Classical Conditioning, Operant Conditioning, and the Social Learning Theories
Introduction
The theories introduced in the society, businesses, education, etc. are made based on the reality. From those theories, the model that are used for practices are created. The theories are also applied in the learning that helps both the teachers and students to acquire the knowledge in relation to their own field. The learning theories are considered as discipline of psychology that attempts to explain how an individual learn which often includes the instincts, social facilitation, observation, formal teaching, memory, mimicry, and classical and operant conditioning.
It is important for the teachers and learners to discover the applicable learning theory in order to demonstrate the effectiveness of the learning process. The theories that are behind the learning process makes it easy for the teachers to determine the proper approach and teaching techniques that can be used for the students. On the other hand, the students can identify the right ways in learning.
Employing the Learning Theories
There are three learning theories that can be recognized in the society - classical conditioning, operant conditioning, and the social learning theories. Understanding the learning process is the most important aspect of teaching. If the teacher knows how the students will learn in the classroom, then it will be easier for them to administer the teaching. Through examining the form of learning process, such in science and art, the teachers as well as the students will get to know the learning mechanisms and the associated behaviors and attitudes in learning those theories.
Classical Conditioning
Classical conditioning is also called “pavlovian” which is a type of learning theory that are presented by the experiment using an animal, a dog to be certain. The responses are the important feature of this theory. The purpose of this theory comes in two factors. First is to condition the automatic responses and second is to associate the stimuli that will sort the stimulus that has the effects on the learning process and the stimulus that would not affect at all. In this case, the practice or exercise applied in learning tends to condition the adrenalin of the learner and then condition it backs to normal. The reaction of the learners is important in the learning process because of the role of their reactions which are considered to be the primary or unconditioned stimuli like offering the incentives that can be identified during the learning process. On the other hand, the learners who react after the learning process are called to be secondary or conditioned stimuli. These can be associated on how the teacher gives grade to each of the students output. And if the students received “A” he will surely maintain his class performance; and if he received “F” he will surely struggle to improve his studies.
Operant Conditioning
This theory focuses on the association in between a behavior and a consequence. However, the focus o the theory might find come connection with the stimuli because of its relation with the response (as shown in the behavior) and the following results or consequences. Apparently there are four possible consequences that can be linked to the behavior. They are: (a) Something good can start or be presented; (b) Something good can end or be taken away; (c) Something bad can start or be presented; and (d) Something bad can end or be taken away. With the use of language in teaching, the teachers can explain the connection between the behavior and consequences and thus the learners can be guided thoroughly.
Social Learning Theories
As observed in the current society, the social learning theories emphasize the importance of peer group influences on delinquency. It addresses how delinquent behavior is learned in the context of peer group relations. For the students, learning within the society and environment touches more of the reality and that’s the way on how the learners are affected. However, there are three potential mediators of risk were examined: Hostile Masculinity, Egotistical– Antagonistic Masculinity, and Psychosocial Deficits. Hostile Masculinity has been shown to be a significant predictor of self-reported sexual aggression and likelihood to rape age-group peer or adult women. Egotistical/Antagonistic Masculinity reflects a stereotypically masculine sex role orientation, and high “mating effort,” or a heightened emphasis on aggressive dominance in sexual competitions with other males. Males who score high on this factor tend to be hypermasculine and egocentric, and prefer casual sex to long-term commitments in relationships with females. Egotistical/Antagonistic Masculinity has been shown to predict both juvenile delinquency and early adolescent promiscuity. Deficits in social competency have been shown to be associated with an increased risk of interpersonal aggression in juveniles.
References:
Hunter, J.A., (2004) Developmental Pathways in Youth Sexual Aggression and Delinquency: Risk Factors and Mediators, Journal of Family Violence, 19(4). [Online] Available at: http://www.u.arizona.edu/~ajf/pdf/Hunter%20et%20al%202004.pdf [Accessed 28 December 2010].
Operant and Classical Conditioning [Online] Available at: http://www.wagntrain.com [Accessed 28 December 2010]
The Study of Juvenile Delinquency (2005) [Online] Available at: http://www.jblearning.com/samples/0763736287/Chapter_01.pdf [Accessed 28 December 2010].
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