtheraceo
f According tothistheo
r y
,an a t
tract
ivech i
ldwi
ll bev
iewedas mo re inte
l
ligent
,pleasan
t •
h
isancesto
rs.(1928,p.82 ) : andk indthanalessa t
tractivechild.
.
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Exe
rcise
Al
though h ea c cept edth ep r
in c
ip leso fc las s
i ca
lcond ition
•
ing ,Tho rndik e( 1 898)
believ edth atth em ajo rity o fl ea
rn ingw asa cqu iredth rought rialande r
ro r.H e
How m
igh
t ach
i
ld'
sea
rl
yyea
rse
xpe
rien
cesshapethe
irbeha
viou
r?
believ edth atwh en th eou tcom ei spo si
t iveconn ect
ion(h abit)i sfo rm edandth e
Drawing onyou rexpe
rien
ce,canyouth inkofachi
ldwho displa
yedchal
leng
ingbeha
viour beh av iou rr esp ected.Tho rnd ik ed evis edapu z zleboxexp e
rim enttot estth el aw s
when theyf i
rsta
rr
ivedatyou rset
t
ing?Did thechild
'sbehav
iourchangeove
rtimeorwas
ofl e arning .H ep la cedahung ryc atinaboxinc learviewo faf ish.
itres
istan
ttochange?Doe s Wa
tson
's theoryaccountforcon
tinual
lycha
l
leng
ingandresi
s-
tantbehaviour? Th ec at'
st askw as toe sc ap ef romth eboxandg etth efish.E a cht im eth ec at
es cap ed,i tw asr etu rn edtoth ebox .A tf irst,t ria
lande rrors e curedth ec at's
rel eas e.Ov ert im e,th ee s c apesb ec am ef ast era sth ec atm ad e aconn e ction
Undoub t edly,c la
s s
icalcond it
ioningth eorydo esexp lainsom easpectsofl earning. betw e eni tsp awmov em ent s andth edoo rl ev er.Thornd ik et erm edth ep ro ce ss
Youm ay h avenoticedth esim i
lar
itiesbetwe enW atson's theoryandLo cke'
ss ev- wh ich s t a
rtedw ith r andoma ctsandth enb ecam equ ited eliber ateth eL awo f
ent eenthc enturyph ilosophyo fl e
arning.Lo ck ed escr
ibedth echi
ld'sm ind a t Ef
f ect.Hebe l
i evedth a
ta c
tswh ichp rodu cen egativecon sequ en ce sw eak en and
birtha sab lanks la
te( tabu
l arasa)
.Lock eandW at
son app ea
rtosh a
r eth enotion dis app e ar,wh e reasa ctswh ich p rodu c
ep lea surableou t com e sa res treng th en ed
th atth ech ild'soutcom e-wh ether theyb ecom eab egg arorak ing-i sto tally andm ain ta
in ed.T ri al ande rrorundoub ted lyexp la
in sana sp ecto fl e arn ed
dete rm in edbyl ifeexp er
ien ce.Ine ssence
,bo thv i
ewth el ea
rnera sap assiv e beh aviou r-con sid erth efo llow ingex amp les:
rath erth anana c
tivep a
rticipantinth elearn ingp rocess
.W a
tson's th eoryw asa Jay( ag ed3y earsand9mon ths)w an ts th esw eetsh ermummy k eep sinth e
majo r in flu enceinedu ca
tion.Th roughou tth e1 940s
,1 950sandin toth e1 9
6 0s
, sw eetiecupbo a
rdb eyondh e rr each.J ays tret chesa shigha spo ssiblebu tc an '
t
tea cher sw ere mor e con cernedw i
th r ightan sw ersth anwith children'sund er- re achth ecupbo ard.Sh et r
i estoc limbon toth ewo rktopbu tdo esn'tqu item ak ei t
.
stand ing.M any adu l
t swil
lr em emberb e
ingt augh ttheirt
im estable
sbyro teand Fin a
lly,sh ed rag sov erach air.Sh ec limb sonth ech a
irth enon toth ewo rktop .
thea lph ab etasas tr
ing .Wi
thou t und e
rstanding ,ap e
rsont aughtbyro tewil
lh av e Fin a
lly,bys t
r et
ch ing ,sh er e ach e
sth ecupbo ardbu tb ecaus eth edoo rop en sou t,
tor eciteth eful
lt ableunti
lth eygettoth edesir edan swer. sh etopp lesassh ealmo sta chi evesh ergo al.Jayh asshownin s
igh tfu lgoal-dir ect ed
beh av iou r.T og ettoth esw e ets
,sh et riedanumb e
ro fstr a
t egiesbu tth en eg ativ e
con sequ enceo ff allingandhu rtingh ers elfmak ei tunlikelyth a
tsh ewilla ttemp t
LEARN
INGTHROUGH TR
IALAND ERROR th isag ain-a tle astno tinth en earfu tur e.
Kyle( aged4y e arsand5mon ths)w antstot ak ethefairgroundr id eth roughth e
......... ........ .....
. ..........
. .
... .... .................
...... H aun tedHou se.H isd addyr emind sh imth atth elasttim eth eyw en tKy leb e c am e
: Edward Thorndike (1874
-1949 ) v erys ca redandw ass ick.Ky l ein s
i ststh athew a slitt
leth el asttim eandnowh ei s

An Ame
rican p
sycho
log
ist
,Thornd
ikewa
s bo
rnon 31 Augus
t 1874andwa
s oneo
fthe
. ab igboyandwon
abou ts eeingth
'tb
egho s
es
ts
.L
c a
r
at
ed
er
.A
,h
tth
et e
eendo
llshi
fth erid
smummy th
e
,Kyl
a
ei
tth
ss
er
c
id
ream
ew a
ingandc
s goodandh
rying
e
f
irstp
ionee
rso fac
tivelearn
ing
,atheo
rytha
tproposestha
tchi
ldrenshou
ldbeencour
- w ant s togooni tag ain.
aged tolearnby themse
lvesra
the
rre
lyon teache
rsforins
truct
ion
.Unl
ike theo
the
r • Giv enth ecomp lex ityandp ervers en esso fhum ann a
tur e,th enotionth a
t b eh av-
.
..
..
..
..
..
..
..
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..
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..
..
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..
..
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..
..
..
..
..
..
.. iou rp rodu c
ingn eg ativ econ sequen c esa lw ay sw eaken s andd isapp e a
rsm ay b e
 Lea
rningTheo
rie
sinCh
i
ldhood dass
ica
landOpe
ran
t Cond
it
ion
ing

simpl
i s
tic.Moreover,ifa llin appropria
tebehaviourcouldb ereve
rsed
,th enthere
wouldb enofu rtherneedfo rb ehavioura
lunitsins choo
ls
,youngo f
fendercentre
s
orprisons.S imi
l a
rtoP avlovandW a
tson, Thorndikew as mo
re concernedwith

