BaalVikas
Menu
Tags Login Register

Categories

Concepts of Child Development View all (599) Growth vs Development: Concept & Difference57 Principles of Development135 Factors Affecting Development12 Heredity & Environment210 Stages of Development32 Methods of Child Study3 Mixed: Child Development & Pedagogy150
Domains of Development View all (790) Physical & Motor Development3 Cognitive Development314 Social Development21 Emotional Development97 Language Development23 Moral & Character Development332
Major Theorists of Development View all (1659) Jean Piaget485 Lev Vygotsky357 Lawrence Kohlberg19 Erik Erikson32 Jerome Bruner61 Albert Bandura98 Sigmund Freud225 Maslow, Rogers & Humanism332 Other Theorists (Gesell, Bronfenbrenner, Bowlby…)50
Learning View all (1224) Learning: Meaning, Nature & Types21 Classical Conditioning (Pavlov)76 Operant Conditioning (Skinner)217 Thorndike: Trial and Error154 Gestalt & Insight Learning253 Constructivism & Other Learning Theories36 Transfer of Learning, Curve & Plateau226 Memory & Forgetting116 Attention & Interest5 Motivation95 Learning Styles & Strategies25
Intelligence, Personality & Creativity View all (810) Intelligence: Concept & Theories188 Gardner: Multiple Intelligences237 Emotional Intelligence (EQ)10 Intelligence Tests (IQ)62 Personality: Theories & Types197 Personality Assessment & Tests24 Creativity91 Aptitude, Attitude & Interest1
Individual Differences & Inclusive Education View all (638) Individual Differences25 Inclusive Education214 Children with Special Needs (CWSN)61 Learning Disabilities (Dyslexia etc.)285 ADHD, Autism & Neurodevelopmental Conditions22 Gifted & Creative Children8 Disadvantaged Groups & Gender Equality23
Adjustment, Mental Health & Guidance View all (50) Adjustment & Defence Mechanisms31 Mental Health & Stress14 Problem Behaviour & Juvenile Delinquency1 Guidance & Counselling4
Child Rights & Protection View all (44) Child Rights (UNCRC)1 Right to Education (RTE Act 2009)33 Child Welfare Schemes (ICDS, Mid-day Meal…)10
Early Childhood Care & Education View all (47) ECCE: Concept & Importance1 Play-based & Activity-based Learning1 Montessori, Froebel & Pioneers of Child Education9 Foundational Literacy & Numeracy (FLN)3 Child Nutrition & Health33
Teaching-Learning Process View all (475) Teaching: Meaning, Nature & Principles3 Teaching Methods142 Teaching Maxims, Strategies & Techniques4 Lesson Planning & Unit Planning13 Teaching-Learning Material & ICT33 Classroom Management & Discipline5 Role of the Teacher & Professional Competence79 Child-centred & Active Learning186 Educational Psychology: Meaning & Methods10
Curriculum, Policies & Educational Philosophy View all (322) National Curriculum Framework (NCF)204 National Education Policy 202021 Education Commissions, Committees & Policies27 Educational Institutions (NCERT, NCTE, SCERT, DIET)8 Educational Philosophy & Thinkers62
Assessment & Evaluation View all (327) Measurement, Evaluation & Testing: Concepts178 Continuous & Comprehensive Evaluation (CCE)46 Test Construction, Reliability & Validity5 Diagnostic & Remedial Teaching36 Educational Objectives & Bloom's Taxonomy20 Question Paper Design & Types of Questions2 Educational Statistics (Mean, Median, Mode)40
Language Pedagogy View all (41) Language Acquisition & Language Learning19 Language Skills (LSRW)12 Multilingualism & Mother Tongue2 Teaching of Hindi5 Teaching of English (English Pedagogy)3
Subject Pedagogy View all (51) Teaching of Mathematics4 Teaching of Environmental Studies (EVS)42 Teaching of Science1 Teaching of Social Science4
Operant Conditioning (Skinner)
Asked 2 months ago · Viewed 27 times
हिन्दी English

When making a detailed psychological analysis of the theoretical and functional differences between Ivan Pavlov's 'Classical Conditioning' and B. F. Skinner's 'Operant Conditioning', which of the following statements is most authentic and scientifically true regarding the basic functioning of these two learning systems (S-R Type vs R-S Type)?

Detailed Explanation

In Ivan Pavlov's classical conditioning, the stimulus is of paramount importance and it is called 'S-Type Conditioning' because the stimulus controls the response. In contrast, B. F. Skinner's operant conditioning is called 'R-Type Conditioning' because the active behavior (response) of the organism and the subsequent reinforcement play the main role.

Share:
Next question → Under B. F. Skinner's 'Operant Conditioning Theory', within the 'Schedules of… ← Previous question Based on a micro-analysis of 'Schedules of Reinforcement'…

Related Questions

→ Among the primary laws of learning propounded by Edward Thorndike, the 'Law of Effect' emphasizes that satisfying outcomes strengthen a response and dissatisfying outcomes weaken it. While critically examining this law from a psychological and theoretical standpoint in the context of B.F. Skinner's 'Operant Conditioning' and Ivan Pavlov's 'Classical Conditioning', which of the following statements is most analytically correct? → Who was the primary proponent of the 'Reinforcement Theory' of learning? → In which learning theory is 'reinforcement' considered the basis of learning? → When conducting an in-depth psychological analysis of the primary laws of Edward Thorndike's 'Trial and Error Theory'—specifically the 'Law of Use and Disuse' and the 'Law of Effect'—which of the following statements most accurately demonstrates its fundamental distinction from B.F. Skinner's 'Operant Conditioning' and Ivan Pavlov's 'Classical Conditioning'? → Upon a micro-analysis of the theoretical and functional dynamics of Edward Thorndike's 'Trial and Error Theory' and B.F. Skinner's 'Operant Conditioning Theory' under the psychology of learning, which of the following statements most authentically and scientifically explains the fundamental difference between these two theories? → Upon a micro-analysis of the theoretical and functional systems of Edward Thorndike's 'Connectionism' or 'Trial and Error Theory', Ivan Pavlov's 'Classical Conditioning', and B.F. Skinner's 'Operant Conditioning' within the scope of educational psychology, which of the following statements is most authentic and scientifically true regarding Stimulus-Response (S-R) and Response-Stimulus (R-S) relationships? → Upon a micro-psychological analysis of Thorndike's 'Law of Effect' in Connectionism, Ivan Pavlov's 'Higher-Order Conditioning' in Classical Conditioning, and B.F. Skinner's 'Shaping' in Operant Conditioning, which of the following statements most authentically explains the essential and functional differences among these three? → Upon a micro-psychological analysis of Thorndike's Law of Effect in Connectionism, Ivan Pavlov's Extinction and Spontaneous Recovery in Classical Conditioning, and B.F. Skinner's Intermittent Schedules of Reinforcement in Operant Conditioning, which of the following statements most authoritatively explains the fundamental and functional differences among these three theories?
Log in to add to quiz, bookmark, or report issues.