Hello, I am looking for someone to write an article on Operant Conditioning, Classical Conditioning and Cognitive learning theories. It needs to be at least 1250 words.

Hello, I am looking for someone to write an article on Operant Conditioning, Classical Conditioning and Cognitive learning theories. It needs to be at least 1250 words. Operant Conditioning, Classical Conditioning and Cognitive learning theories

Her mother soothes her with candy each time, so she will stop crying and be calm again. It works, but she is concerned whether this is good parenting practice. I will consider how learning took place and how to redirect it as necessary. Discussion B. F. Skinner‘s theory of Operant Conditioning indicates that when a stimulus in the environment is encountered by an individual (organism), and met by a response, a change in behavior, learning, occurs. A reinforcer makes the desired response stronger. A negative reinforcer is any stimulus that, when taken away, increases response frequency. Schedules of reinforcement are strategies of timing and frequency, and the suitability of various timing strategies (Heffner, 2001). Natasha encountered a stimulus, the sirens and noisy activity of the fire rescue team. She responded to this stimulus by feeling afraid and confused, a stimulus response. When she hears a siren, she exhibits a change in behavior, feeling afraid and confused, and she cries. She has learned to respond to a siren by crying. Robyn, immediately gives a lollipop. The lollipop is sweet and pleasant and involves sucking, a strong and primal positive reinforcer. Each time she repeats the change in behavior, crying in response to a siren, this behavior is reinforced by the lollipop, the naturally calming reinforcer. There is no motivation to change her behavior. In the original scenario, Natasha was upset. No doubt her mother was also upset, afraid and embarrassed by all the excitement. She responded to this stimulus (the emotional arousal to the fire) by reaching for external help to calm the situation. When Natasha hears the siren and responds, her sympathetic mother experiences a lack of calm. She reaches for external assistance, a lollipop for Natasha. Calm is restored. Robyn learns the behavior of giving a lollipop in response to Natasha’s lack of calm. Robyn’s behavior is negatively reinforced, in that when Natasha’s crying behavior is withdrawn, this reinforces Robyn giving a lollipop every time (increasing frequency). To break the cycle, Robyn can explain to Natasha that a gold star will be placed on a chart, for each midday siren toward which Natasha responds calmly. When she collects 6 gold stars, she will be given a lollipop to reward bravery. The gold stars and lollipop act as continuous fixed interval reinforcement to a new response, behaving calmly. The new response, reinforced, becomes learning. Robyn loses the negative reinforcement of Natasha’s ceased crying because Natasha no longer uses crying to secure a lollipop and emotional calm. Classical Conditioning Theory contributes to our analysis by explaining how individuals develop responses to stimuli that are learned and not naturally-occurring (Heffner, 2001). Although it was a natural response for Natasha to become frightened in response to the kitchen fire and rescue episode, fear and crying are not natural responses to hearing a midday siren. Crying was an unconditioned response, originally, to an unconditioned stimulus. She did not originally have this response to the midday siren (a neutral stimulus). But the midday siren became paired with the fire trucks and dramatic rescue, and so it came to represent it, generalized to trigger anticipation of drama. The midday siren is now a conditioned stimulus (Heffner, 2001) because Natasha has changed her behavior, due to a learned association.