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Learning Outcomes:
1. Explain basic principles of behaviorism.
2. Create a plan applying primary laws of learning.
3. Use rewards effectively in the learning process.

Definition: A psychological approach emphasizing observable behavior over internal mental processes.
Founder: John B. Watson (early 20th century).
Focus: Influence of the environment on behavior, observable actions, stimulus-response relationships, and conditioning principles (classical and operant).
Importance: Understanding behavior modification techniques.

Key Aspects:
- Behavior as a response to environmental stimuli.
- Learning occurs through classical conditioning (Pavlov) and operant conditioning (Skinner).
- Focus on observable and measurable behavior rather than internal processes or emotions.

Also Watsonian behaviorism.
Focuses on observable behavior only.
Relies on objective observation and experimentation while excluding mental processes.

Concept: Learning through association between two stimuli.
Example: Pavlov's dog salivating to a bell sound paired with food.
Process of Conditioning:
- Before Conditioning: Unconditioned stimulus (food) leads to unconditioned response (salivation).
- During Conditioning: Neutral stimulus (bell) paired with unconditioned stimulus results in unconditioned response.
- After Conditioning: Conditioned stimulus (bell) leads to conditioned response (salivation).
Key Terms:
- Stimulus Generalization: Responding similarly to other stimuli.
- Extinction: Loss of conditioned response when the conditioned stimulus is presented alone.
- Spontaneous Recovery: Reappearance of conditioned response after a pause.
- Discrimination: Ability to distinguish between different stimuli.
- Higher-Order Conditioning: Conditioning new stimulus by associating it with a previously conditioned stimulus.

Learning Environment:
- Importance of a conducive learning environment.
- Behavior is influenced by environmental conditions and experiences.
Principle of Contiguity:
- Events occurring together become associated.
- Positive experiences can enhance approach to learning.
Classroom Implications:
- Consistent and repetitive stimuli can condition proper behavior in students.
- Example: Clapping to quiet down students.

Theory: Learning as the result of forming associations between stimuli (S) and responses (R).
Trial-and-Error Learning: Certain responses are repeated due to rewards.
Key Principles:
- Learning requires practice and rewards.
- S-R connections can be chained if linked to the same action sequence.

Claim: Humans are born with few reflexes; all other behavior is learned through stimulus-response.
Little Albert Experiment: Conditioning fear response in a child using loud noises.
Elements of the Experiment:
- Neutral Stimulus: Rat.
- Unconditioned Stimulus: Loud noise.
- Conditioned Response: Fear of the rat.

Focus: Expanding behaviorism to include internal processes.
Important Concepts:
- Observable behavior and internal influences both play a role.
- Incorporates thoughts and emotions into behavior studies.

Definition: Learning through consequences of behavior.
Example in Education:
- Use of rewards (e.g., stickers for good behavior).
Types of Reinforcement and Punishment:
- Positive Reinforcement: Adding a pleasant stimulus to increase behaviors.
- Negative Reinforcement: Removing an unpleasant stimulus to increase behaviors.
- Positive Punishment: Adding an unpleasant stimulus to decrease behaviors.
- Negative Punishment: Removing a pleasant stimulus to decrease behaviors.

Key Concepts:
- Positive reinforcement leads to behavior recurrence.
- Information should be presented gradually for effective reinforcement.
- Reinforcement generalizes across similar stimuli.

Learning Outcomes:

Concept: Learning is a cognitive process involving goal-directed behavior.
Key Elements:
- Cognitive Maps: Mental representations of the environment.
- Latent Learning: Knowledge not immediately reflected in behavior.
- Intervening Variables: Factors that determine behavior but are not immediately observable.
Reinforcement Not Essential: Must be acknowledged but is not mandatory for learning.

Definition: Learning through observation and modeling the behaviors of others.
Key Principles:
- Learning can occur without performance change.
- Role of cognition in learning emphasized.
- Typically viewed as a bridge between behaviorist and cognitive theories.

Gestalt Principles in Classroom:
- Use visual aids and diagrams for context.
- Highlight key concepts for better understanding.
- Group related information to facilitate comprehension.
Active Learning Activities:
- Incorporate discussions and problem-solving based on real-life scenarios.
- Teamwork leveraging on the principle: "The whole is greater than the parts."