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Behaviorism EDM 603

This document discusses behaviorism, a learning theory that focuses on observable behaviors and reactions to environmental stimuli. It provides background on prominent behaviorists like Pavlov, Watson, and Skinner. Key concepts of behaviorism include classical conditioning, operant conditioning, and the use of rewards and punishments to shape behaviors. The theory emphasizes modeling, shaping behaviors incrementally, and using cues to modify actions. Behaviorism has impacted education through behavior modification techniques. However, it has been criticized for ignoring internal mental processes and potentially denying free will.

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Mikael Sandino Andrey
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10 views

Behaviorism EDM 603

This document discusses behaviorism, a learning theory that focuses on observable behaviors and reactions to environmental stimuli. It provides background on prominent behaviorists like Pavlov, Watson, and Skinner. Key concepts of behaviorism include classical conditioning, operant conditioning, and the use of rewards and punishments to shape behaviors. The theory emphasizes modeling, shaping behaviors incrementally, and using cues to modify actions. Behaviorism has impacted education through behavior modification techniques. However, it has been criticized for ignoring internal mental processes and potentially denying free will.

Uploaded by

Mikael Sandino Andrey
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Outline:

Behaviorism • Background and


Definition
• Educational
Implications
• Impact of the Theory
• Criticisms

Mikael Sandino T. Andrey


Discussant
Definition of
Behaviorism
• Behaviorism is primarily concerned with
observable and measurable aspects of human
behavior. In defining behavior, behaviorist
learning theories emphasize changes in
behavior that result from stimulus-response
associations made by the learner.
• Behavior is directed by stimuli.
• An individual selects one response instead of
another because of prior conditioning and
psychological drives existing at the moment of
the action (Parkay & Hass, 2000).
Background and Definition
• Prominent Movers and • Key Concepts
Advocates • Classical Conditioning
• Ivan Pavlov • Stimulus-Response
• John B. Watson • Operant Conditioning
• BF Skinner • Reward and
Punishment
• Albert Bandura • Modeling
Reward and Punishment:
Contracts, Consequences, Reinforcement, and
Extinction

• Simple contracts can be effective in


helping children focus on behavior
change.
• Consequences occur immediately after a
behavior. It may be positive or negative,
expected or unexpected, immediate or
long-term, extrinsic or intrinsic, material
or symbolic (a failing grade),
emotional/interpersonal or even
unconscious. Consequences occur after
the "target" behavior occurs, when either
positive or negative reinforcement may be
given.
Reward and Punishment:
Contracts, Consequences, Reinforcement, and
Extinction

• Negative reinforcement increases the


probability of a response that removes or
prevents an adverse condition. Many
classroom teachers mistakenly believe that
negative reinforcement is punishment
administered to suppress behavior; however,
negative reinforcement increases the
likelihood of a behavior, as does positive
reinforcement. Negative implies removing a
consequence that a student finds
unpleasant.
• Extinction decreases the probability of a
response by contingent withdrawal of a
previously reinforced stimulus.
Modeling, Shaping, and Cueing
Modeling is also known as observational learning.
Children acquire many favorable and unfavorable
responses by observing those around them.

Shaping is the process of gradually changing the quality of a


response. The desired behavior is broken down into discrete, concrete
units, or positive movements, each of which is reinforced as it
progresses towards the overall behavioral goal.

Cueing may be as simple as providing a child with a


verbal or non-verbal cue as to the appropriateness of a
behavior.
Behavior Modification: Basic
Components
Specification of the desired outcome (What must be changed and
how it will be evaluated?) One example of a desired outcome is
increased student participation in class discussions.

Development of a positive, nurturing environment (by removing negative


stimuli from the learning environment). In the above example, this would
involve a student-teacher conference with a review of the relevant material,
and calling on the student when it is evident that she knows the answer to
the question posed.

Identification and use of appropriate reinforcers (intrinsic and


extrinsic rewards). A student receives an intrinsic reinforcer by
correctly answering in the presence of peers, thus increasing self-
esteem and confidence.
Behavior Modification: Basic
Components
Reinforcement of behavior patterns develop until the student has
established a pattern of success in engaging in class discussions.

Reduction in the frequency of rewards-a gradual decrease the


amount of one-on-one review with the student before class
discussion.

Evaluation and assessment of the effectiveness of the approach based on


teacher expectations and student results. Compare the frequency of
student responses in class discussions to the amount of support provided
and determine whether the student is independently engaging in class
discussions. (Brewer, Campbell, & Petty, 2000)
Educational Implications
Impact of Theory on Education
Criticisms

Behaviorism can be critiqued as an overly deterministic


view of human behavior by ignoring the internal
psychological and mental processes; behaviorism
oversimplifies the complexity of human behavior.

Some would even argue that the strict nature of


radical behaviorism essentially defines human beings
as mechanisms without free will.
The behaviorist approach has also been
criticized for its inability to account for
learning or changes in behavior that occur
in the absence of environmental input; such
occurrences signal the presence of an
internal psychological or mental process.

Criticisms Finally, research by ethologists has


shown that the principles of
conditioning are not universal,
countering the behaviorist claim of
equipotentiality across conditioning
principles.
Thank you
We all have our own behaviors, the way they are shown are what
makes each one of us unique. Thus, educators need to see beyond
a learner’s behavior and look forward to their future that in our
hands.

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