# Conditioning as learning + behaviour change

> IB Psychology · IB Psychology 2027 First Assessment
> Source: https://www.owlsprep.com/study/ib-psychology-lc-conditioning-as-learning-behaviour-change/

Examples of classical and operant conditioning as a way of learning. Application of operant conditioning to change behaviour.

## Learning objectives

- Examples of classical and operant conditioning as a way of learning. Application of operant conditioning to change behaviour.

## Core concept

Conditioning explains learning through experience in two ways. In classical conditioning a neutral stimulus is repeatedly paired with one that already triggers an automatic response, until the neutral stimulus alone produces that response — so an involuntary reaction like fear is learned by association. In operant conditioning a voluntary behaviour becomes more likely when followed by reinforcement and less likely when followed by punishment, so behaviour is shaped by its consequences. This makes operant conditioning directly applicable: reinforcing desired behaviour (as in token economies or shaping) is used to change behaviour deliberately.

## Key studies

IB Psychology answers must be supported by named studies. Learn these to cite as evidence:

**Watson and Rayner (1920)** — 'Little Albert', a nine-month-old, was conditioned to fear a white rat by pairing it with a loud noise, and the fear generalised to similar objects. — *Anchors CLASSICAL conditioning — a human demonstration that an emotional response can be learned by association.*

**Skinner (1948)** — Pigeons fed at fixed intervals regardless of behaviour developed idiosyncratic 'superstitious' actions, as if their behaviour had produced the food. — *Anchors OPERANT conditioning — even accidental reinforcement shapes voluntary behaviour, the principle behind behaviour-change applications.*

## Evaluation (AO3)

**Strength — testable mechanism with real applications** — Both forms can be demonstrated experimentally, and the operant principle underpins concrete behaviour-change tools (token economies, shaping) that work in classrooms and clinics.

**Limitation — ignores cognition** — Pure conditioning treats the learner as passive; latent-learning evidence (Tolman's rats forming a cognitive map without reinforcement) shows learning can happen without a reward, so consequences are not the whole story.

## Scope

> **note**
>
> Conditioning as a route to learning, plus the operant behaviour-change application, is the focus. The process mechanics are COG_2/COG_7; learning by observing a model (rather than by direct consequences) is social learning theory, LC_5.

## Common pitfalls

- **Wrong:** Confusing classical with operant conditioning, or treating punishment as the same as negative reinforcement.
  - Why it fails: A frequently penalised misconception in IB Psychology exams.
  - Correct: Classical = an involuntary response follows a previously neutral stimulus (association before the reflex). Operant = a voluntary behaviour changes because of its consequences. Negative reinforcement REMOVES something unpleasant to INCREASE a behaviour; punishment DECREASES a behaviour — they are opposites.

---

From [OwlsPrep](https://www.owlsprep.com) — free study guides for A-Level, IB, AP and IGCSE, written against the official syllabus. Canonical page: https://www.owlsprep.com/study/ib-psychology-lc-conditioning-as-learning-behaviour-change/