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Educ2 - Behaviorist Perspective

The document summarizes key concepts from behaviorism, including the work of Ivan Pavlov on classical conditioning, Edward Thorndike's laws of learning, John Watson's Little Albert experiment, and B.F. Skinner's operant conditioning. Classical conditioning involves learning through associations between stimuli, while operant conditioning is based on consequences for behaviors. Positive and negative reinforcement strengthen behaviors, while punishment weakens behaviors.

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611 views27 pages

Educ2 - Behaviorist Perspective

The document summarizes key concepts from behaviorism, including the work of Ivan Pavlov on classical conditioning, Edward Thorndike's laws of learning, John Watson's Little Albert experiment, and B.F. Skinner's operant conditioning. Classical conditioning involves learning through associations between stimuli, while operant conditioning is based on consequences for behaviors. Positive and negative reinforcement strengthen behaviors, while punishment weakens behaviors.

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I'M NOT DRACULA
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+

BEHAVIORIST VIEWS
OF LEARNING

Prepared by:
Angeline Gumaru
Daisy Yamongan
+ Learning Outcomes

After completing this lesson,


students should be able to:

1. explain the basic principles of


behaviorism
2. devise a framework applying the
primary laws of learning.
3. determine the appropriate rewards in
learning effectively.
Introduction to Behaviorism Theory

Behaviorism refers to a psychological


approach which emphasizes scientific and
objective methods of investigation. The
approach is only concerned with
observablestimulus-response behaviors,
and states all behaviors are learned
through interaction with the environment.
+

The Behaviorism
(Biography, Laws and
Theories)
IVAN PAVLOV
Russian physiologist who
developed the idea of
classical conditioning
(1927) using dogs.
•Pavlov was measuring
the dog's salivation in
order to study digestion.
+ Classical Conditioning
■ Explains learning of involuntary emotional
&/or physiological responses
■ Happens when two stimuli are presented at the
same time (contiguity)
■ Being kicked by a horse; associating horse with
kick; severe anxiety around horses

■Important for teachers since school can


cause unintentional learning through
classical conditioning, especially anxiety
■ Test anxiety, general school anxiety, fear,
frustration, humiliation
Pavlov's Classical Conditioning
Before Conditioning
Unconditioned
Unconditioned
Response
Stimulus

No Response
Neutral Stimulus
Pavlov's Classical Conditioning
During Conditioning

Unconditioned Stimulus Neutral Stimulus Unconditioned


Response
Pavlov's Classical Conditioning

After Conditioning

Conditioned Conditioned
Stimulus Response
+ Pavlov findings:

■ Stimulus Generalization - when we learn a response to one


stimulus then exhibit the same response to a similar stimulus. Once
the dog has learned to salivate at the sound of the bell, it will salivate
at other similar sounds.
■ Ex: Conditioned to fear math class, generalized to all school

■ Extinction - gradual disappearance of an acquired response. If you


stop pairing the bell with the food, salivation will eventually cease in
response to the bell.
■ Can happen naturally (dog stops getting meat when music is
played)
■ Or can happen through some type of therapy in case of severe
anxiety reactions
+ Pavlov findings
■ Spontaneous Recovery. Extinguished responses
can be "recovered" after an elapsed time, but willsoon
extinguish again if the dog is not presented with food.

■ Discrimination. The dog could learn to discriminate


between similar bells (stimuli) and discern whichbell would
result in the presentation of food and which would not.

■ Higher-Order Conditioning. Once the dog has


been conditioned to associate the bell with
food,another unconditioned stimulus, such as a light may
be flashed at the same time that the bell is rung.
Eventually, the dog will salivate at the flash of the light
without the sound of the bell.
+ EDWARD THORNDIKE
■Theory begins in U.S. around
1910 with E. Thorndike
■Experimented with cats and
dogs in “puzzle boxes”
■ Found they learned through trial
and error, not by observation
■ Applied this finding to humans
■Very influential in design of
U.S. schools
+ THREE (3) PRIMARY LAWS
1. Law of Effect - The law of effect states
that a connection between a stimulus and
response is strengthened when the
consequence is positive (reward) and the
connection between the stimulus and the
response is weakened when the consequence
is negative.

