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Kali Rowe
Dr. Mark Hawkes
EPSY: T, TH 9:30-10:45
5 April 2013
Learning Theory Paper on Behaviorism
Most children act or behave the way they do to achieve a desired and specific
reaction or consequence. In a classroom, teachers can supply a specific
reinforcement or punishment as a consequence to get a desired behavior from their
students. There are two main types of conditioning, classical and operant, that can
be used to achieve desirable behavior from students in a classroom situation. Each
type of conditioning has its own characteristics which can be used in different ways
to attain desired behaviors. Classical conditioning is a reaction to a stimulus and
therefore the stimulus precedes the behavior. However, in operant conditioning a
behavior is followed by a desired consequence or reaction. Both Classical and
operant conditioning can be defined in the context of classroom as well as being
used to gain desired behaviors from students in the class.
Classical conditioning can be defined as the response to a stimulus, and a
response which the learner has no control over (Hawkes). A stimulus is a specific
object or event that influences an individuals learning or behavior, and a response
is a specific behavior and individual exhibits (Ormrod). A Russian physiologist by
the name of Ivan Pavlov was awarded the Nobel Prize in 1904 for his work on the
study of the digestive system. It was during his study on the digestive system that
he came across a much more interesting phenomenon in the world of psychology.
Pavlovs subjects of study were dogs, and in his extensive work with them he began
to notice a very interesting occurrence. The dogs were salivating every time and

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assistant entered the room. Pavlov and his assistants were studying the dogs
production of saliva when presented with edible substances. He noticed however,
that the dogs were salivating even when food and smell were absent. Pavlov
concluded from his observations that, salivating in the absence of food and smell
was a learned response and the dogs were responding to the visual of white coats of
the research assistants who they had come to associate with the presentation of
food (Cherry).
Classical conditioning can also be applied to the school environment. Say an
elementary student, Liz, got the stomach bug that was going around the school
shortly after she ate chili in the school cafeteria. Chili is served every Friday, and
Liz refuses to eat that day because the sight and smell of chili makes her sick. The
smell and sight of chili is the stimulus, and the sickness she feels in the presence of
the chili is the conditioned (learned) response (Hawkes). If sack lunches arent
allowed in the school because of student allergies, what are the teachers options
for getting Liz to eat lunch on Fridays? One option could be for the teacher to bring
Lizs favorite treat or desert for whoever eats their food until Liz overcomes the
learned response and creates a new one by desiring to eat on Friday in order to get
her treat.
Operant conditioning can be defined as a form of learning in which a
response increases in frequency as a result of its being followed by reinforcement
(Ormrod). What this means is that a student will display a behavior desired by the
teacher given a positive reason to display the behavior. Most often teachers gain
positive behavior from students by supplying reinforcement. Some such
reinforcements are primary, secondary, extrinsic, intrinsic, continuous, intermittent,
positive and negative reinforcements. Primary reinforcements satisfy biological

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needs such as food, water and shelter (Ormrod). Therefore, a teacher might reward
correct answers or even raised hands and participation in class discussion with a
piece of candy. Secondary reinforcements do not directly satisfy these needs. They
consist of such things as praise, good grades, money and awards . Extrinsic
reinforcements are given by others while intrinsic reinforcements come from the
students own sense of accomplishment. Students who delight in intrinsic
reinforcements are most often those who also show self-regulating behavior
(Hawkes). These are the same students who show increase in desired behavior
through negative reinforcement which is not the presentation of a punishment, but
instead is the removal of a negative stimulus. Self-regulating students often finish
assignments in order to have the weight lifted off their shoulders and remove the
negative stimulus. Continuous reinforcement is somewhat effective, but often very
predictable to students. Because of this, continuous reinforcement is often only
effective when the student knows they will be rewarded. A much more effective
reinforcement is intermittent reinforcement. When the student does not know when
or if the reward is coming, they are much more likely to display the positive
behavior every time in hopes of being rewarded (Hawkes). This could be very
effective in a classroom by awarding extra recess or a treat to the entire class at the
end of the day for a hard days work required that the reward is random and not
scheduled.
Another way of enforcing positive behavior through operant conditioning is
with consequences of punishment. Some forms of punishment include presentation
and removal punishment. Presentation punishment involves the presentation of a
stimulus, presumably one a learner finds unpleasant (Ormrod). An instance of
presentation punishment would be a teacher presenting a student who displayed

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undesirable behavior with detention or extra homework. On the other hand,
removal punishment is the removal of an existing stimulus, presumably one the
learner finds desirable and does not want to lose (Ormrod). Taking away recess,
restricting a student from extra-curricular activities and removing a student from a
fun class activity such as a movie viewing, are all examples of removal punishment
with a school setting.
More than anything else, students are affected by the environment their
teachers and administrators create for them. That is not to say the environment is
unchanging and set in stone. Teachers have the wonderful ability to mold the
environment and behavior of their students. Teachers can change conditioned
responses through classical conditioning, and create new responses if they pay
attention to the stimuli and lack of stimuli in their classroom. They can gain desired
behaviors and responses through reinforcements and punishments. It is within a
teachers reach to make a motivating, positive environment for every single student
in their room. If a Physiologist can gain such understanding of canines, an educator
can understand their students and beyond that apply principles of behaviorism and
understanding to their classroom to uplift and motivate every child in their
classroom. It is attainable.

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Works Cited
Cherry, Kendra. "Pavlov's Dogs." About.com Psychology. N.p., n.d. Web. 03 Apr.
2013.
Hawkes, Mark, Dr. "Behavioral Learning Theory Power Point." Dakota State
University Desire 2 Learn. N.p., n.d. Web. 3 Apr. 2013.
Ormrod, Jeanne Ellis. "Learning in Context." Essentials of Educational Psychology.
Upper Saddle River, NJ: Pearson Merrill Prentice Hall, 2006. 54-64. Print.