Behaviourism ACD Past Paper Oct 2022 PDF

An Introduction to key Child Development theorists Who and what do you know? An introduction to key theorists Some people you will meet on this module Jean Lev Mary Usha BF Piaget Vygotsky’s...

An Introduction to key Child Development theorists Who and what do you know? An introduction to key theorists Some people you will meet on this module Jean Lev Mary Usha BF Piaget Vygotsky’s Ainswort Goswami Skinner Seen by socio cultural h Director of Advocate many as approach Attachme the Centre of the investigated Bowlby nt theory. for Behaviour founder how stated that Develope Neuroscienc ism. Ideas foundatio culture, we are born d the e in about n stone of language and with innate ‘Strange Education, learning https:// studies of the tendencies Situation’ University through commons.wiki child ZPD shapes for being paradigm. of media.org/ https:// positive wiki/ en.wikipedia. psycholog https:// children’s carers and Cambridge File:B.F._Skinne org/wiki/ en.wikipedia.org/ reinforce r_at_Harvard_ci y.Jean_Piaget# wiki/ development for children rca_1950.jpg /media/ File:Lev_Vygotsky.j ment. 2 File:Jean_Pia pg to form Learning theories: Behaviouris m Adult and Child Development SWK 415 Helen Moss Outline of session: Behaviourism What is Behaviourism? The ideas of Ivan Pavlov The Ideas of John Watson Skinner and operant conditioning The work of Carol Dweck on growth mindsets B.F. Skinner and behaviourism Developed ‘Operant Learning Theory’ , where the likelihood of behaviour recurring is increased by reinforcement and decreased by ‘punishment’. He discovered that intermittent reinforcement B. F. was more powerful than Skinner when the behaviour has (1904- been reinforced every 1990) time. Introduction What drives human behaviour? How do humans learn? Do we learn instinctively? Age old questions that remain highly relevant to social work practice Behaviourism and learning perspectives will provide you with a theoretical framework for understanding behaviour and learning Rapid learning can be observed in the early years when children are experiencing new events and gaining knowledge What is behaviourism? Classical conditioning ‘Behaviourism is premised on the notion that an association can develop between a stimulus and a response.’ Gray and Macblain, 2012, p.30 Operant conditioning ‘The frequency of a behaviour can be increased by following it with a wide variety of reinforces – food, drink, praise, a friendly smile, or a new toy – or decreased through punishment such as disapproval or withdrawal of privileges.’ Berk, 2009, p. 19  Pavlov’s Classical Conditioning Theory Theories Watson and Behaviourism relating to Behaviouri Thorndike’s Active sm Learning Theory Skinner’s Operant Conditioning Theory Pavlov’s Classical Conditioning Theory Laboratory experiments into the relationship between salivation and digestion in dogs. Won the Nobel Peace prize in Physiology and Medicine in 1904. Ivan Pavlov 1849-1936 Russian Physiologist  Pavlov and Classical Conditioning When the dog is given food it salivates = an unconditioned response. The food = unconditioned stimulus. A bell is rung immediately before the food arrives = a conditioned stimulus. After several times of ringing the bell before the food arrives the dog begins to salivate on hearing the bell = conditioned response. Pavlov’s – further concepts of classical conditioning Generalization – Pavlov used different ring tones (e.g. lower/higher pitch) and the dogs still salivated. Extinction – when the bell was rung without food the salivating response weakened and eventually disappeared. Spontaneous recovery – Pavlov found that the learned response could be latent and quickly relearnt, i.e. when the bell and food were reintroduced the conditioned response returned. The difference between https://www.youtube. com/watch?v=H6LEc classical and operant M0E0io conditioning Ted-Ed Watson and Behaviourism Watson was inspired by the work of Pavlov. He was the first to apply principles of classical conditioning to children. He was interested in exploring whether fear in children could be induced or reduced. John B. Watson 1878-1958 American Psychologist Little Albert and Little Peter Little Albert (1920) Little Peter (1924) (reduced fear) (induced fear) Peter at 2 years 10 months was afraid At 9 months Albert’s only fear of a white rat, a rabbit, fur coat, was a noise produced from a steel feather and cotton wool. bar. When Peter ate his lunch a rabbit in a At 11 months Albert was cage was placed in the room. introduced to a white rat. To Each day the rabbit was moved induce fear Watson crept up closer. behind Albert and hit the steel bar when the rat appeared. Eventually Peter ate his lunch nursing After a few times Albert cried the rabbit. when shown the rat. https://www.youtube.com/watch?v=9hBfnXACsO I Systematic Desensitisation  ‘Give me a dozen infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take Based on any one at random and train him to become any type of specialist I might his work select – doctor, lawyer, artist, merchant-chief and, yes, even beggar- Watson man and thief, regardless of his talents, declared: penchants, tendencies, abilities, vocations and the race of his ancestors.’ (Watson, 1929, p.82) Watson argued that children could learn anything through classical conditioning regardless of their innate abilities. a) What do you think about Watson’s theory? b) Do children learn through conditioning? c) Can conditioning account for everything? d) Do children have innate abilities which influence their learning? Time for discussion…. Thorndike – learning through trial and error A pioneer of active learning – believed that trial and error learning is the most basic form of learning. Law of Effect – connections between actions and outcomes were strengthened by the use of rewards. Halo effect (1920) –attractive children are viewed as more intelligent. Edward Thorndike 1874 –1949 American psychologist  Skinner and Operant Conditioning Theory Skinner was influenced by the work of Thorndike. He believed children are active learners and that behaviour is shaped and maintained by positive or negative reinforcers. https://www.youtube.com/wa B. F. Skinner tch?v=LSv992Ts6as 1904-1990 American Psychologist  Reinforcers and Punishments Positive Positive reinforcers punishment Strengthens behaviour Weakens behaviour Negative Negative reinforcers punishment  "The underlying assumption here is that behaviours that produce rewarding consequences are more likely to be repeated, whereas those resulting in negative outcomes are less likely to be repeated and instead avoided Operant in the future conditionin It is through a combination of reward and punishment that that an individual's behaviour is g shaped Taylor, S & Workman, L (2018) p.21 Big Bang Theory https://www.youtube.com/watch?v= 5XUvm_smWHY Operant Conditioni ng Reinforcement Schedules What happens once the behaviour has been established? What is the most successful way of maintaining the behaviour? Reinforcement Pattern of praise Likelihood of repetition Low/moderate 1. Continuous Praise given every time Low/moderate 2. Fixed Ratio Praise given at fixed interval e.g. 4th Low/moderate 3. Fixed Interval Praise given within a set time e.g. within 10 minutes 4. Praise follows no set Moderate/high Intermittent/Variabl pattern, e.g. every e 1st/5th/9th time etc. From Gray and MacBlain, 2012, p.37 Reflecting on Practice In small groups discuss the following: How do you think negative and positive reinforcers may be used when working with children and families? How do these vary depending on the age of the child? How do the children respond? How effective are these? Do all children respond in the same? Critiques of Behaviourism Lindon (2012, p.21) suggests that a behaviourist approach Piaget argued that to children’s learning is behaviourism was merely a ‘mechanistic’ and repetition of ‘meaningless ‘impersonal’ and fails to strings’ and ‘circus tricks’ but recognise the importance of failed to promote relationships with others or understanding (Piaget 1952). how they experience rewards or consequences. Using Praise – is it always effective? Children who hear praise for effort and actions may construct a very different belief system from children who hear praise for traits (e.g., Kamins & Dweck, 1999; Mueller & Dweck, 1998). More recently studies with parents have shown similar patterns (Gunderson et al, 2013). You’ve You’re so worked so clever! hard!  How praise Carol Dweck’s studies for effort and actions can – This is taken from an American short film about lead to a growth mindsets presented by Trevor Ragan of Champion Basketball.com. Not much use for an growth mind essay, but excellent as a quick introduction to the set. ideas. https://www.youtube.com/watch?v=NWv1VdDeoRY This is a Ted Talk by Carrol Dweck. https://www.youtube.com/watch? v=_X0mgOOSpLU How could young children be supported to develop a growth mind set? Summary of session Outline theories relating to behaviourism Evidence understanding of theories relevant to key aspects of human development Begun to evaluate theories relating to behaviourism Explain how behaviourist theory has influenced practice with children and families (apply theories to the development of a person) Bibliography Berk, L (2009) Child Development (8th edition). Boston: Pearson Education Gray, C. and MacBlain, S. (2012) Learning Theories in Childhood London: Sage Gunderson, E., Gripshover, J., Romero, C., Dweck, C., Goldin-Meadow, S. and Levine, S. (2013) Parent Praise to 1 to 3 year olds predicts children’s motivational frameworks 5 years later. Child Development, Vol. 84, No. 5, pp. 1526-1541 Mueller, C. and Dweck, C. (1998) Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology Vol. 75, No. 1, pp. 33-52 Watson, J. B. (1930). Behaviorism. Chicago: University of Chicago Press