Behaviorist Perspective Facilitation Learner-Centered Teaching (EDUC 106) Group 5 Members: Cristine de la Torre Christian Jay Engrova Jade Ugot OBJECTIVES 1. 2. 3. 4. 5. Define the key concepts and principles of behavioral learning theories. Identify the major theorists and their contributions to the field of Behaviorism and Neo-Behaviorism. Distinguish behaviorism by Pavlov, Watson, Thorndike and Skinner to Neo-Behaviorism by Tolman and Bandura; Analyze how behaviors are acquired, modified, and controlled through behavioral learning theories. Apply behavioral learning principles to real-life situations, WHAT IS BEHAVIORIST PERSPECTIVE? ❖ It is a theory of psychology that states that human behaviors are learned, not innate. 2 Categories under the Behaviorist Perspective Behaviorism Neo-Behaviorism BEHAVIORISM Pavlov, Watson, Thorndike, and Skinner IVAN PETROVICH PAVLOV Russian Physiologist. Studied the behavior of dogs and developed a theory of Classical Conditioning (also known as Association Theory) Pavlov‘s Classical Conditioning Explains how people associate two stimuli in their minds and react to one of them as though it was the other. Example (Pavlovian Conditioning) Conditioning the dog requires recurrent presentation of a neutral stimulus paired with the UCS. For instance, the buzzer was sounded repeatedly but caused no dog‘s salivation at all. However, when the buzzer came with the food, the dog Salivated. Later, by just hearing the buzzer, the dog salivated. The buzzer is now called a Conditioned Stimulus (CS) that elicited the salivation of the dog, now termed as a Conditioned response (CR). Example (Pavlovian Conditioning) An illustration of Pavlovian Conditioning Pavlov‘s Classical Conditioning Explains how people associate two stimuli in their minds and react to one of them as though it was the other. Pavlovian Conditioning in a Nutshell Multilayered procedures: Unconditioned Stimulus (UCS) – is a stimulus or trigger that leads to an automatic response. (Food) Neutral stimulus is a stimulus that doesn't initially trigger a response on its own. (Bell) Pavlov‘s Classical Conditioning Explains how people associate two stimuli in their minds and react to one of them as though it was the other. Pavlovian Conditioning in a Nutshell Multilayered procedures: Condition Stimulus - is a once neutral stimulus (didn't trigger a response) but now leads to a response. (bell After conditioning) Unconditioned Response (UCR) –is an automatic response or a response that occurs without thought when an unconditioned stimulus is present. (salivation) Condition Response - is a learned response or a response that is created where no response existed before. (Hearing the sound of the bell after conditioning) Pavlovian Conditioning Other Phenomena in Pavlovian Conditioning Extinction – is when the occurrence of a conditioned response decreases. Spontaneous Recovery – Sometimes a learned response can suddenly reemerge even after a period of extinction. Generalization –the tendency for a conditioned stimulus to evoke similar response after the response has been conditioned. Discrimination –is the ability to differentiate between a conditioned stimulus and other stimuli that have not been paired with unconditioned stimulus. John Broadus Watson Was the first American Psychologist to work with Pavlov’s idea. Watsonian Conditioning According to him, if Pavlov is successful in proving associationism between stimulus and response, people can also have such ability to associating certain feelings, behaviors, instances, and even symbols. His most popular conditioning experiment that he did was “Little Albert.“ Example: Albert played with the white rat, thus not eliciting any fear upon seeing a rat. After some time, Watson and his partner, Rosalie Rayner, accompanied the appearance of the white rat with a banging sound, so Albert was conditioned to fear the rat. Later, Watson and Rayner accompanied the presentation of the rat with other objects. They found out that Albert also feared the occurrence of the objects even without the rat‘s presence. GESCHICHTE GESCHICHTE Edward Thorndike His study mainly focused on the connection between the stimulus and response. THORNDIKE‘S CONNECTIONISM Learning is the result of associations forming between stimuli and responses. Such associations or “Habits“ become strenghtened or weakened by the nature and freaquency of the S-R pairings. Thorndike‘s theory on connectionism stated that learning has taken place when a strong connection/bond between stimulus and response is formed. LAWS OF LEARNING Laws of Exercise Is divided into two parts: the Law of Use and the Law of Disuse. Law of Use – the frequent recurring of the response to a stimulus strengthens their conncetion. Law of Disuse – when a response is not made to a stimulus, the connection‘s strength is weakened or even forgotten. Laws of Effect Emphasizes that if a response is followed by a “satisfying” state of affairs, the S-R connection is strengthened; if a response is followed by “annoying” state of affairs, the S-R connection is weakened. LAWS OF LEARNING Laws of Readiness States that if one is prepared to act, to do so is rewarding, and not to do so is punishing. OTHER LAWS OF LEARNING Laws of Primacy He observed that the first thing learned has the strongest S-R bond and is almost inerasable. Laws of Intensity In this law, teachers provide activities that come with extreme relevance to the learners. Laws of Recency The concepts or skills most recently learned are least forgotten. Thorndike also mentioned That humans tend to show an almost similar response to an entirely different stimulus if, on recurring instances, that stimulus has slight changes compared to the previously known one. That is where Thorndike coined the term PRINCIPLE OF ASSOCIATIVE SHIFTING. Burrhus Fredrick Skinner One of the most popular behavioral theorists of all time. (1904-1990) Operant Conditioning Of Skinner It actively involves the subject‘s participation. The subject has a choice to respond. It is a type of learning whereby learning occurs as a consequence of the learner‘s behavior. Operant Conditioning He experimented