Major Learning Models
Question
The purpose of this question is to demonstrate understanding of the three major learning models and how a theory associated with each could be used in a practical manner.
After being in a car accident, Adam is slamming on his brakes at inappropriate times which is putting him and others in danger.
1) How could Adam’s behavior be explained using the classical conditioning learning model? Be sure to clearly state the NS, US, UR, CS, and CR. Include at least one classical conditioning theory in your response that could be used in a treatment plan.
2) How could Adam’s behavior be explained using the operant learning model? Be sure to clearly state a possible reinforcer and punisher. Include at least one operant learning theory in your response that could be used in a treatment plan.
3) How could Adam’s behavior be explained the social observational learning model? Be sure to include a possible human model and how the elements of Bandura’s Social Cognitive Theory could be used in a treatment plan.
Other Requirements
You should apply APA Style formatting throughout your paper. Include a title page, section headings, in-text citations, and a references page. Keep direct quotes to a minimum. You should also include an introductory paragraph, thesis sentence, and summary paragraph. (10 full pages)
You should cite relevant empirical research and scholarly articles within psychology, your concentration area and other related areas. You should cite a minimum of seven peer-reviewed journal articles. You should carefully select sources after reviewing the literature and evaluating the credibility, relevance, quality, and research merit of each source.
Answer Questions in the form of a Research Paper
APA 7th edition format
Scholarly resources only
Please apply study’s from articles that are attached to the answers
This is a very important assignment, if any questions, please ask.
NO PLAGIARISM


Solution
Major Learning Models
A person's conduct or behavior can be
changed due to their experiences. Various ideas and models have been created to
explain how learning occurs. Constant reinforcement speeds up the rate at which
students learn new material. If new behaviors are learned through exposure to
conditioned stimuli, as in traditional conditioning, this is the case; then
opportunistic knowledge is incompatible. Generally, learning new behaviors is
based on observing others. Using one of the three learning theories, one can develop
a new strategy for dealing with a particular scenario. Due to a recent car
accident, Adam has started taking his breaks at inconvenient times, putting
himself and others in danger. To better understand how this case, this study
aims to investigate the three essential models of learning and how these models
might be used in practice. A driver's ability to drive after an accident is
evaluated using one of the three models discussed above. As a result, the
report offers advice to the driver based on the most likely course of treatment
based on the various learning models.
1) How could Adam's behavior be explained using the
classical conditioning learning model? Be sure to clearly state the NS, US, UR,
CS, and CR. Include at least one classical conditioning theory in your response
that could be used in a treatment plan.
Classical conditioning relies heavily
on associating new actions with previously learned ones. A scientific
vocabulary describes the responses and motivations received in classical
conditioning. An unconditional response (UR) is elicited when an unconditioned
stimulus (US) is provided to a being in the early stages of training. Adam, for
example, was used to slamming on the brakes to regulate the speed of his car on
the highway. Linking two previously unrelated stimuli can teach Adam a new
reaction. Other than avoiding collisions with other vehicles and slowing down
so that people might pass, this was a common practice. This unconditioned
reaction becomes automatic and automated after a given amount of training with
driving, such as slamming on the brakes. Depending on the conditions, this
unconditioned sensation may be significantly altered by one's sense of road
direction (Gutnisky & Zanutto, 2004). In addition to approaching another
vehicle, other drivers' indicators and horns are examples of normal driving
stimuli that are considered neutral.
In the first step of classical
conditioning theory, another inspiration that does not affect an individual will
be used in Adam's case, but this time, it will not affect his reaction nor add
fear. The neutral stimulus responds exclusively to the unconditional. When a
nonresponsive stimulus is linked to an unconditional inspiration, the
conditioned stimulus takes precedence over the unlinked stimulation, according
to Ervin et al. (2018). In other words, the use of these signs or other
drivers' signals can be linked to slower speeds and will help Adam deal with
his fears.
The other conditioning stage can
elicit a fresh conditioned reaction (CR) when the unconditioned stimulus is
connected to a neutral stimulus. Bump signs, which indicate an impending
slowdown for the motorist, are recognized as evidence of safe driving
practices. After the incidents, Adam's ability to make sound judgments about
the road and the cues in his immediate area was compromised because of his fear
and panic. His driving became more careful in the wake of this. Unconditional
stimuli such as the bump ahead and the accident event experience will elicit
Adam's initial unconditioned response (UR). Adam immediately applies the brakes
to avoid repeating the accident incident.
