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.
High order conditioning takes place when a well established conditioned stimulus is paired with a neutral stimulus to elicit a conditioned response.
High order conditioning takes place in the absence of an unconditioned stimulus.
With high order conditioning many more stimuli can come to elicit conditional responses not just those paired with an unconditioned stimulus, thus enhancing the ability of the animal to adapt and survive.
But high order conditioning also affects and influences many emotional reactions such as fear.
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.
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 aversive 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.
Bibliography Chance, P.
(2008) Learning and Behavior, Wadsworth Cengage Learning
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.
High order conditioning takes place when a well established conditioned stimulus is paired with a neutral stimulus to elicit a conditioned response.
High order conditioning takes place in the absence of an unconditioned stimulus.
With high order conditioning many more stimuli can come to elicit conditional responses not just those paired with an unconditioned stimulus, thus enhancing the ability of the animal to adapt and survive.
But high order conditioning also affects and influences many emotional reactions such as fear.
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.
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 aversive 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.
Bibliography Chance, P.
(2008) Learning and Behavior, Wadsworth Cengage Learning
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