Abstract
This paper discusses the causes and treatment of phobia from the perspective of classical conditioning. First, the author looks at the roots of classical conditioning and explains how people learn through this process. The next part of this paper then examines the role classical conditioning plays in how people develop their fears and phobias. In the conclusion, the effectiveness of various phobia therapies are analyzed. Particular emphasis is given to techniques such as flooding, counter-conditioning and other therapies that employ classical conditioning.

Outline:
Classical Conditioning
Conditioning Fear
Therapies to Phobia

From the Paper
"However, today, many humans continue to experience fear, even when the emotion is clearly not warranted. Such irrational fears can elicit strong emotional and physical symptoms from people. When these intense and irrational fears cause unwarranted anxiety and interfere with his or her ability to enjoy life, a person is said to be suffering from phobia."

Tags:phobia, classical, conditioning, Pavlov, therapies

Abstract
This paper compares, contrasts and defines classical and operant conditioning as two approaches to fostering learning.

From the Paper
"Classical conditioning changes reflex behavior that in the absence of any learning, would occur only in response to specific stimuli such as salivation in the presence of food. (Kagan Havemann) Classical conditioning capitalizes upon reflexes that are built in and not learned per se. It is defined by Kagan and Havemann as a type of learning process through which a response becomes attached to a conditioned or previously neutral stimuli. Operant conditioning, in contrast, refers to the process by which through learning free operant..."

Tags:classical conditioning, operant conditioning

Abstract
The paper discusses how B.F. Skinner developed a theory of operant conditioning that seems very simple, but which has since been very widely tested and conclusively verified. The paper explains that in essence, the fundamental principle of operant conditioning is that "organisms tend to repeat those responses that are followed by favourable consequences" (Weiten 237).

From the Paper
"Building on the work on instrumental learning done by Edward L. Thorndike, B.F. Skinner developed a theory of operant conditioning that seems very simple, but which has since been very widely tested and conclusively verified. In essence, the fundamental principle of operant conditioning is that "organisms tend to repeat those responses that are followed by favourable consequences" (Weiten, date of publication, p. 237). This principle is embodied in the concept of reinforcement. Reinforcement occurs when an event that follows a response is likely to increase one's tendency to emit that response. While Skinner worked primarily with rats..."

Tags:operant, conditioning, skinner

Abstract
This paper examines and compares the findings of operant conditioning studies when participants are animals and when participants are human. Differences are discussed in terms of the applicability of the principles and concepts derived from research on animal behavior to research on human behavior. To provide context to the comparison, the paper begins with a discussion and delineation of the fundamentals of operant conditioning.

From the Paper
"Skinner defines operant conditioning as the use of the consequences of a given behavior to modify, strengthen, refine or stop said behavior. This paper addresses the issue of the extent to which processes involved in operant conditioning using animals, non-human species, extend to human behavior. Specifically, the paper examines and compares the findings of operant conditioning studies when participants are animals and when participants are human. Differences are noted that, discussed in terms of the applicability of the..."

Tags:operant, conditioning

Abstract
Classical conditioning is a form of learning in which the subject begins to associate a behavior with a certain stimuli. This paper discusses classical and operant conditioning, rephrasing what they are, and explaining them with real-life examples.

From the Paper
"In classical conditioning, an unconditioned stimulus (something that will always lead to a reaction of some type) leads to an unconditioned response (a natural reaction to the UCS). A neutral stimulus (NS) becomes paired with an unconditioned stimulus (UCS). This is also called the Pavlovian conditioning because Ivan Pavlov discovered classical conditioning in an experiment involving dogs. Eventually, the pairing of the NS and the UCS leads to an UCR. The conditioned stimulus (CS), which used to be the NS, will be associated with a response (CR). The CS really has no connection to the response but through the conditioning, the subject learns to associate their conditioned response with the CS."

Tags:classical, conditioning, dogs, negative, neutral, operant, pavlov, positive, punishments, reinforcement, rewards, situational, stimulus, unconditioned

Abstract
This essay describes a behaviour modification plan to modify my unwanted behaviour. The unwanted behaviour I choose to modify is snacking while watching TV. To achieve this modification, I propose a plan based on operant conditioning, which in turn is based on Skinner's theory of radical behaviorism. My aim is to achieve extinction of the behaviour (Wade et al., 2006). This essay describes a behaviour modification plan to modify my unwanted behaviour. The unwanted behaviour I choose to modify is snacking while watching TV.

From the Paper
Changing Behaviour Using Operant Conditioning This essay describes a behaviour modification plan to modify my unwanted behaviour. The unwanted behaviour I choose to modify is snacking while watching TV. To achieve this modification, I propose a plan based on operant conditioning, which in turn is based on Skinner's theory of radical behaviorism. My aim is to achieve extinction of the behaviour (Wade, et al., 2006). Baseline rate of behaviour at present: At present I watch TV for two hours most evenings. During this time, I usually drink at least two cans of pop, and eat a wide range of snacks,

Tags:operant, conditioning, skinner

Abstract
This paper is a description on the various types of learning within the mind and how this learning goes into riding a bike. The paper is a series of questions that are answered with a look at how riding a bike takes implicit learning. It also discusses how positive or negative reinforcement may be part of our behavior in learning to ride a bike.