~
exp
l a
iningth elaw so
fl earningthaninund erstandinghowth ink
ing,mot
ivation
.
S
treng
thensbehav
iou
r
andin tentionsaff
ectbeh aviour.
.
BEHAV
IOUR HAS CONSEQUENCES

.
.
..
..
..
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..
B
.F. Sk
inne
r(1904
-1990
)

~
• An Amer
i can p sy
chologis
t,S k
innerwa s bo
rnon20Ma rch 1904inPenn sy
lvania
. Ma r
ried • .
Avo
idance behaviou
r/
wi
th twodaugh ters
,S k
inne
r's researchwas hea v
i
lyin f
luencedbythewo rk ofTho rndike
. • weaken
s andd isappea
rs
.
• Hed i
sagreedw ith thetenetsofclass
icalcondit
ioningwh ich portrayedthelea rnerasapa s
- z
s
iverecipien tofknow ledge. He agreedw ith Thorndi
ke's theo rythatindiv
idua lsare no
t
pass
ivebu ta ct
ivelearnerswhose behav iourisshapedandma intained byrewa rd sorpun-
ishments( consequences)
.His technique scont
inuetoin fo
rmch ildbehaviourp rogrammes
• (suchasstarcha r
ts)andin tervent
ionsfo rchi
ldrenwith aut
ism ,e lec
t
ivemu t
ism andp rob- •
F
igu
re3
.2 Pos
it
ive andnega
tivere
info
rce
rs
.
lembeha viour
.
.
..
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..
. (suchasp ra
ise,sm iles
,p a
tsonth eb a
ck,st a
rs,etc.
)st rength ensbeh av
iou r
.S econd
ly,
A
lthoughh edidnotrejec
tthework ofPavlovandW at
son, Sk
inne
rb e
liev
edthat negat
iv er e
inforcersorpun ishe rs( suchasth enaugh tys t epandt imeou t)candis-
learn
ingwas notthepass
iveprocessd e
scrib
edinc lass
ica
lcondi
tion
ingbutan couragec er
tainb ehaviours(se eFigu re3.
2).
a
ctivepro
cess
.Incontr
asttoc
lass
icalcondi
tion
ing,inoperan
tcondi
tion
ingiti
sth
e Anoth e
rimpo r
tantaspectofSk inner
'swo rkcon cern edth ef
requ encyofr e
inforce
-
l
e arn
ernottheob
jec
tortrigg
erthatproduceschangesinbehav
iou
r. ment
. Fo rex amp le
,i fachildi sp ra
isedev e rytim eth eys ayth ankyou ,thep ra
ise
soonlo sesva
lu e
.R are
lyp raisedandth echildm ayf e e
lund ervaluedands topsaying
thank you.Inbo thc a
ses,theb eh aviourwe aken sov e
rt im eandd isappe ar
s.Findings
De
fin
it
ion fromhi sexperim entswithan im alsl edSkinn ertoid entifyfou rreinforcem en
tsched-
ule
s.Illustra
t edinT able3.1b elow ,u s
ingp l easeasanex amp le,i tc
anb eseenth a
t
Operant cond
ition
ing(alsore
feredt
r o
asinstrumen
talcond
it
ioning)lea
rningo
ccu
rswhen onceb ehaviou rise s
tabli
shed,r ew ardsgiv enonanin term it
tent/va
ri ab
leschedule
.beha
viou
r
'.ise
itherrewardedorpuni
shed.Throughoperant
.condi
tion
ing
,ana sso
cia
t
ionis haveth egreatestef
f ec
t.Whi
lst con tinuousr einforcem entm ightb eu sefulatthestar
t
made b~tween abehaviouranditscon
sequences
.

Tab
le3
.1 Re
info
rcemen
t schedu
lesandl
ike
lyou
tcomes

ConsiderCody , a3 -year
-oldb oy
,who w ants abis
cuit
.R atherth anpas s
iv e
lyw ai
t Re
info
rcemen
t Pa
t rn o
te fpra
ise L
ike
lihoodo
frepe
ti
tion

unt
ili tisprovided
,Codys t a
rtsbyaskinghismum, andwh enth a
tf a
il
sh ec r
iesand 1 Con
tinuous P
rai
se g
ivena
tea
chu
tte
rance Low
/mode
rate
stamp shisf oot
.Wh en th atfai
ls
,h edragsach a
irov ertoth eworktop,c limb sup, 2F
ixedra
tio P
raise f
ixede
.g.4
th/6
tht
ime Low
/mode
rate
opensth ebi
scuitbarrelandg etshisrew a
rd. 3F
ixedin
terva
l P
raise g
iveni
fplea
seissa
idw
ith
in Low
/mode
rate
Sk
inn ercon curredwithTho rndike
'sb e
lie
fth a
tpleasan
tr e
sponsescans trengthen afixedtimepe
riode .10m
.g ins
abeh aviouralrespon eandunp
s lea
santresponsescanw e
ak en andd iminishb ehav- 4 In
te rm
it
ten
t/ P
rai
sefol
lowsnose
tpa
tte
rn Mode
rate
/high
iour
.Skinn erdescr
ib edthel ea
rningpro
cessasfol
low s
.Fir
st
l y
,posit
iv ereinforcement Va
riab
le e
.g.3rd
/8th
/llth
 I
Lea
rningTheo
rie
sinCh
i
ldhood C
las
sica
l andOpe
ran
t Cond
it
ion
ing

simpl
i s
tic.Moreover,ifa llin appropria
tebehaviourcouldber eve
rsed
,th enthere
wouldb enofu rtherneedfo rb ehavioura
lunitsins choo
ls
,youngo f
fendercentre
s
orprisons.S imi
l a
rtoP avlovandW a
tson, Thorndikew as mo
re concernedwith
exp
l a
in
andin
ingth
tention
el
sa
f
aw
f
ec
so
fl
tbeh
ea
av
rningth
iour.
aninund erstandinghowth ink
ing,mot
ivation ~ S
treng
thensbehav
iou
r

w
!
I
BEHAV
IOUR HAS CONSEQUENCES

.
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
B
.F. Sk
inne
r(1904
-1990
)