The slamming of the brakes is now a
conditioned response to road signs or drivers' indications, which were formerly
neutral stimuli before the occurrence (CR). To put it another way, Adams'
reactions to stimuli like traffic signs and other people's signals to slow down
are influenced by his sentiments of fear. His sickness has made it more challenging
to operate a vehicle safely because of frequent and abrupt breaks.
Before an unconditioned stimulus,
there exists a neutral stimulus. Before being involved in an accident, Adam
would rarely apply pressure on his brakes. A neutral stimulus (NS) does not
generate a response from the affected, such as a tone. Because he had prior
knowledge of applying breaks, Adam did not fear when driving. Stimuli that have
no primary effect on the organism are known as unconditioned stimuli. The
accident served as an unconditioned stimulus in this case. In other words, it
was an unconditioned response (UCR), which means Adam's braking was a
spontaneous response to a stimulus, which will reduce with time.
Adam began using his brakes too hard after
he got into an accident. In psychology, conditioned response refers to the
behavior that emerges as a direct result of exposure to previously learned
stimuli (CR). When the neutral stimulus was often paired with an unconditioned
stimulus, the resulting reaction eventually evolved into what is known today as
the conditioned stimulus (CS).
An aversive unconditioned stimulus
can be used to train fear conditioning. Even though the neutral stimulus
initially does not affect emotions, repeated exposure to an unpleasant
unconditional stimulus eventually turns it into a conditioned response that
alerts individuals to the impending arrival of an unpleasant unconditioned
stimulus and triggers the anxiety that goes along with anticipating the
unpleasant unconditional stimulus (Oppong, 2014). Fear conditioning is
self-preserving and adaptive when the conditional or unconditional stimulus
contingency is eliminated; scared reactions to the stimulus endure.
Adam's fear of driving has resulted
in him avoiding it at all costs due to encounters. According to O'Donnell et
al. (2020), people with classical conditioning anxiety tend to generalize their
training more than individuals who do not suffer from this condition. After
seeing the horrendous events that occurred, many of these people are in danger
of acquiring post-traumatic stress disorder. There is a chance Adam's one of
these people. Adam may be dealing with anxiety or post-traumatic stress
disorder (Thrailkill et al., 2020). Adams can be treated using both
pharmacological and therapeutic methods by these two requirements. Suppose Adam
is suffering from anxiety or post-traumatic stress disorder. In that case, he
may benefit from medication-assisted psychotherapy and cognitive behavioral
therapy to help him overcome his distorted memory of the event.
It is the practice of exposing an
already-natural reaction to an innocuous stimulus before rewarding it with
something more pleasant, such as a reward. A school of thought known as
behaviorism has had a considerable impact on psychology even though a
psychologist did not discover it. The idea of behaviorism states that all
learning occurs due to people's interactions with their environment.
Behavioralists attribute a wide range of events and circumstances to classical
conditioning. A response is initiated by some of these qualities, while others
are responsible for ending it. To fully comprehend the classical conditioning process,
it is essential to explore these components. Using classical conditioning can
help individuals overcome their fear of failure by creating an encouraging
environment. Adam's ability to make new associations is aided by establishing
connections between pleasant surroundings and stressful situations, such as
performing in front of a group. Over time, an individual will learn to remain
composed and unfazed in stressful situations.
2) How could Adam's behavior be explained using the
operant learning model? Be sure to clearly state a possible reinforcer and
punisher. Include at least one operant learning theory in your response that
could be used in a treatment plan.
An individual's conduct is influenced
by the results of their actions, which are based on the notion of operant
behavior. Based on the work of Hilal et al. (2021), the concept of operant
conditioning is defined as the study of an individual's ability to change their
behavior through the use of an incentive system. The phrase refers to any
method of rewarding someone for meeting specific criteria. Penalties and
reinforcements are used to adjust the possibility that a response will be
repeated in the future. As a result of the support, a behavior's intensity or
frequency increases. Negative or positive feedback might be received at any
time. When an individual's acts are recognized or encouraged, positive
reinforcement happens; negative reinforcement occurs when an individual's
actions are reprimanded or punished (Gao et al., 2013). On the other hand,
punishment can be either positive or negative depending on how much it reduces
the frequency or intensity of a behavior's reinforcement when it is applied.
