Learning Theories

Learning means :

A change in the behavior

The change must be relatively permanent ( not too temporary)
The change must be seen in the behavior

1. Classical conditioning theory

Classical conditioning theory involves learning a new behavior via the process of
association. In simple terms two stimuli are linked together to produce a new learned
response in a person or animal.

There are 3 stages of classical conditioning. At each stage the stimuli and responses are
given special scientific terms:

Stage 1: Before Conditioning:

In this stage, the unconditioned stimulus (UCS)/natural stimulus produces an

unconditioned response (UCR)/natural response in an organism. In basic terms, this
means that a stimulus in the environment has produced a behavior / response which is
unlearned (i.e. unconditioned) and therefore is a natural response which has not been
taught. In this respect no new behavior has been learned yet.

For example, a stomach virus (UCS) would produce a response of nausea (UCR). In
another example a perfume (UCS) could create a response of happiness or desire (UCR).

This stage also involves another stimulus which has no effect on a person and is called
the neutral stimulus (NS). The NS could be a person, object, place, etc.

The neutral stimulus in classical conditioning does not produce a response until it is paired
with the unconditioned stimulus.

Stage 2: During Conditioning:

During this stage a stimulus which produces no response (i.e. neutral) is associated with
the unconditioned stimulus at which point it now becomes known as the conditioned
stimulus (CS).

For example a stomach virus (UCS) might be associated with eating a certain food such
as chocolate (CS). Also perfume (UCS) might be associated with a specific person (CS).
 Often during this stage the UCS must be associated with the CS on a number of
occasions, or trials, for learning to take place. However, one trail learning can happen on
certain occasions when it is not necessary for an association to be strengthened over
time (such as being sick after food poisoning or drinking too much alcohol).

Stage 3: After Conditioning:

Now the conditioned stimulus (CS) has been associated with the unconditioned
stimulus (UCS) to create a new conditioned response (CR).

For example a person (CS) who has been associated with nice perfume (UCS) is now
found attractive (CR). Also chocolate (CS) which was eaten before a person was sick
with a virus (UCS) is now produces a response of nausea (CR).

Criticism of Classical conditioning theory

1. Classical conditioning emphasizes the importance of learning from the environment,

and supports nurture over nature. However, it is limiting to describe behavior solely
in terms of either nature or nurture, and attempts to do this underestimate the
complexity of human behavior.
2. The theory has scientific evidence because it's based on empirical study carried out
by controlled experiments. For example, Pavlov (1902) showed how classical
conditioning can be used to make a dog salivate to the sound of a bell.
3. It tries to simplify the complex behavior by breaking it down into simpler units like
stimulus- Response behaviour.
4. A final criticism of classical conditioning theory is that it is deterministic. This
means that it does not allow for any degree of free will in the individual. According a
person has no control over the reactions they have learned from classical
conditioning, such as a phobia.
5. Too much of generalization is used in the theory.
 Extra about Classical Conditioning

1. Classical Conditioning in the Classroom

The implications of classical conditioning in the classroom create a need for teachers to try to
make sure that students associate positive emotional experiences with learning.
If a student associates negative emotional experiences with school, then this can obviously
have bad results, such as creating a school phobia.

For example, if a student is bullied at school they may learn to associate the school with fear.
It could also explain why some students show a particular dislike of certain subjects that
continue throughout their academic career. This could happen if a student is humiliated or
punished in class by a teacher.

2. Operant Conditioning/ Instrumented Learning

Operant conditioning (also, instrumental conditioning) is a learning process in which

behavior is controlled by its consequences.
 In simple words, Behaviour is a function of its outcomes. It means that behavior is based on
the outcomes that it will follow.
EG- a child may learn to open a box to get the candy inside, or learn to avoid touching a hot
stove.

Operant Conditioning in comparison with Classical Conditioning theory :

Classical conditioning shows that behavior is shown in response to a stimulus
whereas operant conditioning shows that behavior is shown in anticipation of the
outcomes desired.

Tools for operant conditioning :

Reinforcement and Punishment are seen as the tools for operant conditioning.

Examples of Positive Reinforcement

A student submits his assignment on time anticipating good internal marks.
A salesman achieves his target to get the sales incentive.
A child behaves well as he is promised a box of chocolates if he did so.

Examples of Punishment
A student who does not submit his assignment, gets no internal marks.
A salesman who does not achieve his target, gets a warning from his boss.
A child misbehaves and gets no gifts from his parents.

3. Social Learning theory

This theory is given by Albert Bandura. In social learning theory, Albert Bandura states
behavior is learned from the environment through the process of observational learning.

The Social Learning Theory says that people can learn by watching other people perform
the behavior.

Observational learning explains the nature of children to learn behaviors by watching the
behavior of the people around them, and eventually, imitating them. With the "Bobo Doll"
experiment(s), Bandura included an adult who acts aggressively toward a Bobo Doll while
the children observe him. Later, Bandura let the children play inside a room with the Bobo
Doll. He affirmed that these children imitated the aggressive behavior toward the doll,
which they had observed earlier. Individuals that are observed are called models. In
society, children are surrounded by many influential models, such as parents within the
family, characters on childrens TV, friends within their peer group and teachers at
school. These models provide examples of behavior to observe and imitate.

Bandura believes that humans are active information processors and think about the
relationship between their behavior and its consequences. Observational learning could
not occur unless cognitive (mind-related) processes were at work.

4 stages of Modeling Process

The modeling process includes the following steps in order for us to determine whether
social learning is successful or not:

Step 1: Attention (to see)

Social Cognitive Theory implies that you must pay attention for you to learn.
If you want to learn from the behavior of the model (the person that demonstrates
the behavior), then you should pay attention to his behavior.
Also, the more interesting the model is, the more likely you are to pay full attention
to him and learn.

Step 2: Retention ( to remember)

Retention of the newly learned behavior is necessary.

Careful observations leads to better retention as to what to do, how to do, what not
to do, etc.
Without it, learning of the behavior would not be established, and you might need to
get back to observing the model again since you were not able to store information
about the behavior.

Step 3: Reproduction (to do the activity)

When you are successful in paying attention and retaining relevant information, this
step requires you to demonstrate the behavior.
Actual behavior happens at this stage.
In this phase, practice of the behavior by repeatedly doing it is important for
improvement.

Step 4: Reinforcement (to repeat)

There is a general tendency to repeat the behavior if it is followed by a

favourable/positive reinforcement/outcome.
Negative behavior may be avoided in future when it leads to a negative outcome.