Theories of Learning and Behaviour Modification

Learning is a relatively permanent change in behaviour due to experience. This lesson covers the three theories of learning named in the syllabus — classical conditioning, operant conditioning and social learning theory — and how they are applied in behaviour modification.

1. Classical conditioning

Classical conditioning is a process of learning through association: an innate reflex response is paired with a neutral stimulus to eventually produce a conditioned response.

The reflex and learnt components are:

• Neutral stimulus (NS) — a stimulus that initially produces no relevant response.
• Unconditioned stimulus (UCS) — a stimulus that naturally triggers a reflex response.
• Unconditioned response (UCR) — the innate, reflexive response to the UCS.
• Conditioned stimulus (CS) — the formerly neutral stimulus, after pairing, now triggers a response.
• Conditioned response (CR) — the learnt response to the CS.

Key principles: acquisition (the learning of the association), stimulus generalisation (similar stimuli produce the CR), discrimination (only the specific CS produces the CR), extinction (the CR fades when the CS is repeatedly presented without the UCS) and spontaneous recovery (the CR reappears after a rest period).

2. Operant conditioning

Operant conditioning explains how behaviour is shaped by its consequences, using a three-phase model:

• Antecedent — the situation or trigger before the behaviour.
• Behaviour — the action that occurs.
• Consequence — what follows, which makes the behaviour more or less likely to recur.

Reinforcement increases the likelihood of a behaviour: positive reinforcement adds a pleasant stimulus; negative reinforcement removes an unpleasant one. Punishment decreases the likelihood of a behaviour: positive punishment adds an unpleasant stimulus; negative punishment removes a pleasant one.

Schedules of reinforcement: continuous (every response reinforced) or intermittent — fixed or variable, on an interval (time-based) or ratio (response-based) basis.

3. Social learning theory — Bandura (1977)

Learning can occur by observing others (models) rather than through direct reinforcement. The process of observational learning has four stages: attention, retention, reproduction and motivation. Modelling and vicarious reinforcement (seeing a model rewarded) influence whether a behaviour is imitated.

4. Application to behaviour modification

Systematic desensitisation applies classical conditioning principles to treat phobias by gradually pairing a feared stimulus with relaxation. Token economies apply operant conditioning by reinforcing desired behaviours with tokens that can be exchanged for rewards.

Work through these as a class, drawing on the worked examples above.

Mapping the elements of classical conditioning

Consider a dog that learns to salivate to the sound of a tin opener because the sound has been repeatedly paired with being fed. Together, label each element:

Reinforcement vs punishment

For each scenario, decide together whether it is positive/negative reinforcement or positive/negative punishment, and explain why:

• A student is given extra free time after handing in all their homework.
• A driver's annoying seatbelt alarm stops once the belt is clicked in.
• A phone is confiscated after a rule is broken.

Comparing the three theories

As a class, identify how learning occurs in each theory — through association (classical), through consequences (operant), or through observation (social learning) — and suggest one real-world example of each.

Answer independently. These items use the style and directive verbs of the WACE examination.