~~
• An Amer
i can psychologis
t,S k
innerwa s bo
rnon20Ma rch 1904inPenn sy
lvania. Mar
ried :
I Avo
idance behaviou
r/
wth twodaugh
i ters
,S k
inne
r's researchwas hea v
i
lyin fluencedbythewo rk ofTho rndike
. • weakens anddisappea
rs
• Hed i
sagreedw ith thetenetsofclass
icalcondit
ioningwh ich po r
trayedthelea rnerasapa s
- ~fut~
s
iverecipien tofknow ledge. He agreed wi
th Tho rndike's theorythatindiv
idua lsare no
t
pass
ivebu ta ct
ivelearnerswhose behav iou
risshapedandma intained byrewa rdsorpun-
ishments( consequences)
.His techniquescontinuetoin formchildbehaviourp rogrammes
• (suchasstarcha r
ts)andin tervent
ionsfo rch
ildrenwith autism,e lec
t
ivemu t
ism andp rob- •
F
igu
re3
.2 Pos
it
ive andnega
tivere
info
rce
rs
.
lembeha viour
.
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
. (suchasp ra
ise,sm iles
,p a
tsonth eb a
ck,st a
rs,etc.
)st rength ensbeh av
iou r.Sec ond
ly,
A
lthoughh edidnotrejec
tthework o
fPavlovandW at
son, Sk
inne
rb e
liev
edthat negat
iv er e
inforcersorpun ishers( suchasth enaugh tys t epandt imeou t)c andis-
learn
ingwas notthepass
iveproces
sd e
scrib
edinc lass
ica
lcondi
tion
ingbutan couragec er
tainb ehaviours(seeFigu re3.
2).
a
ctivepro
cess
.Incontr
asttoc
lass
ica
lcondi
tion
ing,inoperan
tcondi
tion
ingiti
sth
e Anoth e
rimpo r
tantaspectofSk inner
'swo rkcon cern edth ef
requ encyo fre
in force
-
l
e arn
ernottheob
jec
tortrigg
erthatp
roduceschangesinbehav
iou
r. ment
. Fo rex amp le
,i fachildi sp ra
isedev e rytim eth eys ayth ankyou ,th ep ra
ise
soonlo sesva
lu e
.R are
lyp raisedandth echildm ayf e e
lund ervaluedands tops aying
thank you.Inbo thc a
ses,the b
eh aviourwe aken sov e
rt im eandd isappe ars
.Find ings
De
fin
it
ion fromhi sexperim entswithan imalsl edSkinn ertoid entifyfou rreinforc emen
ts ched-
ule
s.Illustra
t edinT able3.1b e
low ,u s
ingp l easeasanex amp le,i tc
anb ese enth a
t
Operant cond
it
ion
ing(also·
refe
rred toasinstrumen
tal
·cond
it
ioning)lea
rningo
ccu
rswhen onceb ehaviou rise s
tabli
shed,r ew ardsgiv enonanin term it
tent/va
ri ables
ch edule
behav rise
iou i
therrewarded
.orpun ished
.Th roughoperantcondi
tion
ing
,ana sso
cia
t
ionis haveth egreatestef
f ec
t.Whi
lst con tinuousr einforcem entm ightb eu sefulatth estar
t
made betweenabehaviourangi tsconsequences
.

Tab
le3
.1 Re
info
rcemen
t schedu
lesandl
ike
lyou
tcomes

Consid erCody, a3 -year

-oldb oy
,who w ants abis
cuit
.R atherth anpas s
iv e
lyw ai
t Re
info
rcemen
t Pa
t rn o
te fpra
ise L
ike
lihoodo
frepe
ti
tion

unt
ili tisprovided
,Codys t a
rtsbyaskinghismum, andwh enth a
tf a
il
sh ec r
iesand 1 Con
tinuous P
rai
se g
ivena
tea
chu
tte
rance Low
/mode
rate
stamp sh i
sf oot
.Wh en th atfai
ls
,h edragsach a
irov ertoth eworktop,c limb sup, 2F
ixedra
tio P
raise f
ixede
.g.4
th/6
tht
ime Low
/mode
rate
opensth ebi
scuitbarrelandg etshisrew a
rd. 3F
ixedin
terva
l P
raisegi
veni
fplea
seissa
idw
ith
in Low
/mode
rate
Sk
inn e
rcon curredwithTho rndike
'sb e
lie
fth a
tpleasan
tr e
sponsescans trengthen afixedt
imepe
riode .10m
.g ins
abeh aviouralrespon eandunp
s lea
santresponsescanw e
ak en andd iminishb ehav- 4 In
term
it
ten
t/ P
rai
sefol
lowsnose
tpa
tte
rn Mode
rate
/high
iour
.Sk innerdescr
ib edthel ea
rningpro
cessasfol
low s
.Fir
st
l y
,posit
iv ereinforcement Var
iab
le e
.g.3rd
/8th
/llth
 1
-

Lea
rningTheo
r
iesinCh
i
ldhood I
C
las
sica
l andOpe
ran
t Cond
it
ion
ing

ofth ep rocess
,in t
e rmit
tentorv ar
iabler e
inforcem entapp earstoh avealong er- fai
l edtow inatok en-fo rexamp l e
,'you don 'te a
rnyou rapp earan cetok entod ay
last
inga ffe
ctonb ehaviour
. ..
.you rh ai
ri sallt ang l ed'(G ross,1 99 6
,p.8 32)
.D espite th esu ccessofth ep ro-
Lori( aged3y earsand2mon ths)h asan ewb abyb rother
.Sh edoesn
'tl ikeh im gramm e
,th ereha sb eenl it
tlein creaseinth eu seo fth etok ene conomyinp sy chi-
verymu chandwou ldp refe
rapuppy .Si n
ceth ebabya rr
iv ed
,Lo rihashadanumb e
r at
ri cho spi
tals
.
oft emp ertantrum s.Worr
ied th atLor
ii sfee
lingl ef
tout,h ermum a sksifsh ew i
ll Sim i
larl,ABA
y ,d ev elop edbyLov aasin 1987
,a imstosy s
tem at
ic a
llyreinfo
r ceapp ro-
helpb athth eba b
y.Lo riapp ea
rsp l
easedandh appilyf e
t chesan appy
,tow el
,b aby pr
i a
t efo rmsofb ehaviou rinch i
ld renw i
thau tism .Th ep rogr amm einvo lvest e
a ching
bagandb rush.H er mum r epea
tedlysay swhat agoodg irlsh eisandb ecausesh e l
ingu isti
c,cognit
i ve
,s ocialands e
lf-h e
lps k
il
lsa c
rossa l
ls e
ttingsandb r eak
ingdown
•· hasb eensu chagoodh e
lpo f
ferstomak e Lo
ri
'sf avour
itet ea.Thes amea ct
ivityi s thes es k
il
lsintosm al
lt askswhich a r
et aughtinah ighlys tru c
turedandh ierarchical 11 i
repeatedev eryd ayun ti
lth efou r
thd aywh en Lo riliesdownonth efloo rand mann er
. Th er
ei saf ocu sonr ew a
rd ing,o rre
i nforcing,d es
iredB ehavioursandigno r
-
screamsth atsh edoesn'twanttob eah e
lp e
r.Continuou sp rai
s ehaslosti
tsm eaning ing,r e-di
rect
ingo ro the rw isediscou ragingin appropriateb ehaviours.Lov aasr ecom -
andh ermum w illh avetoth inkofano therst
rategyi fsh ewants toimp roveLo ri
's mend ed in t
rodu cingach ildwithau tismtoanABAp rog ramm ebeforeth eyre a
ch ed5
behaviour. yearso fa ge
.Inadd ition,h edev i
s edamod if
i ed v ersiono fABAinth eformo fp lay I

