e reinforcement for the behaviour.
             There are a number of similarities between these two theories on learning such as the process of extinction, spontaneous recovery, stimulus generalisation, discrimination and higher order condition or secondary reinforcement.
             The process of extinction can occur in both operant and classical conditioning, whereby the behaviour will fade away if not reinforced. With classical conditioning, if the conditioned stimulus is introduced repeatedly but in the absence of the unconditioned stimulus, then the conditioned response will weaken and eventually become extinct. As with operant conditioning, if the reinforcement is not carried out, the responses associated with it will extinguish.
             Although the behaviour becomes extinct, research illustrates that is not necessarily completely forgotten, for responses sometimes reappear after extinction. This process is referred to as spontaneous recovery. Take for example Pavlov's dog, where in the absence of the bell the response of salivation will become extinct. Later, only one or two rings of the bell paired with the food will evoke the previously learned response to salivate. Wingfield suggests, "Relearning after extinction can be accomplished at a more rapid rate than was initially required." Re-extinction however, will occur of the response is again not strengthened.
             Classical and operant conditioning are also similar in that both incorporate the process of stimul
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