LEARNING TASK # 14 - 16 in
Facilitating Learner-Centered Teaching
Learning Task # 14
Using the Venn diagrams below, compare and contrast (1) Pavlov’s Classical Conditioningand
Watsonian Classical Conditioning, and (2) Classical Conditioning and Operant Conditioning.Write the
similarities of each pair of theories on the region where the two circles intersect (i.e. the common
region). Write their differences on the region exclusive to each.
PAVLOV'S CLASSICAL One similarity in their theories is WATSONIAN CLASSICAL
CONDITIONGAND the emphasis on the role of CONDITIONING
conditioning in shaping behavior.
Pavlov's work with dogs Ivan Pavlov is known for his work According to Watson, human
involved the conditioning of on classical conditioning, while behavior, just like animal
reflexes, Watson believed the John B. Watson is associated behavior, is primarily the result
same principles could be with the concept of behaviorism of conditioned responses.
extended to the conditioning of and the idea that behavior can
human emotions (Watson, be learned and modified through
1919). conditioning.
CLASSICAL CONDITIONING OPERANT CONDITIONING
Associates behaviors with -Forms of associative learning. -Organisms learn associations
STIMULI between behaviors and resulting
- Involve acquisition, extinction, events.
Associates neutral stimuli with spontaneous recovery,
important stimuli that produce generalization, and - Voluntary
responses which are often discrimination
automatic, involving the - Associating response with
autonomic nervous system - Are influenced by biology and consequence (Reinforcement or
cognitive processes punishment)
An organism associates different
stimuli that it does not control - Response decreases without
reinforcement.
Cognitively associates a stimuli [a
CS & the UCS it signals] - Response to a similar stimulus
is also reinforced.
Involves respondent behavior
[behavior that occurs as an - Learning that certain
automatic response to some responses, not others, will be
stimulus] reinforced
Associates events rather than
associating a response to a
subsequent consequence
Learning Task # 15
1. Explain briefly why Pavlov’s Classical Conditioning, Watsonian Conditioning, and Skinner’s Operant
Conditioning are labeled as behavioral theories.
2. Define the following concepts related to Skinner’s Operant Conditioning and give a sample scenario
illustrating each. Organize your answers using the table that follows.
a. Reinforcement
b. Positive reinforcement
c. Negative reinforcement
d. Punishment
DEFINITION Sample Illustrative Scenario
A. REINFORCEMENT Reinforcement is a response or For example, a parent might use
consequence that causes a praise or other rewards to get a
behavior to occur with greater child to brush their teeth, get
frequency. ready for bed, or clean up their
room. In school: Teachers can
also use positive reinforcement
to help kids engage in desired
classroom behavior.
B. POSITIVE REINFORCEMENT Positive reinforcement: You will Food (Candy). Explanation: We
get to make one online even do this for ourselves: “If I
purchase! (adding a new write 200 more words on this
stimulus). article, I can give myself a gummi
bear.” It works well with
children, of course, as well as
dogs in the form of treats. In
fact, it’s probably the most
widely used incentive for training
dogs. In the workplace, you
could provide pizza in the staff
room on a Friday if everyone
meets their quotas.
Pros: Powerful incentive because
it’s a primary reinforcer
(meaning it’s innately desired).
Works in any situation.
Cons: Parents may not like it.
Children have allergies. Can
cause obesity with overuse.
Sugar can lead to hyperactive
behavior.
C. NEGATIVE REINFORCEMENT Negative reinforcement: You For example, a primary school
won’t have to take out the trash teacher can explain to their
this week, a standard chore students that if everyone is well-
(removing an old stimulus). behaved on the playground,
which means sharing toys and
getting along with each other,
then there will be no homework
that weekend.
D. PUNISHMENT Positive punishment: You will get An example of positive
a new chore such as sweeping punishment is scolding a student
the floors! (adding a new to get the student to stop texting
stimulus). in class. In this case, a stimulus
(the reprimand) is added in
order to decrease the behavior
(texting in class).
E. NEGATIVE PUNISHMENT Negative punishment: You will Answering a phone call during
not get to eat the usual apple pie the class – If a student picks up
dessert (removing an old the phone while the teacher is
stimulus) explaining the lesson, it is an
obvious example of breaking the
school rules. This will result in
taking the student's phone away
for the day, which is an example
of negative punishment.
Learning Task # 16
Cite two classroom applications of Pavlov’s Classical Conditioning, Watsonian Conditioning, and
Skinner’s Operant Conditioning. Do this using the given matrix.
Theory Classroom Applications
Pavlov’s Classical Teachers utilize the principles of classical conditioning in many ways. One
Conditioning of those ways is by creating a relaxing and positive classroom
environment. Most teachers will spend a lot of time decorating the walls
of their classroom.
This starts with choosing pleasant color schemes. One or two of the walls
will have a bulletin board that can be decorated with something bright
and cheery. Teachers might also put some plants and flowers on the
window seals or even large transparent stickers of flora on the windows.
By creating a pleasant classroom environment, the teacher hopes that
students will associate learning with a positive feeling. Beautiful images
around the room is paired with the learning process.
Watsonian Conditioning By positively reinforcing desired behaviors, educators can motivate
students and increase the likelihood of those behaviors being repeated.
For example, a teacher can praise a student for completing their
homework, give them a sticker for raising their hand, or reward them
with extra recess time for being cooperative.
Skinner’s Operant We can see operant conditioning examples in the classroom during
Conditioning debates and presentations. A teacher encourages students to participate
as it's important for character-building in the formative years. When they
do well, clapping, cheering and praising them act as positive
reinforcement.