2. Law of Exercise - This tells us that the


more an S-R (Stimulus-Response) bond is the
practiced the stronger it will become.
+ THREE (3) PRIMARY LAWS
3. Law of Readiness. This states that
the more readiness the learner has to
respond to the stimulus,the stronger will
be the bond between them. When a
person is ready to respond to a
stimulus and is not made to respond, it
becomes annoying to the person.
JOHN B.WATSON
He was a pioneering psychologist
who played an important role in
developing behaviorism. Watson
believed that psychology should
primarily be scientific observable
behavior. He is remembered for his
research on the conditioning process,
as well as the Little Albert experiment,
in which he demonstrated that a child
could be conditioned to fear a
previously neutral stimulus. His
research also revealed that this fear
could be generalized to other similar
objects.
Experiment on Albert
Watson applied classical conditioning in
his experiment concerning Albert, a young
child and a white rat. In the beginning. Albert
was not afraid of the rat: but Watson made a
sudden loud noise each time Albert touched
the rat. Because Albert was frightened by the
loud noise, he soon became conditioned to
fear and avoid the rat. Later, the child's
response was generalized to other small
animals. Now, he was also afraid of small
animals.
+

OPERANT
CONDITIONING
+ B.F. Skinner (1904-1990)
■ American psychologist, very
influential from the 30’s – 60’s
■ Developed Operant
Conditioning (Instrumental
Conditioning)
■ Famous for the Skinner Box
used with pigeons & rats;
applied these findings to
human learning
■ is often regarded as the
founder or father of Operant
Conditioning
Operant Conditioning
■ is based upon the notion that learning is a result of change in
overt behavior. Changes in behavior are the result of an
individual's response to an event (stimus) that occurs in the
environment. A response produced consequently such as
defining a word, hitting a ball, or solving a math problem. When
a particular stimulus response (S-R) pattern is reinforced
(reward) the individual is conditioned to respond.

Reinforcement
■ is the key element in Skinner's S-R theory A reinforcer is
anything that strengthens the desired response. There is a
positive reinforcer and a negative reinforcer
Skinner’s Operant Conditioning

Positive Presence of Pleasant


Reinforcement Stimulus
Behavior
Increases
Negative
Absence of Unpleasant
Reinforcement
Stimulus

Presence of Unpleasant Behavior


Punishment Stimulus or Absence of a Decreases
Pleasant Stimulus
+ Consequences for Behaviors
■ Positive Reinforcement – You behave in a way
that results in a reward – so you are more likely to
repeat that behavior (ex: a mother who promises a
new cellphone for her son who gets good grades)
■ Negative Reinforcement – You behave in a way
that results in the removal of something unpleasant
– so you are more likely to repeat that behavior
(ex: doing a paper early)
■ In both cases, something happened that you saw as
“good” and as a result, you exhibited the behavior
more.
+ Consequences for Behaviors
■ Punishment – Consequence that follows a
behavior resulting in you exhibiting the behavior
less often in the future.
■ Punishment can involve adding something
(paying a fine, staying after school) or
removing something you like (losing recess
time, leaving your friends)
■ In both cases, adding something or removing
something, you perceive it as “bad” and as a
result, you exhibit the behavior less.
The Extinction and
Non-reinforcement
The Extinction and Non-
reinforcement
1. Shaping Behavior- an animal in a cage may
take a very long time to figure out that pressing a
level will produce food.
2. Behavioral Chaining- comes about when
series of steps are needed to be learned.
3. Reinforcement Schedules- Once the desired
behavioral response is accomplished,
reinforcement does not have to be 100% in fact,
it can be maintained more successfully through
what Skinner referred to as partial reinforcement
schedules.
The Extinction and Non-
4.reinforcement
Fixed Interval Schedule- The target response is
reinforced after a fixed amount of time has passed
since the last reinforcement.
5. Variable Interval Schedules- This is similar to
fixed interval schedules but the amount of time that
must pass between reinforcement varies.
6. Fixed Ratio Schedules- A fixed number of correct
responses must occur before reinforcement may
recur.
7. Variable Ratio Schedules- The number of correct
repetitions of the correct response for reinforcement
varies.
COMPARISON CHART

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