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Classical and operant conditioning are the two main forms of associative learning. In this article, we will review the mechanism on which both proposals are based.
From the moment we are born we are in interaction with the world around us, and through that relationship we learn different ways of acting, thinking and feeling. These learnings are fundamental for our individual and collective development, but there is not a single path for them, there are several. Two of these paths are classical conditioning and operant conditioning.
Both conditionings have been raw material for the study of behavior in behavioral psychology (behaviorism). Both one and the other allow the creation of new behavioral patterns, that result from the interaction of the organism with the different environmental stimuli that surround it. However, they have their differences.
Next, we will explain what each type of conditioning consists of and review its main differences.
classical conditioning
It was first described by the Russian physiologist Ivan Pavlov within the objectivist-reflexological tradition. For the reflexological approach, conditioning was basically an experimental method that allowed the creation of new reflexes that enriched higher nervous activity (Pérez, Cruz, 2003).
In this type of conditioningthe response that an organism automatically displays to a certain stimulus, is transferred to a new stimulus through an association between the two (Sarason and Sarason, 2006).
For example, in Pavlov’s dog experiment, they salivated (unconditioned response) in the presence of food (unconditioned stimulus), but not in the presence of a neutral stimulus (bell ringing). However, once the dogs associated the sound of the bell with food, they were able to salivate (conditioned response) just by hearing the sound of the bell (conditioned stimulus).
Classical conditioning is based on what we could call signal learning. A signal is an external or internal stimulus that anticipates or predicts, with a certain degree of reliability, a generally significant event (Sánchez, Ortega and de la Casa Rivas, 2008).
fundamental concepts
The main concepts that constitute the essence of this conditioning are the following:
Unconditioned stimulus (US): any stimulus with sufficient intensity to produce a response. It does not require experience on the part of the organism to produce the response.Unconditioned response (IR): the response triggered by the unconditioned stimulus.Neutral stimulus (EN): stimulus that has no effect on behavior.Conditioned stimulus (CS): arises from the repeated association between the EI and the EN. Acquires properties of the IS to produce a response similar to the RI, known as conditioned response.Conditioned response (CR): aspect of IR that is triggered by the CS when they have associated.
Operant conditioning
Operant or instrumental conditioning was proposed by Skinner and refers to a process in which the frequency of a behavior is modified or altered due to the consequences that that behavior produces (Reynold, 1973). Consequences are always the result of a response to a certain stimulus.
A consequence can be positive (reinforcement) or negative (punishment) for the subject who carries out the response.. In the event that the consequences are valued or experienced as positive, the probability of the behavior being repeated increases, while it will decrease if the consequences are negative.
Reinforcement is used to generate the occurrence and repetition of desired behaviors, while punishment is used to prevent or extinguish unwanted behaviors.
fundamental concepts
Like classical conditioning, operant conditioning is also based on several concepts central to its identity. Among these we find the following:
Booster: any event that increases the probability of occurrence of a behavior. It can be positive or negative. A reinforcement is positive when something that pleases is provided. While a reinforcement is negative when something that is unpleasant is removed.Punishment: any procedure that used to eliminate behavior. It can be positive or negative. It is positive when it supplies something that is unpleasant. On the contrary, it is negative when something that pleases is removed.Extinction: is the reduction in response frequency when it stops being reinforced or is punished.Acquisition: is he increase in frequency of a behavioral pattern, normally when it is reinforced.
Differences between classical and operant conditioning
The distinction between these conditions can be made based on different components:
The Asociation: In classical conditioning, an involuntary response is associated with a stimulus. In operant conditioning, the association is established between a voluntary response and its consequences.The learning: In classical conditioning, learning occurs through the association of an initial stimulus that provokes a regular unconditioned response in the organism. In operant conditioning, learning is due to the association of rewards and punishments with a certain behavior.Acquisition of behavior: To acquire a behavior in classical conditioning, it is enough to simultaneously present a neutral stimulus with an unconditioned stimulus. On the contrary, to acquire a behavior in operant conditioning, it must be reinforced and punished.The process: In classical conditioning, the conditioning process is based on the association of neutral stimuli with unconditioned stimuli on the basis of unconditioned responses. On the other hand, in operant conditioning, learning is based on the consequences of behaviors.The type of behavior: Classical conditioning is based on involuntary behaviors, while operant conditioning is based on voluntary behaviors, on active responses.The sequence of events: In classical conditioning, the natural response or behavior occurs after the stimulus. In operant conditioning, the behavior comes before the reward or punishment.Purpose: For classical conditioning, the goal is to relate stimuli, so that some allow us to anticipate all of them. Meanwhile, for operant conditioning the goal is to associate a stimulus with a response with the objective that the response occurs more or less.
Essential to study behavior
Classical and operant conditioning are central concepts in the study of behavior. Although these two types of conditioning share some similarities, they differ in the way in which specific learning occurs.
The essence of both types of conditioning is present in many of the procedures frequently used in clinical practice. Thanks to them, for example, we can know why certain smells remind us of certain people and why we increase the frequency of some behaviors under specific conditions.
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All cited sources were reviewed in depth by our team to ensure their quality, reliability, validity and validity. The bibliography in this article was considered reliable and of academic or scientific accuracy.
Pérez, AM, & Cruz, JE (2003). Concepts of classical conditioning in basic and applied fields. Interdisciplinary, twenty(2), 205-227. https://www.redalyc.org/pdf/180/18020204.pdfReynolds, G.S. (1973). Operant Conditioning Compendium. Behavioral Science Editorial. Sánchez, P., Ortega, N. and de la Casa Rivas, L. (2008). Conceptual bases of classical conditioning: techniques, variables and procedures. Obtained the, 5. https://canal.uned.es/uploads/materials/resources/pdf/4/3/1258033467834.pdfSarason, IG and Sarason, BR (2006). Psychopathology: abnormal psychology: the problem of maladaptive behavior (10th Ed.). Pearson Education.
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