Associative learning is a type of conditioning that states that behavior can be modified or attained based on a stimulus as well as a response ( Mondragón, Alonso, & Kokkola, 2017) . The learning can be helpful in a classroom management situation. Associative learning can occur as operant conditioning and classical conditioning ( Hulme, Preece, & Brown, 2014) .
Classical conditioning usually involves the use of a stimulus that is paired with a reward. The conditioned stimulus usually causes learning over a repeated number of trials. The behavior may become extinct when the reward is removed ( De Houwer, Hughes, & Barnes-Holmes, 2016) . On the other hand, operant conditioning usually involves the use of schedules of reinforcements as well as punishments until the behavior is attained. Connectionism is the educational philosophy that is based on the notion that learning is a product of a relationship between a stimulus and the intended response. This means that a stimulus must lead to a specific response for learning to take place. This theory is still in use today as it determines the learning of behavior in a number of situations, especially in school.
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Behaviorisms are one of the things that are important in the workplace. For example, the company may reward those employees who attain high results in the company. The reward may be monetary or in terms of a promotion. This may lead to other employees working hard in order to attain the same reward. In this case, the stimulus is the promise of recognition or promotion while the response is high performance in the organization.
The reader is not encouraged to think skeptical about the content. This is because of the continued use of some of the theories today in learning. Associating learning behaviors with a theory based on anti-mentalism raises no concerns. This is because the learning theories are dynamic and adapt to different situations over the years.
References
De Houwer, J., Hughes, S., & Barnes-Holmes, D. (2016). Associative learning as higher-order cognition: Learning in human and nonhuman animals from the perspective of propositional theories and relational frame theory. Journal of Comparative Psychology , 130 (3), 215.
Hulme, C., Preece, T., & Brown, G. D. (2014). Learning to learn in a connectionist network: the development of associative learning. In Connectionist Models of Memory and Language (PLE: Memory) (pp. 57-72). Psychology Press.
Mondragón, E., Alonso, E., & Kokkola, N. (2017). Associative Learning Should Go Deep. Trends in cognitive sciences , 21 (11), 822-825.
