Behaviourist Approach

Assumptions

Concerned only with behaviours that can be observed and measured.

The approach proposes that all behaviour can be learned through classical conditioning and operant conditioning.

Classical Conditioning

This is learning through association. It involves an unconditional stimulus (USC) which is a stimulus which automatically produces a certain response, referred to as the unconditional response (UCR).

If the UCS is repeatedly paired with a neutral stimulus (NS, a stimulus which initially does not produce any specific response), the NS will eventually take on the properties of the UCS to produce the same response.

Once this has occurred, the NS is referred to as the conditioned stimulus (CS) and the response it produces is the conditioned response (CR).

Pavlov’s Research

Classical conditioning was first researched by Pavlov; the research was conducted on dogs.

UCS=food, UCR=salivation, NS=bell

Food+ Bell, CS=bell, CR=salivation

Pavlov noticed that unlike the UCR, the CR does not become permanently established as a response.

After a few presentations of the CS in the absence of the UCS, it loses the ability to produce the CR-this is called extinction.

Following extinction, if the CS and UCS are then paired together once again, the link between them is made much more quickly-this is called spontaneous recovery.

Operant Conditioning

This is learning through consequences.

Positive reinforcement: this occurs when behaviour produces a consequence that is satisfying or pleasant for the organism. This makes it more likely that the behaviour will be repeated. For example, if a child is praised for saying please they are more likely to say please again in the future.

Negative reinforcement: this occurs when behaviour results in the removal of something unpleasant so the organism is restored to its ‘pre-aversive’ state. This makes it more likely that the behaviour will be repeated. For example, if a person exercises and this reduces feelings of stress, they are more likely to exercise again in the future.

Punishment: this occurs when behaviour produces a negative consequence. This makes it less likely that the behaviour will occur again. For example, if a student is given detention for talking in lesson, they are less likely to talk in lesson again.