on animals through his box (Skinner‘s box), a device that modified the animal‘s behavior. That made him come to a conclusion about the operant conditioning. In his experiment, he put a rat in a box with a lever, a bowl, and a closed chamber. If the lever was pushed, the chamber opened and dispensed food. Unconscious abouth the mechanism, the rat accidentally pushed the lever, and the food was dispensed. The rat learned that continously pushing the lever could open the food dispenser to the bowl. The food was termed as the reward. Operant Conditioning Operant Conditioning is dichotomized Into reinforcement and punishment Wherein which each is divided into Positive and Negative. REINFORCEMENT Is something that strenghtens the behavior or is sometimes called as the response strengthener. Positive reinforcement Is defined as the addition of a pleasant stimulus. Negative reinforcement Is taking something away froma situation subsequently increases the occurence of teh response. Example of Operant Conditioning Positive reinforcement Preschool teachers use stamps with big stars to stamp on the hands of the pupils who have behaved throughout the class, achieved the highest score, or became friendly within academic time. The stamp became the reward. Example of Operant Conditioning Negative reinforcement Loud noises, criticisms, annoying people, and low grades, because actions that remove them tend to be reinforcing. Operant Conditioning is dichotomized Into reinforcement and punishment Wherein which each is divided into Positive and Negative. Positive punishment PUNISHMENT Aim is to response. weaken the Is an addition of an unpleasant stimulus to decrease the behavior. Negative punishment Is the removal of rewarding stimulus to decrease the behavior. Example of Operant Conditioning Positive punishment - Max a grade 6 pupil, had been neglecting his Math assignments. He completely hate washing the dishes. - To decrease such behavior of neglecting his assignments, her parents assigned him to wash the dishes after dinner. - After sometime, Max eventually became more diligent to complete his assignments in math. The addition (positive) of work max hates (Punishment) decreases the likelihood for the behavior (neglecting of doing assignments) to occur. Example of Operant Conditioning Negative punishment Jennie, a grade 3 pupil, is always noisy in a group activity. Her teacher calls her attention and warns her that she could not participate in the subsequent fun activity if she continues to behave noisily. Joining in a fun activity is a pleasant stimulus. Withdrawing it (negative) is believed to reduce noisy behavior (punishment). Neo-Behaviorism A second phase of behaviorism. Tolman and Bandura Edward Tolman Purposive Behaviorism Theory Tolman‘s Purposive Behaviorism In this theory he insisted that all behavior is directed because of a purpose. He further believed that “mental processes are to be identified interms of behaviors to which they lead.“ . In other words, his intervening variables are tied to observable behaviors. Example of Tolman‘s Theory Two groups of rats were put in mazes for 17 days. The first group of rats was fed (rewarded) every time they found their way out. They second group of rats was non-reinforced. The rats did not receive any food from days 1 to 10 even if they have seen the end point. Later, it was observed that in the first 10 days, the rats developed a cognitive map. Hence, from day 11 onward. They were motivated to perform and look for the end point faster than the first group to find food because they were hungry. Example of Tolman‘s Theory Latent Learning – a forming of learning that occurs without any visible reinforcement of the behavior or associations that are learned. For instance, a 4-year-old boy observed his father in using the TV remote control. Whom when he would be left alone and had the opportunity to turn on the TV using the remote control, he could easily demonstrate the learning. Tolman‘s other Salient Principles 1. 2. 3. Behavior is always purposive. All behaviors is ignited to accomplish a specific goal. Behavior is cognitive. Means that an organism is mindful of the connections between specific action and certain outcomes. Reinforcement establishes and confirms expectancies. It deals with connections between stimuli and expectancies develope in situations in which reinforcement is possible. Albert Bandura Canadian-American Psychologist Social Learning Theory CREDITS: Diese Präsentationsvorlage wurde von Slidesgo erstellt, inklusive Icons von Flaticon, Infografiken & Bilder von Freepik Social Learning Theory Learning occurs within the social context and by observing and copying others‘ behavior or imitation. Modeling is crucial in Bandura‘s Theory. Modeling – refers to a change in one‘s behavior by observing models. Tolman‘s other Salient Principles Bandura’s Theory is also called Social-cognitive theory because of the influence of cognition. Self-efficacy is defined as one’s evaluations of his or her own ability to accomplish or perform an action in a particular context. Fundamental Principles of Social Learning Theory 1. One may learn without changing his or her behavior. 2. Learning takes place by imitating a model. 3. An observing person will always react to the one being imitated depending on whether the model is rewarded or punished. 4. Acquiring and performing behavior are different. 5. Interaction is vital for successful social learning. 6. Learning is self-regulated. 7. Learning may be acquired vicariously. 8. learning may be reinforced by the model or by others. Components of Successful Modeling 1. Attention. To meaningfully perceive relevant behaviors, one should pay attention. 2. Retention. Paying attention to something should result in retention that requires cognitive, organizing, rehearsing, coding, and transforming modeled information for storage in memory. Components of Successful Modeling 3. Production. To strengthen learning through observation, one needs to translate the visual and symbolic conceptions into observable behavior. 4. Motivation. Influencing observational learning is motivation. THANK YOU FOR LISTENING!
