Theories of learning compared: WACE Year 12 Psychology Unit 3
“Theories of learning: classical conditioning, operant conditioning and social learning theory (Bandura, 1977), and the designated studies Pavlov (1902), Watson and Rayner (1920), Thorndike (1898), Skinner (1948) and Bandura, Ross and Ross (1961)”
The Year 12 syllabus names three theories of learning. Classical conditioning explains involuntary responses learned by association (Pavlov, 1902; Watson and Rayner, 1920). Operant conditioning explains voluntary behaviour shaped by its consequences (Thorndike, 1898; Skinner, 1948). Social learning theory (Bandura, 1977) explains learning by observing models, and adds cognitive processes (Bandura, Ross and Ross, 1961). Each designated study must be known for its aim, method, key findings, contribution and limitations.
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What this dot point is asking
This page is the overview of the learning half of Unit 3. It sets out how the three theories differ and lists what SCSA expects you to know about each designated study. The detail for each theory is on its own page: classical conditioning, operant conditioning, observational learning and behaviour modification.
What SCSA expects for studies and theorists
The syllabus says that for each designated study you should know:
- the aim of the study;
- the method used;
- the key findings;
- the contribution of the study to psychology;
- criticisms or limitations (for example of the findings, method or ethics).
For the named theorist in Unit 3 (Bandura), you should know the features of the theory, its strengths and limitations, and how to apply it to a real-world context.
Five are on learning: Pavlov's dogs (Pavlov, 1902); the Little Albert experiment (Watson and Rayner, 1920); the law of effect (Thorndike, 1898); the Skinner box (Skinner, 1948); and the Bobo doll experiment (Bandura, Ross and Ross, 1961). The sixth is on memory: Craik and Tulving (1975), on levels of processing.
The three theories side by side
| Classical conditioning | Operant conditioning | Social learning theory | |
|---|---|---|---|
| How learning happens | Association between two stimuli | Consequences that follow a behaviour | Observing a model and the consequences the model receives |
| Role of the learner | Passive | Active | Active, and thinking |
| Type of behaviour | Involuntary, reflexive (fear, salivation) | Voluntary | Voluntary, often complex and social |
| Key terms | NS, UCS, UCR, CS, CR; generalisation, discrimination, extinction, spontaneous recovery | Antecedent, behaviour, consequence; positive and negative reinforcement and punishment; schedules of reinforcement | Attention, retention, reproduction, motivation, reinforcement; modelling; vicarious reinforcement |
| Designated studies | Pavlov (1902); Watson and Rayner (1920) | Thorndike (1898); Skinner (1948) | Bandura, Ross and Ross (1961) |
| Application | Systematic desensitisation | Token economies | Positive role models, modelling in therapy |
Behaviourist and cognitive explanations
Classical and operant conditioning are behaviourist theories: they explain learning only through observable stimuli, responses and consequences that the learner experiences directly. Social learning theory keeps the role of reinforcement but adds cognitive processes, because a behaviour can be learned simply by watching, stored as a mental representation and performed later, or not at all, depending on what the learner expects to happen.
A Year 7 student and the school canteen
- Classical conditioning
- The smell of the canteen (NS) is repeatedly paired with hot chips (UCS), which cause salivation (UCR). Soon the smell alone (CS) triggers salivation (CR).
- Operant conditioning
- The student gets a free drink (positive reinforcement) each time they bring a reusable cup, so bringing the cup increases.
- Social learning theory
- The student watches an older student they admire (a model) order the lunch special and be praised by the canteen staff. They attend, retain, can reproduce the order, and are motivated by the vicarious reinforcement, so they order the special the next day.
Marker's note: in comparison questions, use the same example across the theories so the differences are obvious.
- Putting the wrong study under a theory
- Thorndike and Skinner are operant conditioning; Pavlov and Watson and Rayner are classical conditioning.
- Leaving out the fifth process
- The syllabus lists five processes of observational learning: attention, retention, reproduction, motivation and reinforcement.
- Describing a study without its contribution or limitation
- Every designated study can be asked about in five ways, so revise all five.
For each of the six Unit 3 studies, write one card with five headings: aim, method, findings, contribution, limitation. Test yourself by covering the card and writing it out in five minutes.
Exam-style questions
Questions in the style of SCSA exam questions on this dot point, each with a worked answer. They are written by ExamExplained unless tagged "Past paper"; the year shows the paper a question is modelled on.
Original9 marksCompare classical conditioning, operant conditioning and social learning theory. In your answer, refer to the role of the learner, the type of behaviour learned and one designated study for each theory.Show worked answer →
A 9 mark response needs, for each of the three theories, the role of the learner (1 mark), the type of behaviour (1 mark) and an accurate designated study (1 mark).
- Classical conditioning
- The learner is passive: an association forms between a neutral stimulus and an unconditioned stimulus. It explains involuntary, reflexive responses such as salivation or fear. Study: Pavlov (1902), where dogs came to salivate to a neutral stimulus paired with food; or Watson and Rayner (1920), where Little Albert learned to fear a white rat paired with a loud noise.
- Operant conditioning
- The learner is active: behaviour is shaped by its consequences (reinforcement and punishment). It explains voluntary behaviour. Study: Thorndike (1898), where cats escaped a puzzle box faster over trials (law of effect); or Skinner (1948), where pigeons in a Skinner box repeated whatever they happened to be doing when food arrived.
- Social learning theory
- The learner is active and cognitive: behaviour is learned by observing a model, through attention, retention, reproduction, motivation and reinforcement, including vicarious reinforcement. It explains complex social behaviour. Study: Bandura, Ross and Ross (1961), where children who watched an aggressive adult model imitated specific aggressive acts towards a Bobo doll.
Marker's note: a table can earn full marks if each cell is accurate and the comparison is explicit.
Original4 marksExplain why social learning theory is described as including cognitive processes, whereas classical and operant conditioning are described as behaviourist.Show worked answer →
A 4 mark response needs the behaviourist view (2 marks) and the cognitive element of social learning theory (2 marks).
Behaviourist theories. Classical and operant conditioning explain learning in terms of observable stimuli, responses and consequences. They do not need to refer to thinking: learning is a change in behaviour caused by associations or consequences the learner experiences directly.
Social learning theory. Bandura (1977) proposed that learning also depends on mental processes. The learner must attend to the model, retain a mental representation of the behaviour, and decide whether to reproduce it based on expected consequences. Because learning can occur without the learner performing the behaviour or being reinforced directly, internal cognitive processes must be involved.
Practise this
Sources & how we know this
- Psychology ATAR course Year 12 syllabus (effective from 1 January 2024) — School Curriculum and Standards Authority (SCSA)
- Psychology ATAR course: syllabus and support materials — SCSA
- Past ATAR course examinations — SCSA