Learning Theory Comparison

Comparison

Classical Conditioning
Unconditioned Stimulus
This is what sets off an instinctive response. The unconditioned stimulus in
Pavlov's experiment with dogs is food.

Unconditioned Response
This is the reaction that happens spontaneously when you are exposed to an
unconditioned stimulus, such as drooling over food.

Conditioned Stimulus
This stimulus is regarded as neutral. It will begin to elicit the same reaction
when it is repeatedly offered before the unconditioned stimulus (for example,
food). The conditioned stimulus is the bell that rings before the meal.

Conditioned Response
This is the conditioned response—often the same as the unconditioned
response—to the conditioned stimulus (the bell). So, just like they do when they
Procedure are presented with food, the dogs salivated for the bell.

Extinction
When the conditioned stimulus (the bell) is repeatedly presented without the
unconditioned stimulus, this phrase is employed (the food). The dogs would
gradually lose their conditioning that the bell signals the arrival of food.

Generalization
This refers to the capacity to generalize similar phenomena and to react in a
consistent manner. Dogs started salivating at bell-like tones because they were
applying what they had learnt.

Discrimination
The ability to distinguish between comparable but distinct things that won't
cause the same reaction is the reverse of generalization. The dogs wouldn't
drool in response to a horn sound, for example.
Unconscious learning occurs during classical conditioning. When you
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understand via classical conditioning, a predetermined stimulus is matched with
an instinctive conditioned response. Thus, a behavior is produced.
Example Example 1
You've been getting your pay every Friday for the past few years. You still feel
happy on Fridays even though you have a new job and get paid on various
days. You've been trained to link it to the good feelings of getting that payment.

Example 2
You recently gave up smoking, however you used to smoke at a specific
 outdoor area at work. Your body gets the want to have a cigarette every time
you visit this outdoor break spot.

Example 3
A tree breaks during a thunderstorm and falls upon your home, seriously
damaging it. You now get anxiousness anytime there is thunder.

Operant Conditioning
Positive Reinforcement
You take a step that makes your situation better, increasing your odds of
repeating that step in a comparable situation.

Positive Punishment
You are less likely to repeat a behavior if it has an unfavorable result.

Negative Reinforcement
Procedure By eliminating something, you increase the probability of repeating it.

Negative Punishment
Removing an element that decreases the likelihood that you'll engage in a
certain conduct.

Extinction
Occurs when a behavior that had previously received reinforcement loses its
usefulness.
Operant conditioning is based on the relatively straightforward notion that
actions that are reinforced will become stronger and more likely to occur again
in the future. If you share a humorous story in class and everyone laughs, you
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will undoubtedly bring that up more frequently in the future. This principle states
that behavior that results in positive outcomes is more likely to be repeated, but
action that results in negative consequences is less likely to be repeated.
Reinforcement is a novel concept that Skinner added to the Law of Effect.
Example 1
The terrible aroma in the kitchen is resolved when the garbage is taken out.

Example 2
Children are more likely to carry out a duty in the future if they are praised for
Example
doing it without complaining, such as cleaning their toys.

Example 3
A parent can choose to overlook their child's behavior if they are acting out in
order to seek their attention by using a temper tantrum as a form of
communication.

Observational Learning
Attention
The person must focus on the action and its effects, as well as create a mental
Procedure image of the action. A behavior must catch our attention in order for us to
 emulate it. Every day, we see a variety of behaviors, most of which are
unremarkable. Therefore, paying close attention is crucial to determining
whether a behavior has an impact on how others imitate it. According to
research by Bandura and others, people are more likely to pay attention to role
models who are prestigious, attractive, or similar to them and who receive
rewards for their actions.

Retention
How well the behavior or action is recalled. Although the conduct may be
observed, it is not usually recalled, which clearly prevents imitation. In order for
the observer to repeat the activity later, it is crucial that a memory of it is
developed. This technique is particularly important in situations when social
learning is not always immediate. There must be a memory to refer to, even if
the conduct is imitated right away.

Reproduction
This is the capacity to carry out the actions that the model just showed. On a
daily basis, we witness a lot of conduct that we wish we could replicate but find
it difficult to do so. Even if we wanted to replicate the behavior, we couldn't
because of our physical limitations. This affects our choices regarding whether
or not to attempt to imitate it.

Motivation
Motivation is probably the most important component of observational learning.
No amount of attention, memory, or reproduction will make up for a lack of
motivation if the person has no purpose to imitate the behavior. The will to carry
out the behavior. The observer will think about the advantages and
disadvantages of a behavior. The likelihood of the observer imitating the
conduct increases if the perceived advantages outweigh the perceived
disadvantages, if there are any. If the observer does not consider the vicarious
reinforcement to be significant enough, they will not imitate the behavior.
Depending on a number of variables, observational learning may be used to
either teach and reinforce specific behaviors or discourage them. The process
of learning new abilities and how to prevent penalties can be greatly aided by
Result observational learning, which is especially common among children. The
findings showed that even while males who had seen an opposite-sex model
behave non-aggressively were more likely to participate in violence than those
in the treatment group, youngsters of both genders in the non-aggressive group
did tend to demonstrate less aggressiveness than the control group.
Example Example 1
A child watches their parent sweeping the floor. They later pick up the broom
and imitate sweeping the floor themselves.

Example 2
A child sees their mother use a spoon and fork to eat dinner. After observing
the action, they quickly pick up the skill of using a spoon and fork themselves.

Example 3
CJ Cansino is being watched by a young basketball player. He counts the
amount of times the ball is dribbled and analyzes the hand follow-through
patterns before attempting to imitate the behavior themselves.