Title: BEHAVIORISM THERIES (Classical and Operant Conditioning)

the Child and Adolescent Learners and Learning Principles BEHAWOMSM FHEORIJES; (Classical and Operanti ' Condi'iioning) 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. Affer 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 benet the most of it. 1. Before Conditioning Bell Food No Sunken Unconditioned Unconditioned Neutral No Condoned Stimulus Response Somulus Response 3. During Cardtioring 4. After Conditioning Boll Food Salvyson Bel Unconditioned Conditioned Condooned Response Stimulus Response Classical ConditioningREASONS FOR MAXIMIZING THE USE OF PUNISHMENT l. 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. Severely punished people or animals may try to leave the situation rather than change their behavior. Punishment can create anger and hostility. A child who is punished may take out such anger on other children. 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. 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. Punishment is sometimes accompanied by unseen benets 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 Resutt Change Enjoyment of the Student studies Positive Studying material (Positive more. (Increase) Reinforcement Reinforcer) # Fear of doing poorty on Student studies Negative Studying test (Negative more. (Increase) Reinforcement # Reintorcer) ' Person has to pay ne. Person stops Punishment Littering (Punishment) ' littering (Decrease) magi. Somme 0m am \"I! _ .. r" " umeu'ro men rm g' \"M\" Q. a D\" M ;/I 5 Wm"): \"be\" u- lucms Iva-III: ml nun-um "'1'." . MM" \"Hm... mm "m, I mm}: mm. marl-:1 . _ Inga-uni. when?\" (m) (R, Mm.- {} .- I x: I|l3kEeltl| 0353' m m m m. MM \"Militia\"? puny-rm Huang! "mm" mm mu." m mum. Julia-aw "li mm mm. III-I \"F" 9\" +p .p mm m: \"mg-"I... h 1. Dene in your own words classical and operant conditioning. 2. Explain the process of classical conditioning using an example. 3. Explain the process of operant conditioning using an example. 4. Using the Venn diagram, give the differences and similarities of the two theories of behavior. Behaviorism Theories Classical Conditioning Operant Conditioning