Learning Theories Worksheet

Part I: Behavioral Conditioning

Imagine that you are a camp counselor or substitute teacher who is responsible for
teaching a group of first-grade children. Respond to the following prompts in complete
sentences in approximately 265–440 words.

1. Explain how classical conditioning works differently than operant conditioning. Include
   an example of classical conditioning that happens at home that could influence a
   student’s behavior at camp or in the classroom.

Classical conditioning is a form of learning where the body learns to connect or associate two
different stimuli. The stimulus is called unconditioned stimuli. This first stimulus produces a
second stimulus called unconditioned response. Operant conditioning, on the other hand, is
where voluntary behavior is changed either through reinforcement or punishment.
Punishment reduces the behavior while reinforcement increases the behavior. Reinforcement
can either be positive or negative. Positive reinforcement involves adding something positive
to increase behavior, such as offering praise when a person displays desirable behavior.
Negative reinforcement involves removing something undesirable when a person displays a
given behavior (Uniview Worldwide, 2009).

An example of classical conditioning that happens at home that could influence a child’s
behavior at a camp or classroom is when a child’s father or mother uses a cane to punish
them any time that they make a mistake. The child begins associating the cane with physical
pain. Any time that they see a cane, the cane acts a stimulus triggering a response of

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shivering with fear. The child may start shivering in fear when they see a teacher coming to
class with a cane even if the cane is merely for demonstrating a concept in classroom.

2. The “Classical and Operant Conditioning” video from the University Library describes
   several types of behavioral reinforcement. Each type of reinforcement has a different level
   of effectiveness. Describe how effective each type of reinforcement would be in this
   scenario:

When the children receive your signal, they will need to be prepared to stop what they’re
doing, then listen for directions before moving to the next task.

a. Continuous: A reinforcer is delivered each time the desired is emitted. The schedule
is simple and highly effective.

b. Fixed ratio: Reinforcement is done after a certain number of emitted responses. It is
fairly fast.

c. Variable ratio: Reinforcement is done after the occurrence of an average number of
responses. The schedule is very effective because it maintains high and steady rates of
the behavior that is desired. The behavior is also generally resistant to extinction.

d. Fixed interval: The desired behavior is reinforced each time a certain interval passes.
The interval is called fixed because the interval of time is always the same. It is fairly
fast in achieving the desired outcomes.

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e. Variable interval: Like fixed interval, the desired behavior is reinforced each time a
certain interval passes but the interval of time changes. It is quite slow but resistant to
extinction.

f. Extinction: N/A

3. How would you apply positive and negative reinforcement in the classroom to prepare
   them for the behavior in the scenario above?

Positive reinforcement: If the children follow the rules set by the teacher, they are allowed
extra recess time.

Negative reinforcement: Student who get high marks in exam are given less or no homework.

4. Explain the type of reinforcement that would be the most effective to sustain the desired
   behavior in the scenario from question #2.

In the scenario from question 2 the reinforcement that would be the most effective in
sustaining the desired behavior is either variable ratio or variable interval.

Part II: Social-Cognitive Learning

Respond to the following prompts in complete sentences in approximately 175–260 words.

1. Summarize the assumptions about human learning and agency that form the basis of
   social-cognitive theory.

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In social-cognitive theory, learning occurs through observation of other people. The first
assumption of this theory is that one can learn through observing a model. A model is a
person who exhibits a desirable behavior. The second assumption is that learning is a purely
internal process. Thus, behavior change may occur immediately or later in time. Or it may
never occur. The third assumption is that the learner exhibits goal-directed behavior.
Learners with these behaviors are usually motivated enough to accomplish their goals. They
set goals and work towards achieving them. The fourth assumption is that the behavior
becomes self-regulated over time. For instance, a dancer who learns dancing through
observing a model may learn that the best way to learn the dance is through continual
reinforcement from people who encourage him or her. The last assumption is that
punishment and reinforcement have an indirect effect on learning (Schunk & DiBenedetto,
2020).

2. Explain how you can apply social-cognitive learning theory to your own behavior to
   become more proactive in improving your self-efficacy and self-regulation skills as you
   pursue your college education and career path.

In my college education, I try to surround myself with people who exhibit the behaviors that
I desire. These behaviors include effective time management skills and dedication to their
studies. I try to imitate their behaviors through carefully observing them so that I can also
have similar behaviors. To successfully imitate the desired behaviors, I improve self-
regulation and self-efficacy through taking as much control over my personal environment as

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possible. I also set for myself rules to live by and means of motivating myself in order to
effectively learn the desired behaviors.

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References

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory.
Contemporary Educational Psychology, 60, 101832.

Uniview Worldwide (2009, May 3). Classical and Operant Conditioning.https://fod-infobase-
com.eu1.proxy.openathens.net/p_ViewVideo.aspx?xtid=6541