In contrast to positive punishment, where
the desired stimulus is removed, negative punishment removes a wanted motivation.
Negative consequences as a form of punishment are known as positive punishment.
According to this model, Adam's driving style puts him and the rest of the
people driving on the road at risk. On the highway, a collision is possible
since he looks to apply the brake rapidly. The previous experience catalyzes
this course of action. If this situation continues, there will be more dangers
for Adam and other road users.
Inappropriate behavior results from
the person's fear of reliving the event's consequences. In response to Adam's
difficulty, a punishment or reinforcement plan that aims to alleviate his fear
while simultaneously restoring his faith in his reading skills would be an
acceptable response. Depending on the severity of Adams' fear, he may need
therapy to be able to drive safely. An effective means of motivating him to
work hard on his recovery is the threat of losing his driver's license until he
is ready to go safely again or placing restrictions on the kind of roads he is
allowed to drive on while getting better.
Psychotherapy philosophy is the best
foundation for combating this problem. According to Hilal et al. (2021), each
behavior is taught using rules, associations, and observational data. They want
to help clients change their behaviors by providing learning opportunities that
can be applied to their problems when working together on them in the therapy
room. Therapy sessions and assignments are structured because patients are
expected to do tasks for themselves and their therapists. Therapeutic methods
can be boosted by reinforcement and punishment. Complimenting Adam on his
careful driving and little slamming of the brakes is another way to generate
positive support for Adam. Adam's anxiety can be alleviated by exposing him to
dreaded situations, practicing relaxation techniques, and recording his
negative actions. To be successful, Adams must make these changes to his
conduct.
Obedience that is rewarded will be
more likely to be repeated. Hence operant conditioning is based on this simple
principle. One is more likely to relate a funny story in the future if no one
else laughs at it. While Skinner believed operant conditioning was more
important, he argued that classical conditioning had some merit (Rua & Dai,
2010). After deciding that classical conditioning theory could not account for
most of what people learned from their experiences, Skinner came up with this
theory. Skinner's early experiments with operant activity were used in his
research and eventually published. The invention of the operant conditioning
chamber, often known as the Skinner box, is attributed to his hard work. By
this theory, he believed that to provide the animal with a treat; they only had
to press a key or bar on the keypad of a box.
One of Skinner's tools used to keep
track of participant replies was the cumulative recorder. According to the
answers, the slope of an uphill line was used to compute response rates, which
were recorded as an upward movement of a line (Rua & Dai, 2010). An event
or result that causes a subsequent decline in behavior is described as
punishable when presented in two categories. In both of these situations, the
defendants' conduct will have deteriorated.
3) How could Adam's behavior be explained the social
observational learning model? Be sure to include a possible human model and how
the elements of Bandura's Social Cognitive Theory could be used in a treatment
plan.
According to the theory of social
observation learning, individuals gain knowledge through observing how they
interact with others in a group context. A person is more likely to imitate and
learn from other people's actions if they have had favorable observing
experiences or if those experiences involve rewards linked with the observed
conduct. Observed motor activity is reproduced in imitation of one another,
according to the Bundara perspective. Individuals can pick up new skills and
knowledge through watching or learning from the actions of others by this theory
(Wang & Yu, 2017). The theory elements identify three general standards for
learning from one another.
According to popular belief and
recent evidence, social learning principles continue to work throughout a
person's lifetime. Individuals can engage in observational learning at any
point of their development, according to Ervin et al. (2018). A discovery.
occurs when a modeling process uncovers new, dominant models that have an
impact on resources at a new learning stage. According to the social learning
theory, people learn from one another by imitating, modeling, and observing one
another's behavior. Behaviorists believe that a long-term change in one's
behavior is required to learn something. According to social learning theorists,
nevertheless, the long-term nature of their behavior modification may obscure
their learning, they argue. In Ervin et al. (2018), learning outcomes can
affect the development of new attitudes and behaviors in the long term. People
can learn to modify their habits and actions by observing themselves and others
and exploring their inner selves.
Adams was taught to drive using a
combination of observation, imitation, and modeling under the guidance of an
instructor. As long as a person pays attention to the model or modeling, they participate
in an attentional process that Bandura describes as having four stages.