ther apyf orch i

ld renag ed 3 y ears and und e
r.A c cording toK e
enan,K err and
Di
llenbu rger( 2000)
,ABAh asprov enp a rt
icu
l arlyaffe c
tiveinth etreatm en
tofyoung
1
1 ~i
.
,
Exe
rcise
'

childrenw i
thau tismandh asserv edtor educest e
reotypi ca
landd is
ruptiveb ehaviou rs !I
l
!I

IfLor
i
'smum a s
kedyouforadv
ice
,whatprac
t
ica
ls t
rateg
ieswou
ld yousugge
sttoimprove beforeth eybecom ees tablished. II

Lor
i'
sbeha v
iou
r?Whatt ypeofre
info
rcemen
tschedu
ledoyouth inkwou
ld helptoshape II
andma in
tain Lor
i
'sbeha
viour? II

Exe
rcise I
I
I

Inth e1950 s
,Sk inn ertookh isr e
s earchas t
epfu rtherbyapp lyingth eprin cipleso f Iden
ti
fythepos
it
ive re
info
rce
rsused inyoursett
ingtoshapeand mainta
in approp
riate
op erantcond it
ioningtocompu tera s
sist edlearn ing(CAL ).U singas impl et e aching behav
iou
r. Wha
t negat
ive re
info
rcersare used inyour se
tt
ing tostop inapp
ropriate
pack age,h er ew ardedr ightan sw er
sw ith
, fo rex amp le,as taro r'w e
l ldon e
'on beha
viou
r?What re
info
rcementschedu
lesarefavouredintheset
t
ing?
screen,wh ilstaw rongan swerr eceiveda' t
ry again'
.A lthoughCALf a
iledtog ath er
suppo r
tinth e1 950s,byth e1 990sth ep r
in cipleso fop er antcond ition ingw ere
info rminganumb ero fth erapeuticapp roache su sedw ith, among stoth ers,d isaf-
fectedch ildr en-ch ildrenforwhom s choolho ld snopo int(D avies,20 08)-and Adv ert
ising c amp aignsalsoexp loitthecon ceptofa ssociatedle a
rning.Forex am-
childrenw ithau t
ism(S ilve
randO akes,2 001
). ple,int elevisionadv ert
isem ents
,cho cola
teisr are
lyf eaturedwithoutana ttrac
tive
Popu lar app roach esin cludeth etok ene conomyandApp lied B eh av ioura l youngwom an showne at
ingi tinar e
laxedpo se.R epeated expo surel e adsth e
Analy s
is (ABA ).M any s choolsemp loyanindu c em ents chem ein ,th efo rmo f aud iencetod evelopana ssocia
tionb etweenth ebrandp rodu ctandr elaxation
.
tok enstor ew ards choo lattendan ce,good t im ek e eping ,n ea
tn ess andgood Thisa s
so ciationc ang en
eral
izetotheex tentth atallfo rm sofcho colateb ecom e
work. Pup ilsc anex ch angeth etok en sfo rpri zessu cha sc in em atick ets.A s th e asso ci
atedw ith r elaxat
ion.Oth e
rm arket
ing c amp aignst a rge
tdifferenta ssocia
-
pupil'sb eh aviou rimp roves
,r ew ard sa reslow lyr epl acedbyv erbalp r ais eand tions.Fo rex ample,inadv e
rtisem ent
sfo rprodu ctssu chastoo thpaste
,th ec entra
l
even tua
llygoodg rad es.Thetok ene conomyw asd ev isedbyAy llon andA zr
in ch aract
e ri sfrequ entlyseeninawh itel aboratorycoat.Thissugg es
tstoth eaud i
-
(196 8)who u sed tok enstor einfor ceapp rop ria
t eb ehav iou rin8 4 long - s
t ay en ceth atthi sprodu cthasth esuppo rtofexpe r
tsinth efi
eld.Lifes
tylesa rec re
ated
pa
ti entsinap sy chiatr
i chospital
.Tok ensw er e ex ch ang edfo rm ea
ls,p assesto withb eautifulch ara c
terspo r
trayedandi tseem shighlyl ikelyfromth eadv e
rtise
-
leav etheho spi
t a
lo rtobuyb ettera ccommod a
tion.T oen su r
eth epatien tsw e
r e men t th atif youu seac er
tainbrando ftinnedco rnth atyou rchildrenw i
ll wolfi t
c
le arabou tth eexp e ct
ationso fstaff
,anexp l an a
tionw asg iv entop a
ti ent swho downsoth attheyw il
lg rowuptob ecom ebigands trong .

