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Overview and Contributors

Anderson and Dron (2011) tell us that the behavioural learning theory begins with notions of

learning which are generally defined as new behaviours or changes in behaviours that are acquiredas the result of an individuals response to stimuli (p.82). The stimulus-response theory of

learning is one of the leading tenets of the behavioralist system, emphasizing the relationships

between a stimulus, or outside condition, and a response, either through conditioning orreinforcement (Davidson-Shivers & Rasmussen, 2006, p. 41). Major players in the development

of the stimulus-response theory include John B. Watson, William Kaye Estes, Edward L.

Thorndike, and most importantly Ivan Pavlov and B. F. Skinner.

Major Principles

The stimulus-response theory is principled in two forms, classical conditioning and operantconditioning. Classical conditioning gives focus to how the stimulus affects a change in learner

behavior res. This type of learning is effective when the goal is for the subject to have an instilled

response to a stimulus. Operant conditioning, which is often used in education, is based on the

consequence of responses, either positive or negative (Davidson- Shivers & Rasmussen, p.41;Smith & Ragan, 2005, p. 25).

Most studies of behavior from the S-R tradition focused on

temporal variables and those that related to motivation, such as reward magnitude and deprivation

state (Holland, 2008, p.228). Subscribers to the S-R theory are more interested variables that cancreate individualized/collective responses than motivations of the learner.

Application

Classical conditioning can be applied when the goal is for the subject or collective to have an

instilled response to a stimulus. For example, a school uses classical conditioning to ingrain a

student response to the flashing lights and high pitched siren (stimuli) of the fire drill with theresponse being that they immediately leave the building. Classroom applications of operant

conditioning can be effective in terms of practice, reinforcement, active learning, shaping, and

modeling. Behavioral research results have shown that repetition through practice strengthens

learning (Davidson-Shiver & Rasmussen, p.41). The popular game Number Munchers from the1990s allowed students to practice math skills through repetition, with positive reinforcement in

the form of passing a level, and negative reinforcement in terms of being eaten by the antagonists

and loss of lives if the player eats the wrong answers. According to Kazepides (1976),conditioning can benefit learners in helping to develop appropriate habits (p.59-60). Various types

of reinforcers can be beneficial to aid in student learning, but not necessarily student

understanding. Additionally, educational systems can use conditioning models to instill principlesof acceptable behaviors in employees/students to aid in faculty ability to help students learn, or

workers ability to produce, instead of focusing on student behavior issues. This use of operant

conditioning can indirectly benefit student learning.

References

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The

International Review of Research in Open and Distance Learning, 12(3), 81-97. Retrieved from:http://www.irrodl.org/index.php/irrodl/article/view/890/1663

Davidson-Shivers, G.V., & Rasmussen, K.L. (2006). Web-based learning: Design,Implementation, and evaluation. Upper Saddle River, NJ: Prentice Hall.

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Holland, P. C. (2008). Cognitive versus stimulus-response theories of learning.Learning &

Behavior (pre-2011), 36(3), 22741. Retrived from:

http://www.jstor.org.libproxy.boisestate.edu/stable/pdfplus/1494624.pdf?acceptTC=true

Kazepides, A.C., (1976). Operant conditioning in education. Canadian journal of education, 1(4),

53-68. Retrieved from: http://www.jstor.org/stable/1494624

Smith, P.L., & Ragan, T.J. (2005). Instructional Design, 3rd Edition. Hoboken, NJ: John Wiley

& Sons, Inc.