Psychology Dictionary of ArgumentsHome
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| Conditioning: Conditioning in psychology refers to the process of learning associations between stimuli and responses. A. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. B. Operant conditioning focuses on the association between behaviors and their consequences, reinforcing or punishing actions to influence future behavior. See also Stimuli, Behavior, Reinforement Sensitivity, Reinforcement learning, Learning theories, Association._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. | |||
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Behaviorism on Conditioning - Dictionary of Arguments
Slater I 31 Conditioning/Behaviorism: Since the influential work of Rachman (1991)(1) we now know that that the associative acquisition of emotional reactions in humans is not only fueled by aversive conditioning, but also by modeling (i.e., observing other people’s emotional reactions to a stimulus or situation) or negative information transmission (i.e., hearing or reading that a stimulus or situation might be dangerous or have another negative connotation). Current theories emphasize the role of direct (conditioning) and indirect (modeling and negative information transmission) learning experiences in the etiology of extreme emotional reactions such as phobias (e.g., Muris, Merckelbach, De Jong, & Ollendick, 2002)(2). >About Behaviorism. 1. Rachman, S. J. (1991). Neo-conditioning and the classic theory of fear acquisition. Clinical Psychology Review, 11, 155–173. 2. Muris, P., Merckelbach, H., De Jong, P. J., & Ollendick, T. H. (2002). The aetiology of specific fears and phobias in children: A critique of the non-associative account. Behaviour Research and Therapy, 40, 185–195 Thomas H. Ollendick, Thomas M. Sherman, Peter Muris, and Neville J. King, “Conditioned Emotional Reactions. Beyond Watson and Rayner’s Little Albert”, in: Alan M. Slater and Paul C. Quinn (eds.) 2012. Developmental Psychology. Revisiting the Classic Studies. London: Sage Publications_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition. |
Behaviorism Slater I Alan M. Slater Paul C. Quinn Developmental Psychology. Revisiting the Classic Studies London 2012 |
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> Counter arguments against Behaviorism
> Counter arguments in relation to Conditioning
