Editing Learning theory (education) (section)

====Learning and conditioning====
The three main types of conditioning and learning:
* [[Classical conditioning]], where the behavior becomes a reflex response to an antecedent stimulus.
* [[Operant conditioning]], where antecedent stimuli results from the consequences that follow the behavior through a reward (reinforcement) or a punishment.
* [[Social learning theory]], where an observation of behavior is followed by modeling.

[[Ivan Pavlov]] discovered classical conditioning. He observed that if dogs come to associate the delivery of food with a white lab coat or the ringing of a bell, they produce saliva, even when there is no sight or smell of food. Classical conditioning considers this form of learning the same, whether in dogs or in humans.<ref>{{cite book|last=Myers, David G.|author-link=Myers, David G.|title=Exploring Psychology|year=2008|publisher=Worth|location=New York, New York|page=223}}</ref> [[Operant conditioning]] reinforces this behavior with a reward or a punishment. A reward increases the likelihood of the behavior recurring, a punishment decreases its likelihood.<ref>{{cite book|last=Myers|first=David G.|title=Exploring Psychology|year=2008|publisher=Worth|location=New York, New York|page=222}}</ref> Social learning theory observes behavior and is followed with modeling.

These three learning theories form the basis of [[applied behavior analysis]], the application of behavior analysis, which uses analyzed antecedents, [[functional analysis]], replacement behavior strategies, and often data collection and reinforcement to change behavior. The old practice was called behavior modification, which only used ''assumed'' antecedents and consequences to change behavior without acknowledging the conceptual analysis; analyzing the function of behavior and teaching of new behaviors that would serve the same function was never relevant in behavior modification.

Behaviorists view the learning process as a change in behavior, and arrange the environment to elicit desired responses through such devices as behavioral objectives, [[Competency-based learning]], and skill development and training.<ref name="Smith 1999">{{cite web|last=Smith|first=M.K.|title=Learning Theory, the encyclopedia of informal education|url=http://www.infed.org/biblio/b-learn.htm|publisher=the encyclopedia of informal education|access-date=6 July 2011}}</ref> Educational approaches such as Early Intensive Behavioral Intervention, [[curriculum-based measurement]], and [[direct instruction]] have emerged from this model.<ref>Kim, T and Axelrod, S. (2005): "Direct Instruction: An Educators' Guide and a Plea for Action" - ''The Behavior Analyst Today'', 6.(2), p. 111</ref>