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| Term | As defined in respondent conditioning | As defined in operant conditioning |
| Extinction | Disappearance of an association between a conditioned stimulus and a conditioned response | Disappearance of the operant behavior due to lack of reinforcement |
| Generalization | Ability of stimulus similar to the conditioned stimulus to elicit the conditioned response | Tendency of behaviors similar to operant to be conditioned along with the original operant |
| Discrimination | Learning not to respond to stimuli that are similar to the originally conditioned stimulus | Learning not to emit behaviors that are similar to the originally conditioned operant |
| Schedule of Reinforcement | The pattern or frequency by which a CS is paired with the UCS during learning | The pattern or frequency by which a reinforcement is a consequence of an operant during learning |
| Cue | Not applicable | Stimulus prior to the operant that signals the availability or not of reinforcement |
In both respondent and operant conditioning, extinction refers to the disappearance of “something”. In operant conditioning, what disappears is the operant behavior because of a lack of reinforcement. A student who stops receiving gold stars or compliments for prolific reading of library books, for example, may extinguish (i.e. decrease or stop) book-reading behavior. In respondent conditioning, on the other hand, what disappears is association between the conditioned stimulus (the CS) and the conditioned response (CR). If you stop smiling at a student, then the student may extinguish her association between you and her pleasurable response to your smile, or between your classroom and the student’s pleasurable response to your smile.
In both forms of conditioning, generalization means that something “extra” gets conditioned if it is somehow similar to “something”. In operant conditioning, the extra conditioning is to behaviors similar to the original operant . If getting gold stars results in my reading more library books, then I may generalize this behavior to other similar activities, such as reading the newspaper, even if the activity is not reinforced directly. In respondent conditioning, however, the extra conditioning refers to stimuli similar to the original conditioned stimulus. If I am a student and I respond happily to my teacher’s smiles, then I may find myself responding happily to other people (like my other teachers) to some extent, even if they do not smile at me. Generalization is a lot like the concept of transfer that I discussed early in this chapter, in that it is about extending prior learning to new situations or contexts. From the perspective of operant conditioning, though, what is being extended (or “transferred” or generalized) is a behavior, not knowledge or skill.
In both forms of conditioning, discrimination means learning not to generalize. In operant conditioning, though, what is not being overgeneralized is the operant behavior. If I am a student who is being complimented (reinforced) for contributing to discussions, I must also learn to discriminate when to make verbal contributions from when not to make verbal contributions—such as when classmates or the teacher are busy with other tasks. In respondent conditioning, what are not being overgeneralized are the conditioned stimuli that elicit the conditioned response. If I, as a student, learn to associate the mere sight of a smiling teacher with my own happy, contented behavior, then I also have to learn not to associate this same happy response with similar, but slightly different sights, such as a teacher looking annoyed.
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