the early part of the 20th century (Scales, 2008, p.58)

Behaviourism is concerned with observable changes in behaviour which can be scientifically measured. This perspective is a comparative approach which suggests human learning is by association and in response to external stimuli. Pavlov (1848 – 1936) found that paring the sound of a bell with a dog’s salvation (in response to food) created a conditioned response whereby the dogs would eventually salivate on the ringing of a bell alone. This neutral stimulus (ringing of a bell) became associated with the unconditioned stimulus (food) and became the conditioned stimulus creating a conditioned response (salvation) (Avis, Fisher, & Thompson, 2014, p.88). This type of learning became known as classical conditioning as it was the first of its kind. Another type of learning within the behaviourist perspective is Operant conditioning, first conceptualised by Bernard Skinner (1904-1990) Skinner’s experiments showed that animals could be trained to complete increasingly complex tasks with reward and punishment. For example, within the Skinner box he trained animals to press a lever through trial and error using food pellets as a reward. (Scales, 2008, p.60). This is known as positive reinforcement as the animal’s behaviour is being strengthened by a positive reward. Similarly, his experiments with rats demonstrated what is known as negative reinforcement by repeatedly switching on a low volt of electricity through the rat until it pressed the correct lever to turn off the voltage. This therefore, strengthened the animal’s behaviour in a negative way as the rat had learnt to quickly press the lever to turn off the negative stimulus. A key difference between classical and operant conditioning is that the former is based on automatic unconscious responses to external stimulus e.g. the quickening beating of your heart if you were suddenly frightened by something. Operant conditioning is based on behavioural responses whic