The theory of behaviorism

focuses on the study of

observable and measurable
behavior .
 CONNECTIONIS
M
Thorndike

CLASSICAL OPERANT
CONDITIONING CONDITIONING
Pavlov & Watson Skinner

BEHAVIORISM
CLASSICAL
Conditioni
ng(1902) started
Pavlov
from the idea that
there are some
things that a dog
does not need to
learn.
 CLASSICAL
Conditioni
Pavlov’s Findings

ng
Once the dog has learned to
salivate at the sound of the
bell, it will salivate at other
similar sound.

STIMULUS
GENERATION
 CLASSICAL
Conditioni
Pavlov’s Findings

bell
ng
If you stop pairing the
with food,
salivation will
eventually cease in
response to the bell.

EXTINCTION
 CLASSICAL
Conditioni
Pavlov’s Findings

ng
Extinguished response can be
recovered after an elapsed time, but
will soon extinguish again if the dog is
not presented the food.

SPONTANEOUS
RECOVERY
 CLASSICAL
Conditioni
Pavlov’s Findings

ng
The dog can learn to discriminate
between familiar bells and discern which
bell would result in the presentation of
food and which would not.

DISCRIMINATION
 CLASSICAL
Conditioni
Pavlov’s Findings

ng
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
HIGHER bell is rung. Eventually the dog will
salivate at the flash of the light without the
ORDER sound of the bell.

CONDITIONING
 CLASSICAL
Conditioni
John Watson described how
humans learn
ngand how
behavior can be influenced by
controlling the stimulus in the
environment. His famous
experiment with "Little Abert"
(YouTube) was a demonstration
of how human behavior can be
conditioned.
 CLASSICAL
Conditioni
ng
Watson viewed all behavior
as learned, and urged
parents to teach "correct"
behavior to their children.
CLASSICAL
Conditioni
in the CLASSROOM
ng
Teachers can use
classical conditioning
to quiet down the
students
 CLASSICAL
Conditioni
in the CLASSROOM
ng
First day of class, students walk into class
and teacher sits at desk
Teacher goes towards board when ready
to teach and children quiet down
Second day of class, students are
chatty when the teacher goes to the
board. Teacher asks to be quiet.
Third day of class, students are
automatically quiet when the teacher
walks to the board.
.
 CLASSICAL
Conditioni
in the CLASSROOM
ng
Students will be conditioned in a
positive manner

Students will learn the

expectations of their
teachers

Students will learn the

expectations of their school
CONNECTIONISM
Theory
Learning is the result of
associations forming between
stimuli and responses. Such
associations or "habits" become
strengthened or weakened by
the nature and frequency of the
S-R pairings.
CONNECTIONISM
Theory
The paradigm for S-R
theory was trial and error
learning in which certain
responses come to
dominate others due to
rewards.
CONNECTIONISM
Theory
The hallmark of connectionism
(like all behavioral theory) was
that learning could be adequately
explained without referring to
any unobservable internal states.
 THORNDIKE’S
THEORY THREE
PRIMARY States that the more
readiness the learner
has to respond to a
LAW stimulus , the
stronger the bond
between them

States that the

more an S-R bond LAW OF
is practiced the EXCERCISE
stronger it will
become.
LAW OF
States that the connection between S-R EFFECT
is strengthened when the consequence
is positive and when the consequence
is negative it weakens
 A series of S-R
Learning requires both connections can be
practice and rewards chained together if they
(Law of effect/exercise belong to the same
action sequence. ( Law of
PRINCIPLES readiness)
DERIVED FROM
THORNDIKE’S
CONNECTIONISM

Transfer of learning Intelligence is a function

occur because of of the number of
previously encountered connection learned.
situations.
OPERANT
Conditioni
Skinner added his
ng
perspective on learning by
introducing his concept of
Operant Conditioning, with
emphasis on the power of
reinforcement in learning.
OPERANT
Conditioni
All behavior is learned and that
ng
behavior is goal directed. That
goal is basically to seek
pleasure and to avoid pain.
OPERANT
Conditioni
ng
A particular behavior increases
when the result is pleasurable; and
the behavior will tend to decrease
when the result is painful or
unpleasant. A pleasant outcome
refers to a reinforcement, and a
unpleasant outcome refers to a
punishment.
OPERANT
Conditioni
A pleasant outcome refers to a

ng
REINFORCEMENT, and a
unpleasant outcome refers to a
PUNISHMENT.
OPERANT
Conditioni
• Operant Chamber
ng
(“Skinner Box”)
– soundproof chamber with a bar
or key that an animal can
manipulate to obtain a food or
water reinforcer
– contains a device to record
responses
 OPERANT
Conditioni
Any stimulus that is given
or added tong
increase the
response is a

