1. 1 Human Behavior and the Social Environment: Theories for Social Work Practice Bruce A. Thyer, Catherine N. Dulmus, and Karen M. Sowers, Editors Chapter 2 Respondent Learning Theory by Bruce A. Thyer Respondent learning theory covers the phenomena of what has traditionally been called “reflexive behavior.” Reflexive learning, while sometimes seemingly simple, is ubiquitous in our daily lives, not only since birth, but before birth! Even human fetuses have the ability to develop conditioned reactions to sounds and vibrations originating outside the womb. Respondent learning is a fundamental learning process shared by all human beings, across all cultures and groups of people. It is a comprehensive theory that covers a surprising array of human behavior, and is often involved in many other more complicated learning processes.

2. 2 Human Behavior and the Social Environment: Theories for Social Work Practice Bruce A. Thyer, Catherine N. Dulmus, and Karen M. Sowers, Editors Chapter 2 – Respondent Learning Theory The phenomenon known as respondent learning has been identified for many hundreds of years, but was first formally investigated by scientists in the late 1800’s and early 1900s. Ivan Pavlov, a Russian physiologist, received the Nobel Prize for his systematic studies of reflexive behavior in individual animals like dogs. The American psychologist John B. Watson incorporated principles of respondent learning into his early version of behaviorism. In the early part of the 20th century, psychologists, social workers and others were applying principles of respondent learning theory into their work with clients. Bruno’s (1934) classic textbook, The Theory of Social Work, had some favorable appraisals of behavioral methods based on respondent learning theory.

3. 3 Human Behavior and the Social Environment: Theories for Social Work Practice Bruce A. Thyer, Catherine N. Dulmus, and Karen M. Sowers, Editors Chapter 2 – Respondent Learning Theory Fundamental Concepts in Respondent Learning Theory Unconditioned Stimuli (UCS)-Environmental events that our bodies naturally react to, without prior learning. A puff of air or a loud noise cause us to blink. Lemon juice makes us salivate. Bright lights cause our pupils to contract. These are all examples of unlearned stimuli that cause simple behavioral responses. Unconditioned Response (UCR)-The unlearned simple behaviors automatically evoked by a UCS. Conditioned Stimuli (CS)-Neutral events that occur immediately before our exposure to a UCS. After one or more such pairings, these neutral events can come to elicit the same reaction as does the UCS they have been paired with. At this point the neutral event has become a CS. Conditioned Response (CR)– Conditioned Response (CR)–Responses to CSs. A CR looks very similar, and can be identical to, the UCR originally evoked by a UCS.

4. 4 Human Behavior and the Social Environment: Theories for Social Work Practice Bruce A. Thyer, Catherine N. Dulmus, and Karen M. Sowers, Editors Chapter 2 – Respondent Learning Theory Fundamental Concepts in Respondent Learning Theory Respondent Extinction–This occurs when a CS is repeatedly experienced by the person, without the subsequent presentation of the previously associated UCS. Eventually the CR diminishes and stops. Vicarious Conditioning–This may occur by observing someone else experience a CR to a given CS, and having the observer themselves come to display a CR to the same CS, even though the observer never personally experienced the UCS–CS pairing. Spontaneous Recovery–Sometimes after respondent extinction occurs, when the previous CS is presented again, a diminished CR recurs. Respondent Discrimination–If a CS is paired with a UCS under specific conditions only, the CR will be evoked, but only under those specific conditions, and not under other conditions. Sensitization–This occurs when the stimuli associated with a specific CS themselves come to evoke a CR.

5. 5 Human Behavior and the Social Environment: Theories for Social Work Practice Bruce A. Thyer, Catherine N. Dulmus, and Karen M. Sowers, Editors Chapter 2 – Respondent Learning Theory Questions for Class 1.You have a very mean professor (in a non--social work class, obviously). Repeatedly in class you observe your professor’s gaze to cross the room, make eye contact with a classmate, and ask that classmate a question. Often, when your classmate cannot provide a satisfactory answer, the professor makes sarcastic and humiliating remarks, causing your classmate to blush with shame and embarrassment. One day in class, for the first time, the professor looks directly at you and asks you a difficult question. You cannot answer adequately. Before the professor can say anything, you blush in shame and feel anxious. Try and identify the CS and CR involved in the above example. Explain how this may represent vicarious conditioning. 2.In class, come up with personal examples of how respondent learning affects you. Try and identify the UCS, UCR, CS, and CR. Identify any other respondent processes that may be at work in your example.