Behavioral Learning Theory :
Pavlov, Thorndike & Skinner
M. Borland
E.P. 500
Dr. Mayton
Summer 2007
Behavioral Learning Theory
Learning is an observable
change in behavior due to
events in the environment;
as conditions change, new
behaviors are learned and
old ones are eliminated
Components of Behavioral
Learning Theory
• Reinforcers: positive
consequences that
strengthens or maintains a
desired response
• Consequences: Conditions
that follow behaviors &
affect the frequency of
future behaviors
• Extinction: When
reinforcers are withdrawn,
a behavior is weakened
and eventually disappear
Ivan Pavlov
1849-1936
Classical Conditioning
Associating a previously
neutral stimulus with an
unconditioned stimulus in
order to create a
conditioned response
Components of Classical
Conditioning
Unconditioned Stimulus: naturally
creates a particular response
Unconditioned Response:
Prompted automatically by a
stimulus
Neutral stimuli: no effect on a
response
Conditioned Stimulus: previously
neutral stimulus creates a
particular response when
combined with an unconditioned
stimulus
Pavlov’s
Conditioning
Conditioned dogs to salivate at the
sound of a bell, using meat powder
as a stimulus
B.F. Skinner
1904-1990
Operant Conditioning
Use of pleasant or
unpleasant
consequences to
control behavior
Operant Conditioning
Reinforcement
is key
component
Schedule of
Reinforcement:
frequency,
predictability and
time between
reinforcers
Consequences
happen after subject
acts on environment
Provides behavioral explanations for
broad range of cognitive phenomena
The Skinner Box
Used for observing operant
conditioning in animal behavior
Rats and Pigeons were rewarded (at various intervals)
after certain behaviors.
Edward Thorndike
1874-1949
Law of Effect:
Responses which are
followed by a reward will
be strengthened and
habitual; responses that
reduce the likelihood of a
reward will be weakened
Law of Effect Principles
•Law of readiness: responses
can be chained together to
satisfy a goal
•Law of Exercise: connections
become strengthened with
practice and weakened when
practice ceases.
Thorndike’s Puzzle
Box
Hungry cats performed small tasks to escape in order
to receive food. Learned through trial and error; used
previous experiences in future attempts
Similarities
Role of environment
Importance of
consequences on behavior
Use of animals in
experiments
Focus on stimulus and
response
Belief humans are born as
blank slates
Internal cognitive
Function/memory
excluded
Use of food for reward
during trials
Apply equally to different Learning can be transferred
behaviors and species
Comparisons
Pavlov
Skinner
Thorndike
Relationship
to be
Strengthened
Association
between 2
stimuli
No relationship to be
strengthened
Association between
stimulus and response
Focus
Reflexes
Interval of
reinforcements
Trial and time of
learning
Responses
Elicited,
Emitted, Produce a
follows stimuli
consequence
Reinforcment Not focused on
rewards
Shapes behavior
Adaptive to pressure in
environment
Learning requires
Practice and rewards
Classroom implications
•Reinforcement shapes behavior
(praise, grades, attention, punishment)
•Cues (antecedent stimuli) inform students which behaviors
will be reinforced or punished
•Behavior can be shaped with feedback, rewards and extinction
•Generalization (transfer of behavior) allows students to learn
under one condition and apply knowledge to other contexts.
•Fixed schedules of reinforcement can be used to teach a
behavior; variable schedule of reinforcement can be used to
maintain a behavior.
References
Slavin, R. ( 2006 ). Educational Psychology: Theory and
Practice (8th ed,pp 134-160) Boston: Pearson.
http://suestudent.syr.edu/~ebarrett/ide621/behavior.htm
http://tip.psychology.org/.html
http://tutorials.maconstate.edu/LEARNING/trial_error_3.htm
http://webspace.ship.edu/cgboer/skinner.html
http://www.macalester.edu/psychology/whathap/diaries/diari
esf95/Emilie/Diary6.html
http://www.psy.pdx.edu/PsiCafe/KeyTheorists/.htm
http://www.scholarpedia.org