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Module 7: Behaviorism

• 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.

Behaviorism Overview

• 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.

Behavioristic Theory of Learning

• 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.

Key Figures in Behaviorism

• Ivan Pavlov: Classical conditioning.

• B.F. Skinner: Operant conditioning.

• John Watson: Founder of behaviorism.

Methodological Behaviorism

• Also Watsonian behaviorism.

• Focuses on observable behavior only.

• Relies on objective observation and experimentation while excluding mental processes.

Classical Conditioning (Pavlov)

• 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.

Classical Conditioning in the Classroom

• 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.

Connectionism Theory (Thorndike)

• 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.

Watson's Behaviorism Theory

• 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.

Radical Behaviorism (Skinner)

• 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.

Operant Conditioning (Skinner)

• 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.

Principles of Operant Conditioning

• Key Concepts:

  • Positive reinforcement leads to behavior recurrence.

  • Information should be presented gradually for effective reinforcement.

  • Reinforcement generalizes across similar stimuli.

Module 8: Neo-Behaviorism

Learning Outcomes:

1. Explain Tolman's purposive behaviorism.

2. Explain Bandura's social learning theory.

3. Specific teaching applications.

Purposive Behaviorism (Tolman)

• 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.

Social Learning Theory (Bandura)

• 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.

Classroom Applications

• 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."