Classical and Operant Conditioning: What's the Difference?

Both operant and classical conditioning are essential concepts in behavioral psychology and learning. Although both cause learning, their approaches are different. Classical conditioning associates an involuntary behavior and stimulus, while operant conditioning involves associating voluntary behavior and an outcome (Spielman et al., 2014) . Operant conditioning is the most preferred in behavior modification because it focuses on voluntary behavior. It is considered more effective in behavior modification than classical conditioning. Besides, the learner receives rewards for behavior; hence a behavior is reinforced. Classical conditioning does not involve rewards. Operant conditioning applies reinforcement or punishment to improve or reduce a behavior ( Spielman et al., 2014 ). Classical conditioning can help an individual do essential life activities such as work. By receiving a salary or wage, a person involuntarily goes to work. We associate work with pay, and as a result, we end up going to work daily. As a result, an individual can meet his/her daily needs that require finances. 

In classroom settings, operant conditioning is the most common approach to behavior modification used. You’ll see teachers praising or giving tangible rewards to students after the desired behavior is exhibited to reinforce it or withdraw/deny a reward when an undesired behavior is expressed. Operant conditioning can be used to reinforce the desired behavior in a child. For example, every time the child talks when it is not his turn in class (undesired behavior), he does not go for a recess (punishment), but whenever he talks when his turn has come (the desired behavior), he is allowed to go for a recess (positive reinforcement). As a result, the child links talking when it is not his turn with being denied recess, and the behavior decreases. An example of classical conditioning is when a kid decides to pet a barking puppy (UCS), the puppy bites her, and she cries (UCR). When a dog does not do bark (NS), the child does not cry. However, whenever she hears a dog’s bark (CS), she cries (CR). The child generalizes the stimuli to all sounds produced by dogs even if they are not barks. 

Reference  

Spielman, R. M., Dumper, K., Jenkins, W., Lacombe, A., Lovett, M., & Perlmutter, M. (2014).  Psychology . OpenStax.