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Summary of Pavlov, Thorndike and Skinner's Theories

Pavlov's theory of classical conditioning involves learning through association, as demonstrated through his famous dog experiment where a neutral stimulus like a bell was paired with food until the dog learned to associate the bell with the food. Thorndike's theory of connectionism proposed that learning occurs through stimulus-response associations that are strengthened by rewards and weakened by lack of rewards. Skinner's theory of operant conditioning posits that consequences determine whether behaviors are repeated - behaviors followed by rewards will increase and behaviors followed by punishments will decrease.

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188 views2 pages

Summary of Pavlov, Thorndike and Skinner's Theories

Pavlov's theory of classical conditioning involves learning through association, as demonstrated through his famous dog experiment where a neutral stimulus like a bell was paired with food until the dog learned to associate the bell with the food. Thorndike's theory of connectionism proposed that learning occurs through stimulus-response associations that are strengthened by rewards and weakened by lack of rewards. Skinner's theory of operant conditioning posits that consequences determine whether behaviors are repeated - behaviors followed by rewards will increase and behaviors followed by punishments will decrease.

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Sittie Zainab Maningcara
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Summary of Pavlov, Thorndike and Skinner’s

Theories                                                           
Ivan Pavlov’s Classical Conditioning
Classical conditioning theory involves learning a new behavior through the process of
association.  While studying the salivation reflex of dogs, Ivan Pavlov discovered the concept of
classical conditioning. Pavlov’s famous dog experiment involved pairing a neutral stimulus (the
sound of a bell) with an unconditioned stimulus (food). The dog learned to associate between
the bell and the food and a new behavior is learn a conditioned response. The neutral stimulus
(bell) has become a conditioned stimulus.
During the acquisition phase of classical conditioning, a neutral stimulus is repeatedly paired
with an unconditioned stimulus.  It is something that naturally and automatically elicits a
response without the need for training.  After an association is made, the subject will begin to
emit a behavior in response to the previously neutral stimulus, which is now known as a
conditioned stimulus. It is at this point that we can say that the response has been acquired.
I can relate this to my experiences about smartphone tones. Whenever I’m in public and hear
that familiar tone and instinctively reach for my smartphone, only to realize it’s coming from
someone else’s phone. Through classical conditioning, I’ve come to associate it with the
positive feeling of reading a message.
Edward Lee Thorndike’s Connectionism
Thorndike’s learning theory is the original stimulus and response (S-R) framework of behavioral
psychology: Learning occurs as a result of associations that form between stimuli and
responses. The nature and frequency of S-R pairings strengthen or weaken such associations
or “habits.” Trial and error learning was the paradigm for S-R theory, in which certain responses
come to dominate others due to rewards. It consists of three primary laws: (1) law of effect –
responses to a situation which are followed by a rewarding state of affairs will be strengthened
and become habitual responses to that situation, (2) law of readiness – a series of responses
can be chained together to satisfy some goal which will result in annoyance if blocked, and (3)
law of exercise – connections become strengthened with practice and weakened when practice
is discontinued.
Learning is achieved when an individual is able to form associations between a particular
stimulus and a response. This theory used frequently in classroom. It supports the idea of the
students doing something well and receiving reinforcement for it. 
Say for example, when I was in junior high my adviser rewards us students when we do
something right or if we become part of the top 10, and at the same time punishes us students
when we do something wrong. So as his student I am more likely to avoid doing wrong things as
it cause discomfort and will attempt to do right things more as it result in pleasure.
Burrhus Frederick Skinner’s Operant Conditioning
Operant conditioning, also known as instrumental conditioning, is a method of learning normally
attributed to B.F. Skinner, where the consequences of a response determine the probability of it
being repeated. Through operant conditioning behavior which is reinforced (rewarded) will likely
be repeated, and behavior which is punished will occur less frequently. The work of Skinner was
rooted in a view that classical conditioning was far too simplistic to be a complete explanation of
complex human behavior. He believed that the best way to understand behavior is to look at the
causes of an action and its consequences. 
Operant conditioning has been found to be particularly effective in the classroom environment.
One of the main ways of reinforcing a behavior is through praise and through positive
reinforcement, the child will probably feel determined to impress next time round – a positive
outcome for both parties: the teacher, and the child. By building operant conditioning
techniques, it is easily possible to teach children useful skills and are encouraged to repeat such
satisfying work again further down the line.
For example, whenever I receive praise for performing good at school or even at home, it
encourage me to work hard and be better. I continue to do and perform such things because I
know they will appreciate my effort.

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