CONDITIONING

Ma. Donna R. Borbe

BSED FILIPINO-2B
 DEFINITIONS

Learning – A relatively permanent change in behavior due to

experience.

Behaviorism – emphasizes observable behavior and the environment in

behavior.
 Conditioning – in behavioral
psychology is a theory that the
reaction (response) to an object or
event (stimulus) by a person or
animal can be modified by learning
or conditioning.
Stimulus-Response (S-R) theories are central
to the principles of conditioning. They are
based on the assumption that human behavior
is learned.
 CLASSICAL CONDITIONING
- A type of learning in which a neutral
stimulus comes to bring about a response after it
is paired with a stimulus that naturally brings
that response.

Ivan Pavlov – Russian Physiologist.

Unconditioned Stimulus (US)
- Elicits a response automatically
Ex. Food

Unconditioned Response (UR)

- The reflexive response to a stimulus –
automatically produced.
Ex. Salivation
Conditioned Stimulus (CS)
- was neutral, now elicits conditioned
response after being paired with an
unconditioned stimulus.

Conditioned Response (CR)

- A response elicited by the conditioned
stimulus occurs after the CS is associated with
the US.
CONTIGUOUS/CONTIGUITY
CONDITIONING
 EDWIN RAY GUTHRIE (1886-1959)

- Edwin Ray Guthrie was a renowned American

behavioral psychologist who is best known for his
continuity theory of learning. His contiguity theory
states that;

• “A combination of stimuli which has accompanied a

movement will on its recurrence tend to be followed
by that movement.” (1952)
 CONTIGUOUS CONDITIONING
- This approach, developed by Edwin Guthrie, states that a
stimulus that causes a response will cause the same
response if the stimulus is experienced again.

- In other words, a behavior (response) will be repeated if

the same situation (stimulus) is experienced again.
 “ What is being
noticed becomes a
signal for what is
being done”
 If a teacher provides a stimulus of “be
quiet” in the classroom and the students’
response is silence every single time they
are in the classroom this is considered a
CONTIGUOUS CONDITIONING.
 OPERANT CONDITIONING
Sometimes referred to as instrumental conditioning,
is a method of learning that uses REWARDS and
PUNISHMENT to modify BEHAVIOR. Through
operant conditioning, behavior that is rewarded is
likely repeated, and behavior that is punished will
rarely occur.
Operant Conditioning was first described by behaviorist B.
F Skinner. His theory was based on two assumptions:

1. The cause of human behavior is something in person’s

environment.
2. The consequences of a behavior determine the
possibility of it being repeated.
Behavior that is followed by a pleasant consequence is
likely to be repeated and behavior followed by an
unpleasant consequence is less likely to be repeated.
 COMPONENTS OF OPERANT
CONDITIONING
• Reinforcement
- A kind of stimulus that aims to increase the
strength in behavior due to its consequence.

• Punishment
- Any event that causes a decrease in the behavior.
 TYPES OF REINFORCEMENT
• Positive Reinforcements
- Are favorable events that are presented after the behavior
(Reward Learning)

• Negative Reinforcement
- A response or behavior is strengthened by stopping,
removing or avoiding a negative outcome or aversive
stimulus (escape-avoidance learning)
 PUNISHMENT
Punishment is a kind of stimulus that
aims to decrease the strength due to its
consequence.
 KINDS OF PUNISHMENT
• Positive Punishment
- Involves presenting an unfavorable outcome or event
following an undesirable behavior (punishment by
application)
• Negative Punishment
- It involves taking something good or desirable away to
reduce the occurrence of particular behavior (punishment
by removal)
THANK YOU!