Behaviorism Chapter 2

Chapter 2: Contributions of Behaviorist Theories to Teaching and Learning

• This chapter explores the contributions of behaviorist theories to teaching and learning.
• Learning objectives include defining behaviorism, explaining different perspectives on behaviorism, outlining learning strategies aligned with various behaviorist proponents, differentiating between different learning theories of behaviorism, and understanding why teachers should be aware of learning styles and diverse teaching approaches.

Behaviorism

• The focus of study is observable behavior.
• The method is objective observation.
• Theoretical explanations are used to analyze a phenomenon until its most basic components are understood.
• Results should be predictable, and both teacher and learner should be able to control the predicted results.

Conditioning Reflex (Pavlov)

• Key Concepts:
  • Generalization: After learning a conditioned stimulus, the animal responds similarly to other similar stimuli.
  • Reinforcement: The conditioned stimulus is periodically reinforced by the presentation of the unconditioned stimulus.
  • Extinction: When the behavior is no longer reinforced, it ceases.
  • Spontaneous Recovery: The conditioned response reappears after a period of time, even without further reinforcement.
  • Discrimination: The opposite of generalization.

Watson's Behaviorism

• Consciousness is rejected: Observable behavior is the exclusive focus of study.
• Behavior observation is the only acceptable method: for conducting research.
• No difference between human and animal learning: Behaviorism assumes that learning processes are similar in humans and animals.
• Behavior consists of connections: between stimuli and responses.
• Classical conditioning is the most important learning method: Watson emphasized the importance of classical conditioning in learning.

Thorndike's Behaviorism

• Learning occurs through trial and error, and then conditioning.
• Organisms learn in similar ways, as a result of a neural connection between stimulus and response.
• Learning is a matter of trial and error, not insight.
• Repetition and practice are not sufficient.
• Contiguity (occurring together in time) does not fully explain how connections are formed.

Skinner's Behaviorism

• Basic assumptions: All behaviors are determined by scientific laws, behavior can be predicted, and environmental factors fully determine behavior and are significant in controlling behavior
• Respondent conditioning: Teaching or retraining an organism to respond to a new stimulus by repeatedly presenting the new stimulus along with another stimulus that triggers a response is critical.
• Operant conditioning: Behavior is modified through the use of reinforcement following the desired response.
• Positive reinforcement: A positive reward strengthens behavior.
• Negative reinforcement: Strengthens behavior by removing an unpleasant stimulus.
• Punishment: Weakens or removes the response.
• Implications for education: Present learning in small, action-oriented steps. Give quick feedback on learning accuracy. Allow learners to work at their own pace.

Social Learning Theory (Bandura)

• Integrates behaviorism and Gestalt psychology.
• Behavior is learned mainly through environmental and social influences.
• Genetic factors are not considered influential in learning.
• Observational learning: Modeling or watching others and learning from it.
• Self-regulation: Learners control their own behavior based on self-evaluation.
• Three types of learning: Learning through direct experience, observational learning, and self-regulation.
• Three types of reinforcement: Direct, vicarious, and self-reinforcement.

Implications for Teaching and Education

• Teaching strategies: Breaking down information into small learning units, checking learners' work and providing timely feedback, teaching information in a contextual setting, providing repetition, enabling learners to use technology for observational learning, and providing reinforcement.
• Classroom management: Focus on reinforcement schedules, focus on desired behaviors, provide regular feedback to learners.

The Roles of the Teacher and Learner

• The Teacher's Role: Provide stimulus materials and prompts, motivate learners, keep learners participating, provide reinforcement (positive or negative).
• The Learner's Role: Respond to stimuli, experience behavior change, become aware of the learned behavior, and recognize rewards.

Summary

• Key theorists discussed in this chapter include Ivan Pavlov, John B. Watson, Edward Lee Thorndike, Burrhus Frederic Skinner, and Albert Bandura.
• Common to these theories is the belief that learning is a process of reinforcement and reward, with desired responses evident when a learner's behavior changes.
• Information is perceived via prompts from a teacher and then learners respond; this view of learning is considered simplified.
• Many principles of behaviorism can be implemented in the classroom.

Chapter 2 delves into the contributions of behaviorist theories to teaching and learning. It highlights various perspectives on behaviorism, discusses learning strategies aligned with behaviorist proponents, and underscores the importance of understanding diverse teaching approaches. Teachers can gain valuable insights into how observable behavior can shape educational practices.