.................
~~~~~~~~~~~~~~~~~~~~~~~~~~~~--~~-~-
 Lea
rningTheo
r
iesinCh
i
ldhood I
C
las
sica
l andOpe
ran
t Cond
it
ion
ing

II

ofth ep rocess
,in termit
tentorv ar
iablereinforcem en
tapp e ar
stoh avealong er- fai
l edtow inatok en-fo rex amp l e
,'you don 'te a
rnyou rapp earan cetok entod ay
last
inga ffe
ctonb ehaviour
. I
I
,
..
.you rh ai
ri sallt ang led'(G ross,1 99 6
,p.8 32)
.D espite th esu ccessofth ep ro-
Lori( aged3y earsand2mon ths)h asan ewb abyb ro
ther.Sh edoesn
'tl ikeh im gramm e
,th ereha sb eenl it
tlein creaseinth eu seo fth etok ene conomyinp sy chi-
verymu chandwou ldp refe
rapuppy .Sinceth ebabya r
rived,Lorihashadanumb e
r at
ri cho spi
tals
.
oft emp ertantrums.Worr
ied th atLor
ii sfee
lingl e
ftout,hermum a sksifsh ew i
ll Sim i
larl,ABA
y ,d ev elop edbyLov aasin 1987
,a im stosy s
tem at
ic a
llyreinfo
r ceapp ro-
helpb athth ebaby
.Lo riapp ea
rsp l
easedandh appilyf e
tchesan appy
,tow e
l,b aby pr
i a
t efo rmsofb ehaviou rinch i
ld renw ithau tism .Th ep rogr amm einvo lvest e
a ching
b
h
agandb
asb e
ru
ensu
sh.H e
r mum r
chagoodh e
lpo
ep
f
f
e
e
a
t
r
edlys
stom
ay
ak
swh
e Lo
r
a
i
'
t agoodg
sf avourit
i
rlsh
ete a
ei
.Th
sandb
es am
e
ea
cau
ct
s
iv
esh
ityi
e
s
l
ingu isti
c,cognit
i ve
,s ocialands e
lf-h e
lps k
il
lsa c
rossa lls e
ttingsandb r eak
ingdown ",
, ~
thes es k
il
lsintosm al
lt askswhich a r
et aughtinah ighlys tru c
turedandh ierarchical II
repeatedev eryd ayun ti
lth efou r
thd aywh en Lo riliesdownonth efloo rand mann er
. Th er
ei saf ocu sonr ew a
rd ing,o rre
i nforcing,d es
iredB ehavioursandigno r
-
screamsth atshedoesn'twanttob eah e
lper
.Con tinuousp raisehaslosti
tsm eaning ing,r e-di
rect
ingo ro the rw is
ed iscou ragingin appropriateb ehaviours.Lov aasr ecom - I
andh ermum w il
lh avetoth inkofano the
rstrategyi fshew ant
s toimp roveLo ri
's mend ed in t
rodu cingach ildwithau tismtoanABAp rog ramm ebeforeth eyre a
ch ed5
behaviour. yearso fa ge
.Inadd ition,h edev i
s edamod if
i ed v ersiono fABAinth eformo fp lay I I
ther apyf orch i
ld renag ed 3 y ears and und e
r.A c cording toK e
enan,K err and
l1·1j
Exe
rcise
Di
llenbu rger( 2000)
,ABAh asprov enp a rt
icu
l arlyaffe c
tiveinth etreatm en
tofyoung r
,
childrenw i
thau tismandh ass e
rv edtor educest e
reotypi ca
landd is
ruptiveb ehaviou rs i 11

IfLor
i
'smum a s
kedyouforadv
ice
,whatprac
t
ica
ls t
rateg
ieswou
ld yousugge
sttoimprove beforeth eybecom ees tablished. I
Lor
i'
sbeha v
iou
r?What typeofre
info
rcemen
tschedu
ledoyouth inkwou
ld helptoshape I I
andma in
tain Lor
i
'sbehav
iour? I~

Exe
rcise I
I

Inth e1950 s
,Sk inn ertookh isresearchas tepfu rtherbyapp lyingth eprin cipleso f
'
Iden
ti
fythepos
it
ive re
info
rce
rsused inyoursett
ingtoshapeand mainta
in approp
riate
op erantcond it
ion ingtocompu te
ra ssistedl ea
rn ing(CAL ).U singas impl et e aching behav
iou
r. Wha
t negat
ive re
info
rcersare used inyour se
tt
ing tostop inapp
ropriate
pack age,h er ew ard edrightan sw e
rsw ith
, fo rex amp le,as taro r'w e
lldon e
'on beha
viou
r?What re
info
rcementschedu
lesarefavouredintheset
t
ing?
screen,wh ilstaw rongan swerr ec
eiv eda' t
ry again'
.A lthoughCALf a
iledtog a
th er
suppo r
tinth e1 9 50s
,byth e1 990sth epr
in cipleso fop er antcond ition ingw ere
info rminganumb ero ftherapeut
i capp roache su sedw ith, among stoth ers,d isaf-
fectedch ildr en-ch ildrenforwhom s choolho ld snopo int(D avies,20 08)-and Adv ert
ising c amp aignsalsoexp loitthecon ceptofa ssociatedle a
rning.Forex am-
childrenw ithau t
i sm(S ilve
randO ak es,2 001)
. ple,int elevisionadv ert
isem ents
,cho cola
teisr are
lyf eaturedwithoutana ttrac
tive
Popu lar app ro achesin cludeth etok ene conomyandApp lied B eh av ioural youngwom an showne at
ingi tinar e
laxedpo se.R epeated expo surel e adsth e
Analy si
s (ABA ).M any s choolsemp loyanindu c em ents chem ein ,th efo rmo f aud iencetod evelopana ssocia
tionb etweenth ebrandp rodu ctandr elaxation
.
tok enstor ew ards choolattendan ce,good t im ek e eping ,n ea
tn ess andgood Thisa s
so ciationc ang en
eral
izetotheex tentth atallfo rm sofcho colateb ecom e
work. Pup ilsc anex changeth etok en sforp r
i zessu cha sc in em atick ets.A s th e asso ci
atedw ith re laxat
ion.Oth e
rm arket
ing c amp aignst a rge
tdifferenta ssocia
-
pupil'sb eh aviou rimp roves
,r ew ardsa res low lyr epl acedbyv erbalp r ais eand tions.Fo rex ample,inadv e
rtisem ent
sfo rprodu ctssu chastoo thpaste
,th ec entra
l
even tual
lygoodg rades.Thetok ene conomyw asd ev isedbyAy llon andA zr
in ch aract
e ri sfrequ entlyseeninawh itel aboratorycoat.Thissugg es
tstoth eaud i
-
(196 8)who u sed tok enstor einforc eapp rop ria
t eb ehav iou rin8 4 long -s
t ay en ceth atthi sprodu cthasth esuppo rtofexpe r
tsinth efi
eld.Lifes
tylesa rec re
ated
pa
ti entsinap sy chi a
trichospita
l.Tok ensw e