Outline:
(a) Description of the selected learning situation of 'How to ride a Bike':
(b) Comparison of concepts of positive and negative reinforcement as they relate to the selected situation of 'How to ride a Bike':
(c) Explain the role of reward and punishment in your selected learning situation of 'How to ride a Bike' (d) Explain which form of instrumental conditioning would be most effective in your selected situation of 'How to ride a Bike'.

From the Paper
"Reinforcement constitutes anything which when follows a behavior, raises the possibility that the behavior will be repeated. Regardless of whether positive or negative reinforcement, it builds or maintains targeted behavior. In case of positive reinforcement, something is presented to the person who is seen as desirable and the targeted behavior gets repeated in order to gain the desired reinforcement. In case of negative reinforcement, the targeted behavior is done to get away from the reinforcement that may be viewed as aversive. The desired behavior acts on the environment with a view to remove the adverse stimuli or to remove or keep the individual from the situation. In case of the selected learning situation of learning how to ride a bike, fall from the bike negatively reinforces the behavior of trying to keep the balance and preventing fall. (Bruce; Borg, 2002)
"Among the fundamental distinction between classical and instrumental conditioning procedures is as regards the outcomes of the conditioned response. In case of instrumental conditioning, rewards and punishments are made to happen as an outcome of the learner's response or the failure of the same. The difference between the two procedures did not appear important to the earliest investigators of conditioning and the two procedures were used in a rather indiscriminate manner. In some experiments with shock, for instance, the shock was unavoidable and happened on each and every trial. In case of others the happening of the precise response prevented the initiation of the shock. Of late, the difference between these two procedures has come to be a matter of large scale interest. (Kimble; Hilgard; Marquis, 1961)"

Tags:instrumental conditioning, bicycle, adaptive learning, psychology

Abstract
This paper presents the results of an operant conditioning experiment with the goal of behavior change in a seven-year old child. It further discusses baseline data and data collection, and the results of the experiment.

From the Paper
"The following presents the results of an operant conditioning experiment. For this experiment, the behavior to be changed was to increase the number of times a seven-year-old child put away her personal items where they belong during the day. Personal items were operationally defined to include clothes, books, shoes, backpack, trash, food items and toy items. Baseline data was collected for three days to observe and count the times the behavior occurred. Following this, the process of operant conditioning was used to change the behavior."

Tags:operant conditioning, behavior, child, data collection

Abstract
This paper describes an operant conditioning method used to extinguish smoking behavior for a woman. The paper describes the steps taken to extinguish the behavior and looks at the use of a journal by the woman. The paper also addresses the problems inherent in a self-report.

From the Paper
"The target behavior selected was June R's smoking behavior. The goal was to extinguish the behavior. Prior to the operant conditioning intervention, June was given a journal and simply told to write down the time and the places where she smoked each day and to then count up the number of cigarettes smoked for the entire day. She was told to do this for four days. The analysis of data showed that she smoked on average about..."

Tags:Operant conditioning, smoking, behavior, self-report, journal, reinforcers

Abstract
This paper focuses on a type of learning called classical conditioning, which was introduced by Russian psychologist Ivan Pavlov through his experimenting with dogs in the early 20th century. The paper describes classical condition and provides a scenario that implements classical conditioning.

Outline:
Description of Classical Conditioning
Scenario
Implementation
Expected Results

From the Paper
"According to A Dictionary of Psychology (2010), classical conditioning is defined as "One of the two major forms of conditioning, being the process of learning through which an initially neutral stimulus, such as the ticking of a metronome, comes to elicit a particular response, such as salivation, as a consequence of being paired repeatedly with an unconditioned stimulus, such as food" (para. 1). Classical conditioning is a spontaneous or reflexive kind of learning that requires a stimulus that obtains the capability to induce a response that was initially evoked by a different stimulus. Classical conditioning then couples that neutral stimulus with the stimulus that evokes a desired reflex, and the stimulus that brings forth the desired reflex is presented even when the reflex does not occur. Ultimately, the goal of the classical conditioning process is to evoke the desired reflex by way of the neutral stimulus (Learning Theories Knowledgebase, 2010). In other words, an unconditioned stimulus (UCS) like Pavlov's meat powder and the unconditioned response (UCR), like the dogs salivation, is paired with the bell, the conditioned stimulus (CS), which ultimately produces the desired conditioned response after repetitive pairings, and eventually without the need of the (UCS). This scenario is classic classical conditioning; however, this type of learning can be applied to any scenario in which behavioral modification through learning is desired."

Tags:conditioned unconditioned response stimulus, john b. watson, associative learning