Long-term recollection of what they have observed is the second step of
long-term retention. In the end, a person gets adept at responding to
symbolically encoded memories. After that, a process known as transformation
transforms the behavior model's symbolically stored memories into a new
response pattern. For many years, Adam worked hard to perfect his driving
skills before the accident, which made him have fear. If his long-term memory
of driving had been affected by the crash, he might have made huge mistakes.
Following Bandura's social cognitive
learning model, Adam's behavior should be corrected. When it comes to solving
and explaining learning problems, Bandura defines learning theory as a
collection of ideologies-based, systematic reasoning (Wang & Yu, 2017).
Learning occurs due to this behavior change, resulting from the individual's
desire to enhance their quality of life by meeting their goals. Their
environment and their thoughts might influence a person's actions. Behavior can
also be affected by Bandura's theory of cognition. It is feasible to make the
case that Adam's intellect and environment were factors in his actions after
the accident. An essential component of the therapeutic operation is reviving
Adam's long-term memory for driving. The best way to do this is to retrain him
and allow him to engage in physical activities. His driving habits may be
affected badly as a result.
Albert Bandura, an American
psychologist who was born in Canada but grew up in the United States, was one
of the first people to recognize the concept of observational learning. Bandura's
Social Learning Theory stresses the necessity of seeing, mimicking, and
experiencing other people's thoughts and feelings. Humans are social beings,
and as such, they are predisposed to learn through seeing and listening to
others. Children mimic and learn from their parents' behavior. As early as
three weeks old, babies begin to copy the facial expressions and lip motions of
those around them (Ervin et al., 2018). One must put their focus on something
other than themselves to learn. They must be aware of both the model and their
actions to do their jobs effectively. Whether or not an observer's attention is
drawn to a model based on its resemblance to their current emotional state is
debatable. Developing a new habit requires more than simply paying attention.
One must be able to recollect past behavior and the current state of affairs
simultaneously when performing their role as observer. The observer should
arrange the information to make it easy to recall to increase the likelihood
that something will be remembered. Mnemonic devices can be used. Learning
should become a part of one's everyday life.
A behavior must be easily remembered to
complete the activity quickly and efficiently. The observer must be able to
reproduce the behavior in the real world during the reproduction phase. It is
not as simple as it appears at first glance. It is not uncommon for new habit
formation to demand extensive practice sessions. If one gives an excellent
presentation to the entire firm, they no longer have to copy it and then
utilize the same techniques in their production a few minutes later (Ervin et
al., 2018). It is a lifetime endeavor to develop and hone these skills. One of
the essential skills one will learn is how to keep themselves motivated while they
are studying. For observational learning to be effective, it requires a
motivated observer, where motivation comes into play.
Conclusion
Depending on the learning theories
employed, there are many different ways to learn. Imitate, model and practice
may be necessary to achieve perfection. It is thought that after a certain
period, a mix of unconditional and neutral stimuli can alter an individual's
behavior. Reinforcement or punishment may be required to encourage the appropriate
activity because behavior in operant learning is meant to be affected by its
consequence. The use of rewards and punishments can influence a child's
appropriate behavior. It is also called social observational learning, and it
is an approach to education in which students gain knowledge by observing
others in a group context. Using Adam's circumstance as a case study, each of
the three ideas is applied to shed light on what went wrong and how to fix it
moving forward.
References
Ervin, T.,
Wilson, A. N., Maynard, B. R., & Bramblett, T.
(2018). Determining the effectiveness of behavior skills training and
observational learning on classroom behaviors: A case study. Social
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Gao, Y.,
Zhu, F., & Song, H. (2013). Evolutionary operant behavior
learning model and its application to mobile robot obstacle avoidance. Journal
of Computer Applications, 33(8), 2283-2288. https://doi.org/10.3724/sp.j.1087.2013.02283
Gutnisky, D. A.,
& Zanutto, B. S. (2004). Learning obstacle avoidance with an
operant behavior model. Artificial Life, 10(1),
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Hilal, Y.,
Kevser, I., Emral, G., & Aylaz, R. (2021). The correlation
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(2014). Between Bandura and Giddens: Structuration theory in social
psychological research? Psychological Thought, 7(2),
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O'Donnell, A. W.,
Neumann, D. L., & Duffy, A. L. (2020). Associative
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Rua, X.,
& Dai, L. (2010). Skinner-rat experiment based on autonomous operant
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Thrailkill, E. A.,
Todd, T. P., & Bouton, M. E. (2020). Effects of
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