What is Respondent conditioning previously referred to as Classical Conditioning? Well within an organism there are two types of reflexes, unconditioned reflexes and conditioned reflexes. An unconditioned reflex (UR) is unlearned and occurs unconditionally, whereas a conditioned reflex (CR) is acquired and considered impermanent .An unconditioned reflex consists of an unconditioned stimulus (US) and an unconditioned response (UR). An unconditioned stimulus is something that when presented evokes a natural, unconditioned, response, such as blinking when air is pushed towards the eyelid or sweating when stressed or scared. Unconditioned reflexes are important for an animal's survival. Freeze dried liver offered to a dog is an example of a US and the dog drooling is an example of the resulting UR.
A conditioned reflex occurs when a conditioned stimulus (CS) creates a conditioned response (CR). This is a learned response to a given set of conditions occurring in the environment. Pavlov recognized that any stimulus could become a conditioned stimulus when paired repeatedly with an unconditioned stimulus. Respondent conditioning takes place when an unconditioned stimulus that elicits an unconditioned response is repeatedly paired with a neutral stimulus. As a result of conditioning, the neutral stimulus becomes a conditioned stimulus that reliably elicits a conditioned response. Each single pairing is considered a trial. With respondent conditioning the presentation of the two stimuli, neutral and unconditioned, are presented regardless of the behavior the individual is exhibiting. The behavior elicited is a reflex response.
With Operant Conditioning there are four types of operant learning, defined as such because the behavior operates on the environment. Two of the quadrants of operant conditioning strengthen behaviors, referred to as reinforcements. The other two of the operant conditioning quadrants weaken behavior, referred to as punishments. The quadrants are referred to as a negative reinforcement, positive reinforcement, negative punishment and positive punishment. The terms positive and negative do not describe the consequence, they indicate whether a stimulus, has been added (positive) or subtracted (negative) to increase or weaken the preceding behavior.
Both positive and negative reinforcement increase the strength of the behavior due to its consequence. With positive reinforcement the behavior is followed by the appearance of or an increase in the intensity of a stimulus. The stimulus is called a positive reinforcement as it is something the subject seeks out therefore it reinforcers the behavior that precedes it. With negative reinforcement the behavior is strengthened by the subject's ability to avoid or escape an aversive stimulus, thus negative reinforcement is sometimes referred to as escape-avoidance learning. An experience must have three characteristics to qualify as reinforcement. The behavior must have a consequence, the behavior must increase in strength and the increase in strength must be a result of the consequence (Chance 2008 p 127).
As behavior is the function of its consequences and whereas reinforcement strengthens the likelihood of a behavior then punishments reduce the strength of the behavior. Punishers are aversives and something a subject works to avoid. When an aversive event is added to a situation then positive punishment has taken place. Negative punishment subtracts something from the situation, like privileges, and is sometimes called penalty training. Experiences must have three characteristics to qualify as punishment. First, the behavior must have a consequence, second the behavior must decrease in strength and finally the reduction in strength must be a result of the consequence (Chance 2008).
The techniques used for changing behavior are either operant conditioning techniques or respondent conditioning techniques. Respondent conditioning techniques are used for addressing conditioned emotional responses for example behaviors such as fear, panic or anxiety that are controlled by the autonomic nervous system. Operant conditioning techniques are used for changing operants, which are behaviors that are controlled by their consequences.
Respondent conditioning techniques for changing behavior focus on the antecedents in the operant scheme, the stimuli, setting events and motivating operations that contribute to or elicit the problematic conditioned emotional responses and the operants they motivate. Respondent conditioning techniques and procedures used for changing behavior are a combination of, a) In vivo systematic desensitization where the animal is systematically and gradually exposed to the problem stimulus while maintaining the animal below the conditioned emotional response threshold, b) counter conditioning a type of exposure therapy where the problematic conditioned emotional response is replaced with a more desirable or appropriate response and c) attention exercises that promote relaxation by redirecting the animal's focus (O'Heare 2009).
In contrast to respondent conditioning, operant conditioning behavior change techniques change the operants by controlling the postcedents and affecting those that have an effect on the behavior, i.e. the consequences. Operant conditioning takes place when a response in a given situation is reliably reinforced; there is a contingency between the response and the reinforcer. Shaping behaviors and differential reinforcement are operant techniques for changing behavior that focus on developing appropriate target behaviors, referred to as the constructional approach (O'Heare 2009). The application of positive reinforcement, negative punishment, negative reinforcement and positive punishment are all procedures that can be used to affect and change behavior with or without extinction trials. The least aversive and invasive operant conditioning behavior change techniques, shaping and differential reinforcement, also positively affect respondent behaviors (Miltenberger 2004).
Bibliography
Chance, P. (2008) Learning and Behavior, Wadsworth Cengage Learning
O'Heare, J. (2008) Behavior Change Programming and Procedures 2009, CASI,
Miltenberger (2004) Behavior Modification Principles and Procedures Third Edition, Thompson. USA
About the AuthorNiki Tudge is the President of The DogSmith, America's Dog Training, Dog Walking & Pet Care Franchise. Niki holds numerous certifications and diplomas for dog training, dog behavior counseling, business management and people training. CPDT –KA, E-Nadoi, CBC, AABP- PDT, DIP. ABT, Pet Care Services CPCT, CAPCT, AKC "CGC" Evaluator, TS1, TS2 & TS3
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