Learning Psychologist Edward C. Tolman predicted learning to become a major focus of study in psychology during the early part of the twentieth century as behaviorism was rising to become a major discipline of thought. Today, learning remains an important concept in numerous areas of psychology, including cognitive, educational, social, and developmental psychology. In school or around the comfort of family and friends, we are always learning whether we know it or not. Psychologists suggest that learning is a relatively lasting change in behavior that is the result of experience and knowledge, be it educational or philosophical. Needless to say, we adjust the style in which we learn to the different situations in which we are learning. In the Second Edition of “Visualizing Psychology” by Dr Siri Carpenter and colleague Karen Huffman, these styles of learning or learning techniques vary in great detail and summarize in full capacity in which we, humans, learn. One form of learning is known as conditioning. Conditioning emphasizes the relationship between stimuli and responses. There are two basic forms of conditioning: classical conditioning and operant conditioning. Classical conditioning refers to a simple form of learning, which occurs through the repeated association of two or more stimuli. Learning is only said to have occurred once a particular stimulus is always producing a response which it did not previously produce. Classical conditioning involves an unconditioned stimulus and an unconditioned response, as well as a conditioned stimulus and a conditioned response. The unconditioned stimulus consistently produces a naturally occurring, automatic response. The unconditioned response is a reflexive and involuntary response, which occurs as a result of the unconditioned stimulus. The conditioned stimulus is the stimulus that is neutral at the beginning of