Behaviorism for ED 100 PDF

BEHAVIORISM FOR ED 100  Definition Proponents Pavlov Watson Thorndike Skinner Applications Summary BEHAVIORISM EMPHASIS All things should be looked at from the perspective of behavior. Behaviorism argues that there is no mind, no thoughts, no feelings, and the only important th...

BEHAVIORISM FOR ED 100  Definition Proponents Pavlov Watson Thorndike Skinner Applications Summary BEHAVIORISM EMPHASIS All things should be looked at from the perspective of behavior. Behaviorism argues that there is no mind, no thoughts, no feelings, and the only important thing to consider is behavior. BEHAVIORISM EMPHASIS It focuses on the study of observable and measurable behavior. It emphasizes that behavior is mostly learned through conditioning and reinforcement. BEHAVIORISTS Ivan Petrovich Pavlov (1849-1936) Edward Lee Thorndike (1874-1949) John Brodaus Watson(1878-1958) Burrhus Frederick Skinner (1904-1990) TYPES OF BEHAVIORISM methodological behaviorism claiming that psychology is the science of behaviour, not mind; psychological behaviorism claiming that the reason of behaviour is not internal (such as mental processes) but external and analytical (philosophical or logical) behaviorism claiming that mental concepts and processes can be defined in terms of behaviorism. IVAN PETROVICH PAVLOV Born Sept 14, 1849 Died Feb 27, 1936 born in Ryazan, Russia physiologist, psychologist, and physician awarded the Nobel Prize in Physiology or Medicine in 1904 for research on the digestive system IVAN PETROVICH PAVLOV Ivan Petrovich Pavlov was the first to introduce the concept of conditioning through his experiments with animals. His conclusions directly influenced Watson and provided him with the original scientific basis for his beliefs. IMPORTANT FINDINGS Stimulus generalization – once the dog learned to salivate at the sound of the bell, it will salivate on other similar sounds. Extinction – if you stop pairing the bell with the food, salivation will eventually cease in response to be bell  IMPORTANT FINDINGS Discrimination – the dog could learn to discriminate between similar bells and discern which bell would result to presentation of food and which would not. Higher order conditioning – once the dog has been conditioned to associate the bell with the food, another unconditioned stimulus may be used to elicit same response. IMPORTANT FINDINGS Spontaneous return – a forgotten behaviour starts to be displayed again after a certain time. Behaviour fades away when it is not reinforced, but it has also been observed that after a certain time, a learnt behaviour starts to be displayed again. JOHN BROADUS WATSON Born Jan 9, 1878 Died Sept 25, 1958 Born in Greenville, South Carolina American psychologist established the psychological school of behaviourism “Little Albert” experiment JOHN BROADUS WATSON John Watson was the founder of behaviorist theory. Quite innovatively for the time, he found Freudian-based explanations of behavior too theoretical and disagreed with the eugenic idea of heredity determining how one behaves. Instead, he believed that people's reactions in various situations were determined by how their overall experiences had programmed them to react.  THE BEHAVIORIST MANIFESTO The first paragraph of the article concisely described Watson's behaviorist position: “Psychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness. The behaviorist, in his efforts to get a unitary scheme of animal response, recognizes no dividing line between man and brute. The behavior of man, with all of its refinement and complexity, forms only a part of the behaviorist's total scheme of investigation.” "LITTLE ALBERT" EXPERIMENT Occurred in 1920 One of the most controversial experiments in the history of psychology It was an experiment showing empirical evidence of classical conditioning in humans “LITTLE ALBERT” EXPERIMENT “Pavlov did it to animals. Well, humans are animal too, we can also do it to them.” -creationist reporter- EDWARD LEE THORNDIKE Born August 31, 1874 Died August 9, 1949 Born in Williamsburg, Massachusetts Studied animal behavior and the learning process led to the theory of connectionism Laying the foundation for modern educational psychology. HOW THORNDIKE DID IT? ► Cats in Puzzle Boxes ► Thorndike looked at how cats learned to escape from puzzle boxes ► The puzzle box experiments were motivated by Thorndike's dislike for statements that animals made use of extraordinary faculties such as insight in their problem solving. HOW THORNDIKE DID IT? Thorndike's instruments in answering this question were learning curves revealed by plotting the time it took for an animal to escape the box each time it was in the box if the animals were showing insight, then their time to escape would suddenly drop to a negligible period, which would also be shown in the learning curve as an abrupt drop; while animals using a more ordinary method of trial and error would show gradual curves. His finding was that cats consistently showed gradual learning.  “SO IT WAS TRIAL-AND-ERROR THESE LED THORNDIKE TO FORMULATE FIRST HIS PRINCIPLES OF LEARNING AND THEN HIS THEORY OF LEARNING THAT BECAME THE FOUNDATION OF MODERN EDUCATIONAL PSYCHOLOGY.” PRINCIPLES OF LEARNING Thorndike specified three conditions that maximizes learning: The Law of Effect The Law of Readiness The Law of Exercise LAW OF EFFECT The connection between the stimulus and response is strengthened when the consequence is positive and weakened when the consequence is negative LAW OF EXERCISE The more an S-R bond is practised the stronger it will become. However, practice without feedback does not necessarily enhance performance. LAW OF READINESS 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 Principles derived from Thorndike’s connectionism theory Learning requires both pratice and rewards A series of S-R connections can be chained together if they belong to the same action Intelligence is a function of the number of connections made learned. BURRHUS FREDERIC SKINNER ► Born March 20, 1904 ► Died August 18, 1990 ► Born in Susquehanna, Pennsylvania ► American psychologist, author, inventor, advocate for social reform and poet. ► Innovated his own philosophy of science called Radical Behaviorism  RADICAL BEHAVIORISM ► Skinner views (Radical behaviorism) differed from other behaviorists (Methodological behaviorism) in that he felt that thoughts and feelings could be taken into account when considering that psychology of the individual RADICAL BEHAVIORISM ► Radical behaviorism seeks to understand behavior as a function of environmental histories of reinforcing consequences. ► Reinforcement processes were emphasized by Skinner, and were seen as primary in the shaping of behavior. ► A common misconception is that negative reinforcement is some form of punishment.  RADICAL BEHAVIORISM ► Positive reinforcement is the strengthening of behavior by the application of some event (e.g., praise after some behavior is performed), ► Negative reinforcement is the strengthening of behavior by the removal or avoidance of some aversive event (e.g., opening and raising an umbrella over your head on a rainy day is reinforced by the cessation of rain falling on you). ► Both types of reinforcement strengthen behavior, or increase the probability of a behavior reoccurring.  SKINNER’S EXPERIMENT Skinner identified three types of responses, or operant, that can follow behavior. Neutral operants: Responses from the environment that neither increase nor decrease the probability of a behavior being repeated. Reinforcers: Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative. Punishers: Responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior. ► Punishment and extinction have the effect of weakening behavior, or decreasing the probability of a behavior reoccurring, by the application of an aversive event (punishment) or the removal of a rewarding event (extinction). REINFORCEMENT AND PUNISHMENT Reinforcement Punishment Something Something Positive is added to increase the is added to decrease the likelihood of a behavior. likelihood of a behavior. Something Something is removed to increase is removed to decrease Negative the likelihood of a the likelihood of a behavior. behavior. Positive and Negative Reinforcement and Punishment “Child punishment? Not anymore.” SCHEDULES OF REINFORCEMENT ► Behaviorists discovered that different patterns (or schedules) of reinforcement had different effects on the speed of learning and extinction. Ferster and Skinner (1957) devised different ways of delivering reinforcement and found that this had effects on ► 1. The Response Rate – The rate at which the rat pressed the lever (i.e., how hard the rat worked). ► 2. The Extinction Rate – The rate at which lever pressing dies out (i.e., how soon the rat gave up). SCHEDULES OF REINFORCEMENT REINFORCEMENT SCHEDULES Reinforcement schedule Explanation Real-world example Factory workers who are paid Behavior is reinforced after a Fixed-ratio according to the number of specific number of responses. products they produce Behavior is reinforced after an Payoffs from slot machines and Variable-ratio average, but unpredictable, other games of chance number of responses. Behavior is reinforced for the People who earn a monthly Fixed-interval first response after a specific salary amount of time has passed. Behavior is reinforced for the first response after an average, Person who checks email for Variable-interval but unpredictable, amount of messages time has passed. REINFORCEMENT SCHEDULES REINFORCEMENT SCHEDULE Response Rate Extinction Rate Continuous Reinforcement (An animal or human is positively reinforced every time a specific slow fast behavior occurs) Fixed Ratio Reinforcement (Behavior is reinforced only after the behavior occurs a specified fast medium number of times.) Fixed Interval Reinforcement (One reinforcement is given after a fixed time interval providing at medium medium least one correct response has been made.) Variable Ratio Reinforcement slow (behavior is reinforced after an unpredictable number of times) fast (very hard to extinguish because of unpredictability) Variable Interval Reinforcement (Providing one correct response has been made, reinforcement fast slow is given after an unpredictable amount of time has passed)  BEHAVIORIST TEACHING STRATEGIES Direct Instruction: This method involves clear and structured teaching, with a focus on repetition and practice. It ensures that students receive consistent and explicit information. Token Economy: In a token economy system, students earn tokens or points for exhibiting appropriate behavior. These tokens can be exchanged for rewards or privileges, providing students with a tangible incentive to stay on task. Prompting and Fading: Educators can use prompts to guide students toward the correct response. As the student becomes proficient, prompts are gradually reduced, allowing them to respond independently. BEHAVIORIST TEACHING STRATEGIES Behavior Contracts: Behavior contracts outline specific goals and rewards for meeting them. Students and teachers both sign the contract, making the expectations clear and encouraging students to take responsibility for their actions. Time-Out: Time-out is a temporary removal of a student from a reinforcing environment due to disruptive behavior. It provides an opportunity for the student to calm down and reflect on their actions. Task Analysis: Complex tasks can be broken down into smaller, manageable steps. By teaching one step at a time and gradually building on the skills, students can achieve success more easily.  DRAWBACKS OF WORKING WITH A BEHAVIORAL LEARNING MODEL Lack of Focus on Cognitive Skills Limited Application to Complex Learning Narrow Assessment of Learning Outcomes Possible Overemphasis on Rewards and Punishments Limited Individualization Potential for Negative Emotional Impact Short-Term Focus Less Autonomy and Creativity CONCLUSION ► Behaviorism in education offers valuable insights into the ways external stimuli and consequences shape behavior and learning. By understanding and applying the principles of behavioral learning theory, educators can create effective teaching strategies, foster positive learning environments, and enhance student engagement. While behaviorism has its limitations, a balanced approach that incorporates multiple learning models can cater to the diverse needs of students and promote comprehensive learning outcomes. REFERENCES: Tprestianni. (2023, August 17). Behaviorism in education: What is Behavioral learning Theory? National University. https://www.nu.edu/blog/behaviorism-in-education/#:~:text=Behaviorism%20in% 20education%2C%20or%20behavioral,process%20of%20reinforcement%20and %20punishment. OpenStax. (n.d.). Reinforcement and punishment. Pressbooks. https://pressbooks.online.ucf.edu/lumenpsychology/chapter/operant-conditioning/ #:~:text=Reinforcement%20means%20you%20are%20increasing,also%20be%20 positive%20or%20negative. BEHAVIORAL | PSYCHOLOGY. (n.d.). https://sites.gsu.edu/zbhatt1/behavioral/ Main, P. (2023, June 8). Thorndikes Theory. Structural Learning. https://www.structural-learning.com/post/thorndikes-theory