Learning Theory -
Behaviorism
PGCE Secondary 2004/5
Behaviorists vs Cognitists
Behaviourist (connectionist) – Cognitive
theorists
Behaviourists treat learning as a matter of links
between stimulus and response. Indiv. develops
certain responses to given stimuli which the
connectionist is interested in observing w.r.t. the
ways that experience and other stimuli
affect/change them
Inferences made from direct observation of effects
of In/Output variables applied to animal and
human situations
Behaviorists vs Cognitists
Cognitive psychologists place greater store by
functioning of brain and postulate internal
mental thinking as well as processes including
perception, memorizing and cognitive
structures which we acquire from experience
and which modify of present behaviour
Emphasis on our being aware of our
surroundings and being flexible in the
solutions we adopt
Learning Theory Classification
Lunzer’s two-way classification of approaches to the
study of learning
Behaviorist
Role of
the
stimulus
Intermediate
Cognitist
Reactive
Watson
Thorndyke
Hull
Locke
Intermediate
Pavlov
Tolman
Gestalt
psychs.
Structural
(active)
Skinner
Lorenz
Broadbent
Lunzer
Piaget
Behaviorism
Psychological laboratory established by
Wundt in Germany, 1879
Turn of Century – Pavlov and Thorndike
began detailed studies of how humans /
animals behaved in given lab
circumstances rather than on relying on
introspective beliefs and feelings
Behaviorism
Watson 1878-1958
S-R connections more likely to be
established the more frequently or recently
an S-R bond occurs.
Learning occurs by trial and error, with
unsuccessful approaches unlikely to be
repeated
Behaviorism
Thorndike, 1874-1949
We stamp in effective S-R connections and stamp
out unsuccessful responses
Dogs in cages, food, trial and error learning
T devised laws of learning which he believed
applied equally to animals and humans
Importance of end effects of response
Satisfying outcomes from a response are more likely to
lead to response being repeated. S-R connection
reinforced whenever satisfying results are apparent
T’s Law of Effect – satisfaction serves to strengthen or
reinforce S-R bonds
Behaviorism
T’s contribution to learning theory is his
insistence on the use of scientific
measurements as a means of examining
learning skills and belief that motivation by
reward rather than punishment is an effective
way of establishing good learning habits
Punishment has indirect influence for good
by redirecting person towards suitable S-R
bonds
Contrast with military discipline
Behaviorism
I.P. Pavlov, 1849-1936
Use of neutral stimulus (tuning fork) to
cause a conditioned response
Meat
Salivation
Sound
Attention –
salivation
(unconditional stimulus)
(conditional stimulus)
(unconditional reflex)
conditional response
Behaviorism - Pavlov
Tuning fork plus food = reinforcement
T fork without food leads to lessening of
salivation and eventual extinction of S-R link
Classical conditioning rooted in reactions of
involuntary systems
Child, visit to doctor/dentist, pain
Little Albert, white rat, loud noise, fear (Watson)
Behaviorism - Pavlov
Reciprocal inhibition for extinction
Pair conditional stimulus with pleasurable
stimulus
Bribe child who has been conditioned to dislike
school to get him/her to attend
Complexity issues
Extinction, spontaneous recovery, stimulus
discrimination, generalisation
Behaviorism
B.F. Skinner, 1904-1990
Main interest operant
conditioning
Rats, levers, learning to get food
Instrumental or operant
conditioning by which rat produces
own reinforcement (reward) by
converting productive accident into
intentional pattern of behaviour
Behaviorism - Skinner
Issues
continuous reinforcement
Needed to get the process growing
Intermittent reinforcement
Increased intervals between rewards
TV ads, gambling (intermittent winnings), judicious use
of praise, golf!
Schedule of reinforcement
Planning of rewards – pigeon, fig of 8
Behaviorism - Skinner
Conclusions
Each step in Learning Process should be short and grow
from previous learned behaviour
Regular rewards in early stages, all stages carefully
controlled by sched of continuous/intermittent reinforcement
Reward (feedback) should follow quickly when correct
response appears. Motivation enhanced when we are
informed of our progress
Learner should be given opportunity to discover stimulus
discriminations for most likely path to success. Pigeon had to
perceive difference between clock and anticlock motion
Questions
To what extent is the behaviourist approach
used today in
Schools and other learning institutions
When and how
Society
When and how
To what extent should trial and error learning
(discovery learning) be encouraged today?
Are there links between constructivism and
behaviourism?
General Discussion
References
Applied behavioural analysis – Barbara Cyr
The trouble with behaviourism – Neil Davies
Behaviourism – The early years – Robert Wozniak
Skinners defence of behaviourism – Cole, Hammonds & Hartill
Use a search engine to get further information on this subject
Also used: Child, D.(1981) Psychology and the teacher. Holt Education, 3rd edition, London
Other recommended books - any current educational psychology textbook