How do we develop certain likes and dislikes
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Answer:
These traits are out of one's control. These traits start shaping your mind from the sensorimotor stage of development (0-2 years) and then you develop an autonomous response to them. Same thing goes for the likes/dislikes in music, art, personality and interest in a particular educational subject.
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It has been known for more than 80 years that likes and dislikes also arise as a result of respondent conditioning (Keller & Schoenfeld, 1950; Staats & Staats, 1958; Watson & Rayner, 1920). The emotional responses which are affected by respondent conditioning include both the positive emotional reactions (such as elation) and the negative emotional reactions (such as anxiety) which we experience, without thinking, as we interact with the world around us. All emotional responses are respondents. The stimulus situations which elicit positive emotional reactions are commonly referred to as situations which we like and the stimulus situations which elicit negative emotional reactions are commonly referred to as situations which we dislike (or fear or hate).
At any particular point in the life of the learner, there are some stimulus events which elicit positive and negative emotional responses in the learner and other stimulus events which elicit no emotional response in the learner. Stimulus events which already elicit an emotional response in the learner are referred to as unconditioned eliciting stimuli for that emotional response. As a result of experimental analyses of respondent conditioning we now know that stimulus events which initially elicit no emotional reaction in the learner can acquire the power to do so if they regularly occur in association with stimulus events which do already elicit an emotional reaction (Watson & Rayner, 1920). In technical terms we say that neutral stimuli which occur in association with unconditioned eliciting stimuli acquire the emotion-eliciting properties of the unconditioned eliciting stimulus (Baldwin & Baldwin, 1986).
The respondent conditioning process explains how it is that likes and dislikes develop. Stimulus events which regularly occur in association with those events which already elicit positive emotional reactions (good feelings) will also acquire the power to elicit positive emotional reactions. New stimuli can acquire the power to elicit negative emotional reactions (bad feelings) in exactly the same manner. There is one class of events which reliably elicits good feelings and that is the class of events known as reinforcing events (reinforcers). Everyone is attracted to the events which function as reinforcers for them. Extending the analysis, we can see that stimuli which reliably occur in association with reinforcement will tend to become conditioned eliciting stimuli for good feelings (that is, they will come to be liked).
There is also a class of events which reliably elicit bad feelings and that is the class of events which we refer to as aversive events (punishers). Everyone tries to avoid the events which function as aversive events (punishers) for them. Stimulus events which reliably occur in association with punishment tend to become conditioned eliciting stimulus for bad feelings (such as embarrassment, anxiety, or fear). They also become stimulus events which we come to dislike.
In short, likes and dislikes are the result of histories of positive and negative experiences. It is this history of experiences which operates to determine the degree of liking (or disliking) which the student has for different types of learning tasks for different subject matter content, for teachers, and for school in general.
The way in which school experiences shape the child’s likes and dislikes for school type activities is essential knowledge for all teachers and teacher educators. Children arrive at school with an interest in almost all learning activities. Some experience a series of educational environments and experiences in which this interest is fostered and developed with the result that the child develops a lifelong interest in learning. Other children experience a series of educational environments and experiences in which interest (that is, a liking for) is gradually eroded. A loss of interest in science or maths or reading can have disastrous consequences for the child. As children proceed through the school system, they are expected to take an increasing amount of responsibility for their own learning and to engage in increasing amounts of self-directed study and self-directed practice. If the learner loses interest in classroom activities, this self-directed learning may not develop. As the student falls further and further behind, they may develop an increasing dislike for school in general - seeking only to escape from school as soon as it becomes possible to do so. The consequences of developing a dislike for school have been described by Margaret Clifford: