1. BEHAVIORISM
It explains learning in terms of observable behaviours
and how they are influenced by stimuli from the
environment.

2. CONTENT PAGE
1. Classical Conditioning
2. Ivan Pavlov’s 5 concepts
3. Generalization
4. Operant Conditioning

3. CLASSICAL CONDITIONING
A type of learning that occurs when
individuals learn to produce
involuntary emotional or physiological
responses similar to instinctive or
reflexive responses.

4. UNCONDITIONED STIMULUS
 Object or event causing the instinctive or reflexive
physiological or emotional response.

5. UNCONDITIONED RESPONSE
 Instinctive or reflexive physiological or emotional
response caused by the unconditioned stimulus.

6. NEUTRAL STIMULUS
 An object or event that does not initially impact
behaviour one way or the other.

7. CONDITIONED STIMULUS
 Formerly neutral stimulus that becomes associated
with the unconditioned stimulus.

8. CONDITIONED RESPONSE
 A learned physiological or emotional response that
is similar to the unconditioned response.

9. MAIN IDEA FOR CLASSICAL CONDITIONING
 The conditioned and unconditioned stimuli must
exist at the same time.

11. PAVLOV’S EXPERIMENT
Food Unconditioned Stimulus
Salivation
Unconditioned Response
(natural, not learned)
Bell Conditioned Stimulus
Salivation Conditioned Response (to bell)

12. USING CLASSICAL CONDITIONING IN THE
CLASSROOM
 Teachers or peers affect how you feel when you
enter the class.
 When a teacher creates a friendly environment in
the class, the pupils will generally feel comfortable
entering the class.

13. GENERALIZATION
 Occurs when stimuli is similar- but not identical - to
a conditioned stimulus elicit the conditioned
response by themselves (N. Jones, Kemenes, &
Benjamin, 2001)

14. OPERANT CONDITIONING LEARNING
 In terms of observable responses that change in
frequency or duration as the result of consequences,
events that occur following behaviours. (B.F. Skinner,
1953, 1954)
 In summary, behaviours are largely controlled by
consequences rather that by stimuli preceding the
behaviour. The consequence of an action results in the
behaviour portrayed.

15. REINFORCEMENTS
 The process of applying reinforcers to increase
behaviour

16. POSITIVE REINFORCEMENTS
 Process of increasing the frequency or duration of a
behaviour as the result of presenting a reinforcer.
Sometimes, reinforcing of undesirable behaviour
may result.

17. NEGATIVE REINFORCEMENTS
 Process of increasing behaviour by avoiding or
removing an aversive stimulus (Baldwin & Baldwin,
2001; B.F. Skinner, 1953)

18. EXPLANATION OF VIDEO
 Pavlov's experiment based on Operant
Conditioning
 Negative Reinforcement because it is the
removal of an adverse stimulus which is
‘rewarding’ to the animal. Negative reinforcement
strengthens behaviour because it stops or removes
an unpleasant experience.

19. SHAPING
 Reinforced succecssive approximation of the
desired behaviour through a process called
shaping.

20. PUNISHMENT
 Use of punishers to weakens behaviour.

21. Type of
stimulus
Action Behaviour Concept
Desirable
Present
Strengthen
Positive
Reinforcement
Aversive
Remove
Strengthen
Negative
Reinforcement
Present
Weaken
Type 1 punishment
Aversive

22. Desirable
Desirable
Remove
Withheld
Weaken
Weaken
Type 2 punishment:
Time out
Type of
stimulus
Action Behaviour Concept
Extinction

23. CO-RELATION

24. EXPLANATION OF DIAGRAM
 Learning is about the increased probability of a
behaviour based on reinforcement which has taken
place in the past, so that the antecedents of the
new behaviour include the consequences of
previous behaviour.