r e ex chang edfo rm ea
ls,p assesto withb eautifulch ara c
terspo r
trayedandi tseem shighlyl ikelyfromth eadv e
rtise
-
leav etheho spi
t a
lo rtobuyb et
t e
ra c commod a
tion .T oen su r
eth epatien tsw e
r e men t th atif youu seac er
tainbrando ftinnedco rnth atyou rchildrenw i
ll wolfi t
c
le arabou tth eexp ecta
tionsofs taff
,anexp lan a
tionw asg iv entop a
ti ent swho downsoth attheyw il
lg rowuptob ecom ebigands trong .
 Lea
rningTheo
rie
sinCh
i
ldhood C
las
sica
l andOpe
ran
t Cond
it
ion
ing

Tab
le3
.2 C
las
sica
l andope
ran
tcond
it
ion
ing
:sim
ila
ri
tiesandd
if
ferences
Exe
rcise
S
imi
lar
it
ies D
if
ferences
Iden
ti
fythes
imi
lar
i
tie
sandd i
ffe
rencesbetweencla
ssi
calandope
ran
tcond i
tion
ing
.Iden
ti
fy Bo
th be
l
ievethatlea
rningisbasedonasso
cia
t
ion
s. Inc
lass
ica
lcondit
ioning
,thelearne
rispe
rce
ivedas
examp
lesofbothlearn
ingtheor
ies
.Which
, ife
ithe
r,bestexp
la
inslea
rning? Th
isiso
ftente
rmedstimulus-
response
. pas
siveinthelearn
ingpro
ces
s.
Bo
th exp
laina
spe
ctso
flea
rning
. Inope rantcondit
ioning
,lea rn
ingisba
sedonan
associat
ionbetweenbehav iouranditsconsequen
ces
.
Bo
th employexpe
rimen
tal
,labo
rato
ry-based
Ach ldw
i i
ll work ha
rdfo rarewardandt rytoavo
id
me
thods
.
punishmen ts
.

D
Nei
the
rtheo rycon
side
rsthero
leofcrea
t
iveo
r
Inc
lass
ica
lcondi
tion
ing
,th
'elea
rnerispa
ssi
ve.
ins
igh
tfu
lproblemsolv
inginlea
rning
.
Lea
rninghappen
storathe
rthanw
ith thelearne
r.
Summ
ary Nei
thercons
ide
rstheimpactinten
tions
,be
l
ief
sor
Inoperantcond i
tion
ing,thelearne
risthough ttobe
exper
ien
ceshaveonlea
rning.
ana c
t
ivepa rt
icipantinthelea
rningpro
ce s
s.The
Thischap te rha ssough ttofam i
l
iarizes tuden tsw i
th twoke ylea rn
ingtheo rie stermedc la s
- learn
ingisvoluntary(i
fthetas
kistoodif
ficul
t,the
sicalandope ran tcond itioning .Pa v
lo v'sd i sco verytha tdog sa sso c
iatelabo ra toryass
istants ch
ildwil
ls tope venwhen arewardisof
fered).
with foodcau singthemtod roo lprov idedthef i
rsts ystema t
icte s
tablee v
iden ceabou thow
lea rningisacqu ired.Watson app liedPa vlov
' sp r
incipleso fclass
icalcond ition ingtohumans
andfoundi twa s po ss
ibletoc reateo rremo vefea rsandphob ias.Thep rincipleso fsy s
tem -
aticde sen sit
ization con tinuetobew ide ly u sed.Whe rea s Pa v
lov andWa t son v iewedthe
lea rneras apa ssive recipien tofin fo rma t
ion ,S k
inne r be l
ieved tha tlea rningisan a c
t
i ve Tab .3 Behav
le3 iou
rismt
im,el
inesandb
iog
raph
ies i .,1

proce ss
.Inope ran tcond itioningbehav iourisbe lievedtobeshapedandma in tained byi ts II

con
t
sequen
ivebehav
ce
iou
s
.S imi
randpos
lartoTho
it
rnd
iverewa
ike
rd
,S
ss t
k
inne
reng
rbe lie
thenpos
vedtha
i
t
tnega
ivebeha v
tiverewa
iou r
.Thep
rd
r
swea
inc ip
ken nega
leso fope r
-
- IvanPav
lov johnB
. Wa
tson I
i
'
r
an t conditioning a re pra c
tised on an a lmos t daily ba sis incla ss
room s th roughou tthe 1849
-1936 1878
-1958 ,
I
I
I
deve lopedwo rld .S tar cha r
tsa ref requen tlyu sedtoencou ragegood beha viour,whe rea s C
las
sica
l Cond
it
ion
ing C
las
sica
l Cond
it
ion
ing
"
timeou t,w ithdrawa lf romanin teres tingac tivityandthenaugh tyco rnerisu sedtod iscou r-
ARuss
ian phys
iolog
ist
,Pav
lovwa
s bornon14 An American psycholog
ist
,Wa t
son wa s born
agenaugh tyo rinapp rop r
iatebeha viou r.The se p r
incip lesha vea lsobeenapp l
iedinwo rk Sep
tember1849inthev i
l
lageofRya
zan. on9Janua ry1878inNo r
th Carol
ina. Insp
ired
with childrenw ith au tismande lect
i vemu tism . On theonehand ,p roponen tso fbehaviou r- bythewo rk ofPa v
lov, Wa
tson appliedthe
H
is work ondogsa l
iva
tionledhimtodevelop
ismwou ld po in tou ttha t,fo rmore than50yea rs,behav iour
ismhadama jo r in f
luenceon pr
incip
leso fclass
ica
lcond it
ioningtoch i
ldren.
atheo ryo
fcondit
ionedreflexes
.Pav
lov
's
thecon tentandde l
iveryo feduca t
ioninthewe s
tern wo rld
.I talsop rovidedap lat
formfo r theory
,termedclass
ica
lcond i
tion
ing
,ha shad He foundedanews choolofth ink
ing,
othertheo riststodeve lopthe irowntheo ryo flea rning .Cr
it
ics, ontheo the rhand ,wou ld amajor inluenceonthef
f ieldofpsy
cholog
y. 'behaviourism'
,in1913 .
notehowbeha v
iou ri
stsfa iledtocons ide rthecomp lex ityo fhumanthough t,mo t
ivat
ion ,
inten t
iono rtheso c
ialcon textonlea rning .Fore xamp le,thepe rversi
tyo fhumanbeha v
iou r-
takingaro llercoa sterridewhen i tma ke s yous i ck-canno tbeexp lainedbybehav iourism .
Theimpac ttha tcove tp
r roce ssessu chasth ink ing,in ten t
ions,motivation andunde rstand - Edwa
rd Tho
rnd
ike B
.F. Sk
inne
r
ingexe rtonlea rningareexp loredinthefo llow ingchap ters. 1874
-1949 1904
-1990
Lawo
fEf
fec
t Ope
ran
t Cond
it
ion
ing

An Amer
ican psycho
logis
t,Tho rndikewas An American ps
y cho
logi
st,S k
innerwas bornon
bornon31Augus t1874.Tho rndikewas 20Ma rch 1904inPenn sylvan
ia.S k
innerwa s
