Behavioral learning Theories

THEORIES
THEORIES
Behavioral
THEORIES
THEORIES
Learning
THEORIES Theories
THEORIES Prepared by: Ms. Jenny Ann B. Prestosa
 GOAL
GOAL
OBJECTIVES GOAL
At the end of the discussion, the learners are expected to: GOA

A. analyze learning theories under behaviorism;

discuss the different phenomena of learning
B.
under behaviorism; and
cite applications of behaviorism theories to
C.
teaching.
 Behaviorism is concerned THEOR
THEOR S
IE
IE
THEOR S
with the behavioral changes IES

Behavioral and the role of the

learning
B e h a v i o r a environment in these
l
learning
B e h a v i o r a l changes.
learning (Dastpak et. Al 2017)

FACILITATING LEARNER-CENTERED TEACHING

 PAVLOVIA
BEHAVIORAL LEARNING THEORIES

N
CONDITION
ING
CLASSICAL CONDITIONING
ASSOCIATION THEORY
Ivan Petrovich Pavlov (1849-1936)
A Russian physiologist
He won the Nobel Prize for his outstanding
studies on the Physiology
of digestion.
He discovered the Classical
Conditioning ,also known as
Association Theory.
• Unconditional
• Conditional
• Neutral
 1. Extinction
diminishing intensity and effect
Discrimination of CR, unlearning

2. Spontaneous Recovery
recovery after extinction,
Other relearning
Extinction Phenomena Spontaneous
recovery
in Pavlovian 3. Generalization
Conditioning elicits similar CR (when it hears
a faster or slower beat of the
buzzer), generalizing
Generalization
4. Discrimination
when subject reacts differently
to other stimuli
 WATSONI
BEHAVIORAL LEARNING THEORIES

AN
CONDITION
ING
“Little Albert”
John Broadus Watson (1878-1958)
An American psychologist
Through his behaviorist approach, he
conducted the controversial "Little
Albert“.
Humans are born with emotional
responses such as love, fear and hate.
Watson and
Rayner
interpreted the
reactions of Albert
Barger, the nine
month old baby
as evidence of
fear conditioning.
 THORNDI
BEHAVIORAL LEARNING THEORIES

KE’S
CONNECTIO
NISM
THEORY OF CONNECTIONISM
Edward L. Thorndike (1874-1949)
 An American psychologist who focused
on education.
 He used an experimental approach in
measuring a student’s academic
experiences and neural impulses.
 Learning often occurs trial and error
(selecting and connecting).
Laws of Learning
1. Laws of Exercise
2. Laws of Effects
3. Laws of Readiness
Other Laws of Learning
4. Law of Primacy
5. Law of Intensity
6. Law of Recency
 LAW OF EXERCISES
Laws of Use
Frequent When a
recurring of the response is not
response to a made to a
stimulus stimulus, the

Laws of Disuse
Laws of Exercise

strengthens connection’s
their strength is
connection. weakened or
even forgotten.
Bonds between stimuli and responses are strengthened through being exercised
frequently, recently and vigorously.
 LAW OF EFFECTS
STATES OF AFFAIRS

SATIS ANNO
S-R CONNECTION FYING YING S-R CONNECTION
IS IS
STRENGTHENED WEAKENED

critical to learning
LAW OF READINESS

To do is Not to do is
rewarding punishing
 LAW OF PRIMACY
 First thing learned has the strongest
S-R bond and is almost inerasable,
because relearning is confusing.
Teacher must:
 Correct misconceptions
 Detect misunderstandings
 Fossilization- In English language teaching,
it means recurring mistake among learners.
 LAW OF INTENSITY
 Thorndike believed that exciting, immediate,
or even dramatic learning within the real
context of the students would tremendously
facilitate learning.
 Exposing the students in real-world
applications of the skills and concepts makes
them most likely to remember the
experience.
 LAW OF RECENCY
 The concepts or skills most recently learned are
last forgotten.

 Principle of Associative Shifting

 Generalization
Matching Type:

COLUMN A COLUMN B
1. Mara enjoyed baking cookies, she said that she A. Law of Recency
will try the same recipe given by her teacher to
share it with her siblings. B. Law of Exercise
2. Teacher should ensure that students are free
from any anxieties before they are engaged in the C. Law of Primacy
learning process.
3. Teacher JC leads his class to a short revisit of the D. Generalization
salient concepts tackled yesterday before the
E. Law of Intensity
continuation of the lesson for the day.
4. Teacher X provides the short, unrecorded drills at
F. Principle of Associative
the middle of his class. Shifting
5. Teacher Joy makes use of student-centered
activities to detect misconceptions to ensure that G. Law of Readiness
her students had grasped the concepts correctly.
 SKINNE
BEHAVIORAL LEARNING THEORIES

RS
OPERANT
CONDITIONING
Reinforcement and
punishment
Burrhus Frederic Skinner (1904-1990)
 American psychologist, behaviorist,
inventor, and social philosopher.
 He postulated the Operant
Conditioning, sometimes called
Instrumental conditioning or Skinnerian
conditioning.
 Dichotomized into rewards and
punishment
SKINNER’S BOX
Reinforcement
 something that strengthens the
behavior.

reinforcer
shaping
s
 Positive Negative
Reinforcement Reinforcement
Taking away an unpleasant
Addition of a
consequence to cause the
pleasant stimuli.
pleasant behavior to happen again.

Repeat pleasant
behavior to gain remove aversive, before
reward giving reward
Punishment
 main aim is to weaken the response
Positive Negative
Punishment Punishment
Addition of an Removal of rewarding
unpleasant stimulus to stimulus to decrease the
decrease the behavior behavior

Max, a grade 6 pupil, had been Jennie, a grade 3 pupil, is always noisy in a
neglecting his Math assignment, group activity. Her teacher calls her attention
her parents assigned him to wash and warns her that she could not participate
the dishes after dinner. in the subsequent fun activity if she
continues to behave noisily.
Neo-Behaviorism: Tolman and Bandura

A sub-branch that came out to fill in the

gap between behaviorism and cognitive
learning beliefs. Both were linked by
describing that an objective is important
for certain behavior.
BEHAVIORAL LEARNING THEORIES
TOLMA
N’S
PURPOSIVE
BEHAVIORISM
Edward Tolman (1886-1959)
 American psychologist
 Purposive Learning- all behavior is
directed because of a purpose.
“Mental processes
Intervening
are to be identified variables
Observable
behaviors
in terms of the
behaviors to which they lead.”
2 groups of rat were put in mazes First group of rats was fed
for 17 days. (rewarded) every time
they found their way out.

Second group of rats did

not receive any food (non-
reinforced) from days 1 to
10 even if they have seen
the end point.

Question: What do you

think the second group of
rats will do on the 11th
day?
2 groups of rat were put in mazes First group of rats was fed
for 17 days. (rewarded) every time they
found their way out.

Second group of rats did not

receive any food (non-
reinforced) from days 1 to 10
even if they have seen the end
point.

Answer:
From day 11 onward, they were
motivated to perform and look
for the end points faster than the
first group to find food because
they were hungry.
 LATENT LEARNING

Tolman concluded - a form of learning that

that an organism occurs without any
performs a visible reinforcement of
behavior because the behavior or
it has a purpose or associations that are
a goal. learned.
 BANDUR
BEHAVIORAL LEARNING THEORIES

A’S
SOCIAL LEARNING
THEORY