In the society teachers, guardians and parents spend much time with children teaching them life skills and behaviors considered as appropriate. Consequently, it is vital for them to be aware of theories of human development applicable to behavior modification and management. This paper explores instrumental, classical and tow factor theories and concludes that they can be effectively applied to generate a common behavior in children. Moreover, the classical condition can make children become racists especially after witnessing or acting out the behavior of their parents or guardians.
Instrumental Conditioning, Classical Conditioning, and Two Factor Theory
Instrumental learning also referred to as operant conditioning, together with Classical conditioning is the fundamental concepts of behavioral psychology (Jozefowiez, 2014). Both are behavior modification techniques applied in the learning process. While classical conditioning entails placing a neutral signal before a reflex and focusing on involuntary and automatic behaviors, instrumental learning involves applying punishment or reinforcement after a behavior with the aim of weakening or strengthening voluntary behaviors. Therefore, classical conditioning occurs just before the expected behavior ensues (Ormrod, 2016). On the other hand, two-factor theories focus on the interplay of instrumental and classical contingencies to explain avoidance conditioning (McLeod, 2014).
Example of How Classical and Instrumental Conditioning can lead to a Common Behaviour in Childhood
One of the examples of how classical and instrumental conditioning can lead to a typical behavior in childhood is about a hypothetical 10-year-old girl who was frequently disciplined early in life. At six years old she was talking with enthusiasm while chewing gum, about the victory of her dancing group. Her mother slapped her because she thought it was bad manners. On expressing her disagreement, her stepfather reprimanded her, and the mother then pinched her with rage. Consequently, she developed fear and anxiety. The problem spilled over to school, and she could not freely make class presentation due to fear of punishment, even though the teachers had no intention of harming her. The retrogressive condition adversely affected her social and mental health.
In this situation, fear was triggered by the environment, people, and presentations. According to (Ormrod, 2016), punishment can lead to adverse side effects. The girl was initially enthusiastic about talking and socializing with people. However, due to instrumental learning instilled by her parents, she retrogressed. Consequently, she developed avoidance repression and her maladaptive behavior sustained.
Example of How Classical Conditioning Could Be an Unconditioned Stimulus towards a Certain Race
Since it is a signal learning process, classical conditional stimulus occurs just before the anticipated behavior ensues (McLeod, 2014). According to Omrod (2016), classical conditioning explains how individuals develop a non-conscious and automatic response to specific stimuli. However, situations may arise where the stimulus is unconditioned leading to intentional harmful treatment towards a particular race or learned by acting out and witnessing (conditioned response) behavior of guardians or parents.
One such example is a boy-child who was born and brought up in a white-dominated neighborhood and later moved to a multiracial area. Due to cultural insensitivity, the parents began to practice blatant racism. Initially, since the child was raised in a white-dominated area, he/she unintentionally developed a liking towards his race. Usually, while infants do not show any preferences for faces from their race, at three months, they prefer to look at pictures from their race as compared to other races (Ormrod, 2016). When the child’s parents continue to practice racism, the child was conditioned to and portrays the same behavior.
In conclusion, classical conditioning relies on involuntary and automatic behaviors while instrumental learning involves applying punishment or reinforcement after a behavior with the aim of weakening or strengthening voluntary behaviors. Nonetheless, classical and instrumental conditioning can work together to establish a specific behavior.
References
Jozefowiez, J. (2014). The Many Faces of Pavlovian Conditioning. International Journal of Comparative Psychology, 27(4), 528-536.
McLeod, S. (2014). Classical Conditioning. Retrieved 2018, from Simply Psychology: https://www.simplypsychology.org/classical-conditioning.html
Ormrod, J. E. (2016). Human Learning (7th ed.).
Upper Saddle River, NJ: Pearson/Merril Prentice Hall.