oneofthefirs
tpioneersofa c
t
i velea rn
ing
. inf
luencedbythewo rk ofTho rnd
ike.He agreed
He be
lie
vedtha ttr
ialanderrorlea rn
ing thatindi
vidua
lsarenotpass
i vebutact
ivelearner
s
const
itu
testhemos t basicfo rmo f whose behaviourisshapedandma in
tained by
learn
ing. rewardso rpun
ishmen ts( consequences
).
 11·

Lea
rningTheo
rie
sinCh
i
ldhood C
las
sica
l andOpe
ran
t Cond
it
ion
ing
1111

Tab
le3
.2 C
las
sica
l andope
ran
tcond
it
ion
ing
:sim
ila
ri
tiesandd
if
ferences II
Exe
rcise
S
imi
lar
it
ies D
if
ferences
I'
Iden
ti
fythes
imi
lar
i
tie
sandd i
ffe
rencesbetweencla
ssi
calandope
ran
tcond i
tion
ing
.Iden
ti
fy Bo
th be
l
ievethatlea
rningisbasedonasso
cia
t
ion
s. Inc
lass
ica
lcondit
ioning
,thelearne
rispe
rce
ivedas
examp
lesofbothlearn
ingtheor
ies
.Which
, ife
ithe
r,bestexp
la
inslea
rning? Th
isiso
ftente
rmedstimulus-
response
. pas
siveinthelearn
ingpro
ces
s.
111

Bo
th exp
laina
spe
ctso
flea
rning
. Inope rantcondit
ioning
,lea rn
ingisbasedonan
associat
ionbetweenbehav iouranditsconsequen
ces
.
Bo
th employexpe
rimen
tal
,labo
rato
ry-based
Ach ldw
i i
ll work ha
rdfo rarewardandt rytoavo
id
me
thods
.
punishmen ts
. ,i

D
Nei
the
rtheo rycon
side
rsthero
leofcrea
t
iveo
r
Inc
lass
ica
lcondi
tion
ing
,tt
felea
rnerispa
ssi
ve.
ins
igh
tfu
lproblemsolv
inginlea
rning
.
Lea
rninghappen
storathe
rthanwi
th thelearne
r.
Summ
ary Nei
ther cons
ide
rstheimpactinten
tions
,be
l
ief
sor
!
Inoperantcond i
tion
ing,thelearne
risthough ttobe
exper
ien
ce shaveonlea
rning.
ana c
t
ivepa rt
icipantinthelea
rningpro
ce s
s.The
Thischap te rhassough ttofam i
l
iarizes tuden tsw i
th twoke ylea rn
ingtheo rie stermedc la s
- learn
ingisvoluntary(i
fthetas
kistoodif
ficul
t,the
sicalandope ran tcond itioning .Pa v
lo v'sd is co verytha tdog sa sso c
iatelabo ra toryass
i s
tan ts ch
ildwil
ls tope venwhen arewardisof
fered). I

with foodcau singthemtod roo lprov idedthef i

rsts ystema t
icte stablee v
iden ceabou thow
lea rningisacqu ired.Watson app liedPa vlov
' sp r
incipleso fclass
icalcond ition ingtohumans
I
!I
andfoundi
aticde sen si
twa
t
izat
s po ss
ib
ion con
letoc
t
rea
inuetobew
teo rremo
ide ly u
vefea
sed
rsandphob
.Whe rea s Pa
ia
v
s
lo
.Thep
v andWa
rinc
t
ipleso
son v
fs ystem
iewedthe
-
I !
lea rneras apa ssive recipien tof in fo rma t
ion ,S k
inne r be l
ieved tha tlea rningisan a ct
i ve Tab
le3
.3 Behav
iou
rismti~e l
inesandb
iog
raph
ies '~
proce s.Inope
s ran tcond itioningbehav iourisbe lievedtobeshapedandma in tained byi ts
con sequen ces
.S imilartoTho rndike,S k
inne rbe l
ievedtha tnega t
iverewa rd swea ken nega - I I
IvanPav
lov johnB
. Wa
tson i
tivebehav iourandpo s
it
i verewa rd ss treng thenpos i
tivebeha viou r
.Thep r
inc ipleso fope r- ,1
an t conditioning a re pra c
tised on an a lmos t daily ba sis incla ss
room s th roughou tthe 1849
-1936 1878
-1958
deve lopedwo rld .S tar cha r
tsa ref requen t
lyu sed toencou ragegoodbeha viour, wherea s C
las
sica
l Cond
it
ion
ing C
las
sica
l Cond
it
ion
ing ,
·
I
.
timeou t,w ithdrawa lf romanin teres tingac tivityandthenaugh tyco rnerisu sedtod iscou r-
ARuss
ian phys
iolog
ist
,Pav
lovwa
s bo
rnon14 An American psycholog
ist
,Wa t
son wa s born
agenaugh tyo rinapp rop r
iatebeha viou r.The se p r
incip lesha vea lsobeenapp l
iedinwo rk Sep
tember1849inthev i
l
lageofRya
zan
. on9Janua ry1878inNo r
th Carol
ina. Insp
ired
with childrenw ith au tismande lect
i vemu tism . On theonehand ,p roponen tso fbehav iou r- bythewo rk ofPa v
lov, Wa
tson appliedthe
H
is work ondogsa l
iva
tionledhimtodevelop
ismwou ld po in tou ttha t,fo rmore than50yea rs,behav iour
ismhadama jo r in f
luenceon pr
incip
leso fclass
ica
lcond it
ioningtoch i
ldren.
atheo ryo
fcondit
ionedreflexes
.Pav
lov
's
thecon tentandde l
iveryo feduca t
ioninthewe s
tern wo rld
.I talsop rovidedap lat
formfo r theory
,termedclass
ica
lcond i
tion
ing
,hashad He foundedanews choolofth ink
ing,
othertheo riststodeve lopthe irowntheo ryo flea rning .Cr
it
ics, ontheo the rhand ,wou ld amajor inf
luenceonthefieldofpsy
cholog
y. 'behaviourism'
,in1913 .
notehowbeha v
iou ri
stsfa iledtocons ide rthecomp lex ityo fhumanthough t,mo t
ivation ,
inten t
iono rtheso c
ialcon textonlea rning .Fore xamp le,thepe rversi
tyo fhumanbeha viou r-
takingaro llercoa sterridewhen i tma ke s yous i ck-canno tbeexp lainedbybehav iou r
ism .
Theimpac ttha tcove tp
r roce ssessu chasth ink ing,in ten t
ions,motivation andunde rstand - Edwa
rd Tho
rnd
ike B
.F. Sk
inne
r
ingexe rtonlea rningareexp loredinthefo llow ingchap ters. 1874
-1949 1904
-1990
Lawo
fEf
fec
t Ope
ran
t Cond
it
ion
ing

An Amer
ican psycho
log
ist
,Tho rndikewas An American ps
y cho
logi
st,S k
innerwas bornon
bornon31 August 1874
.Tho rndikewas 20Ma rch 1904inPenn sylvan
ia.S k
innerwa s
oneofthefirstp
ionee
rsofa c
tivelea rn
ing
. inf