POSITIVE
REINFORCEMENT
POSITIVE
REINFORCEMENT
strengthens a behavior by providing a
consequence an individual finds rewarding.
If your teacher gives you P50.00
each time you complete your
homework, you will be more
likely to repeat this behavior
in the future, thus
strengthening the behavior of
completing your homework.
 OPERANT
Conditioni
Any stimulus that is that results

ng
in the increased frequency of a
response when it is withdrawn
or removed is a

NEGATIVE
REINFORCEMENT
NEGATIVE
REINFORCEMENT
strengthens behavior because it stops or
removes an unpleasant experience.
You do not complete your
homework, you give your teacher
P50.00. You will complete your
homework to avoid paying P50.00,
thus strengthening the behavior
of completing your homework.
 OPERANT
Conditioni
A consequence intended to
ng
result in reduced response is
a

PUNISHMENT
PUNISHMENT
eliminates a response
rather than increase it.
Deducting someone’s pocket
money to punish undesirable
behavior.
PUNISHMENT
There are many problems with using
punishment, such as:
1. Punished behavior is not forgotten, it's
suppressed - behavior returns when
punishment is no longer present.
2. Causes increased aggression - shows that
aggression is a way to cope with problems.
PUNISHMENT
There are many problems with using
punishment, such as:
3. Creates fear that can generalize to
undesirable behaviors, e.g., fear of
school.
4. Does not necessarily guide toward
desired behavior - reinforcement tells
you what to do, punishment only tells
you what not to do.
 OPERANT
Conditioni
ng
Responses that are not
reinforced are not likely
repeated

EXTINCTION
NON-REINFORCEMENT
The type of reinforcement which has the
quickest rate of extinction is
CONTINUOUS
REINFORCEMENT
An animal/human is positively reinforced
every time a specific behaviour occurs

Response rate is SLOW

Extinction rate is
FAST
Behavior is reinforced only after the behavior
occurs a specified number of times.

FIXED RATIO
REINFORCEMENT
One reinforcement is given after every so many
correct responses, e.g. after every 5th response

Response rate is FAST

Extinction rate is MEDIUM
One reinforcement is given after a fixed time
interval providing at least one correct response
has been made.
FIXED INTERVAL
REINFORCEMENT
An example is being paid by
the hour.
Response rate is MEDIUM
Extinction rate is MEDIUM
Behavior is reinforced after an unpredictable
number of times.

VARIABLE RATIO
REINFORCEMENT
For examples gambling or fishing.
Response rate is FAST
Extinction rate is SLOW (very hard to
extinguish because of unpredictability)
Providing one correct response has been made,
reinforcement is given after an unpredictable amount
of time has passed,

VARIABLE INTERVAL
REINFORCEMENT
An example is a self-employed person
being paid at unpredictable times.

Response rate is FAST

Extinction rate is SLOW
 BEHAVIOR
MODIFICATION
comprises changing environmental events that
are related to a person's behavior. For
example, the reinforcement of desired
behaviors and ignoring or punishing undesired
ones.
Always reinforcing desired
behavior, for example, is
basically bribery.
 BEHAVIOR
MODIFICATION
Primary reinforcement is when a reward strengths a
behavior by itself.

Secondary reinforcement is when something

strengthens a behavior because it leads to a primary
reinforcer.
Examples include token
economy and behavior shaping
Skinner argues that the principles of operant
conditioning can be used to produce extremely
complex behaviour if rewards and punishments
are delivered in such a way as to encourage
move an organism closer and closer to the
desired behaviour each time.

BEHAVIOR
SHAPING
 TOKEN ECONOMY
A system in which targeted behaviors are
reinforced with tokens (secondary reinforcers) and
later exchanged for rewards (primary reinforcers).

Teachers also use token

economy at primary school by
giving young children stickers
to reward good behavior.
OPERANT
Conditioni
in the CLASSROOM
ng
In the conventional learning
situation operant conditioning
applies largely to ISSUES OF
CLASS and STUDENT
MANAGEMENT, rather than to
learning content. It is very
relevant to shaping skill
performance.
OPERANT
Conditioni
in the CLASSROOM
ng
A simple way to shape behavior
is to provide feedback on
learner performance, e.g.
compliments, approval,
encouragement, and
affirmation.
OPERANT
Conditioni
in the CLASSROOM
ng
A variable-ratio produces the highest
response rate for students learning a new
task, whereby initially reinforcement (e.g.
praise) occurs at frequent intervals, and
as the performance improves
reinforcement occurs less frequently, until
eventually only exceptional outcomes are
reinforced.
OPERANT
Conditioni
in the CLASSROOM
ng
If a teacher wanted to encourage students
to answer questions in class they should
praise them for every attempt. Gradually
the teacher will only praise the students
when their answer is correct, and over
time only exceptional answers will be
praised.
OPERANT
Conditioni
in the CLASSROOM
ng
Unwanted behaviors, such as
tardiness and dominating class
discussion can be extinguished
through being ignored by the
teacher (rather than being reinforced
by having attention drawn to them).