luencedbythewo rk ofTho rnd
ike.He agreed
He be
lie
vedtha ttr
ia
lande r
rorlea rn
ing thatindi
vidua
lsarenotpass
i vebutact
ivelearner
s
const
itu
testhemos t bas
icfo rmo f whose behaviourisshapedandma in
tained by
learn
ing. rewardso rpun
ishmen ts( consequences
).

..............
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~-- -
-----
 !
'
Lea
rningTheo
rie
sinCh
ildhood

RECOMMENDED READ
ING ro P
IAGET
, LEARN
INGAND COGN
ITIVE
i
,
,

G
ros
s,R.D.( 2
010
).P
syc
hol
ogy
: Th
eSc
ien
ceo
fMi
nda
ndB
eha
vio
ur,6
thedn
.London
: Hodd
er
Educ
ation
. CONSTRUCTIV
ISM
Init
ss ix
threpr
int
,thisi
sacoretex
twhich o
ffe
rsstudent
satho roughin
troduc
tiontoc
las
sic
al
andop er
antcondi
tion
ing
.Pr
imari
lywri
ttenforpsy
chologystud
ents,thel
anguageiss
tra
igh
tfo
r-
ward andexamplesarep
rov
idedtoensureunde
rstand
ing.

REFERENCES

Ayl
lon,T .& A zrin,N .H.( 19
6 8
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ers amp ling:at e
chniqueforin cr
e a
singthebehaviourof 7
1v(
;ychap
te;
vcv
lM1&to
-:
··
mentalp at
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lofA ppl
iedB ehav
iouralA nalys
is
.S pr
ing,1,1,3-20.
B

D
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av
k
in
i
,H
f
es
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an
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tl
,L

.(
ev
abor
2
in
a
0
to
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son
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)
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.& I
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f
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lch
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ind
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enwou
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t
t
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ld b
eAlb

ebe
e
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t
t: ajou

e
ro ffa
rn

two
eytoJohnB

rk.T heI
.W

nde
a

p
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e
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nd
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e
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• fam
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l
i
l
ia
lus
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r
izes
ra
teth
igh
tuden
istheo
tthest
tswith P
ryus
reng
i
r
iage
igp
t
'stheo
rac
tica
r
yo
lexamp
fcogn
les
thsandweaknesses o
fP
i
t

iage
t
ivedeve

'stheo
lopmen

ry
.
t
~.~
13Nov emb er
. ,~

Gross
,R .D.( 1996).Psychol
og y
: Th eS c
ienc
eo fM in da ndB eha
viour
,3 rdedn .London : Hodd e
r
Arnold,H & S .Hook s.
Jon
Ke
e
en
s
,M
an
.C
,M
.(
,K
.
19
e
2
r
4
r
)
,K
.Al
.
J
abo
.&D
ra
i
to
ll
rystudyo
enburger
ff
,K
e
.(
ar:th
200
ec
0)
as
.Th
eo
ew
fPete
r.P
ay ah
e
e
d
ad
a
gogi
c
.InM
a
lS
.K
em
e
i
en
n
ar
an
y
,3
,K.
1
,308
J
.K e
-15
r
r&
.
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
K.D il
l enburg e
r( ed )P
s aren
t'sE ducat
iona s Autism T he
rap
ist
s:A pp
li
e dB eha
viou
rA nalys
isi n . JeanP
iage
t(1896
-1980
)
Contex
t.London :JessicaKings
ley.
Si
lver
,M . &O akes,P .( 2001
).Ev a
luationo fan ewcompu terintervent
iontot eachpeoplew i
th • JeanPiagetwa saSw isss c
ientis
t,whowa s borninNeucha tel (Switzer
land )on9Augus t1896. •
aut
i smo rA sp e
rg ersynd rom et orecognizeandp redi
ctemo t
ion sinother.A
s u
tism,5,299-316. : Aprecociousandb r
ill
iantch i
ld,hew rote hisfirstpapera ttheageo f11 onana lb
inospa r
row. :
Thorndik e,E.L.( 1 92
0).Acon s
tanterrorinp sychologicalrat
ings.Journa
lo fApp
liedPsycho
logy,4, : He con t
inuedtow r
ite ands tudyth roughou thisl i
fetime ,producingmo re thanahund red :
467-77. : papersandboo k
s.Having s tudiedthena tu ls
ra c
ien cesatunivers
ity,inla terl
ifePiage
tde vel
- :
Wat
son,J .B.(19 28.P
) sycholog
icalCareo fInf
anta ndC h
ild
. NewY o
rk:W .W. NortonComp any,I nc
. : oped an in teres
tinp sychoana lys
is and intel
ligencetes ting.H
i s researchindeve lopmen ta
l :
• psychologyandgene ticep istemologyhadoneun iquegoa :tounde
l rs
tandhowknow ledge •
: grows.P iagetisbes
tknownfo rh
isre sea
rchonch i
ldren
'scogn it
ivedeve lopmen twhich drew
: hea v
i
l yonh isobservationals tud
ie sofhisin fan tchi
ldren.He isc redi
tedw ith providingthe •

.
.
:
..
..
..
..
.
f
.
.
i
.
rs
..
..
.
te
.
.
v
.
..
..
..
.
iden
.
..
..
..
..
.
cetha
.
.
tch
.
..
..
..
.
i
.
.
ld
.
ren
..
..
..
..
'sth
..
..
..
inkingisquali
tativelydifferen
tf romadu lts'thinking.

INTRODUCT
ION

Foralmost50y ea
rs,behaviou
rism-th eschoo
lofthoughttha
temb racescla
ssi
cal
andoperantcondit
ioningtheo
ries-(d i
scus
sedinChap
ter3)-remainedadom inant
for
ceinedu c
ation
.C las
sroomt ea ch
ingwasb a
sedonroteanddril
l( rot
eandd ri
ll
involv
estherep e
ti
tionoftimest abl
es,sp
ell
ings
,et
c.)intheb
eli
efth atthi
swould