BEHAVIORISMBEHAVIORISMPRESENTATION PRESENTATION

FOR ENGLISH DIDACTICS I. FOR ENGLISH DIDACTICS I.

Contents:Contents:

1.1. Introduction Introduction 2.2. What is Behaviorism?What is Behaviorism?3.3. What is Classical Conditioning?What is Classical Conditioning?4.4. What is Operant Conditioning? What is Operant Conditioning? 5.5. What is Observational Learning? What is Observational Learning? 6.6. Roots of Behaviorism – Major Characters Roots of Behaviorism – Major Characters

(Pavlov, Thorndike, Watson, Skinner)(Pavlov, Thorndike, Watson, Skinner)7.7. Criticism of BehaviorismCriticism of Behaviorism8.8. Conclusion Conclusion 9.9. Bibliography & Web links Bibliography & Web links

1. Introduction1. Introduction

What is Learning?What is Learning?

LearningLearning is a relatively permanent change in behavior that is the is a relatively permanent change in behavior that is the result of experience. result of experience.

During the first half of the twentieth century, the school of thought During the first half of the twentieth century, the school of thought known as known as behaviorismbehaviorism rose to dominate psychology and sought rose to dominate psychology and sought to to explain the learning processexplain the learning process. .

The three major types of learning described by behavioral The three major types of learning described by behavioral psychology are:psychology are:

classical conditioningclassical conditioningoperant conditioningoperant conditioningobservational learningobservational learning

RationalistsRationalists - humans have an innate capacity for - humans have an innate capacity for the development of language, and that we are the development of language, and that we are genetically programmed to develop out linguistic genetically programmed to develop out linguistic systems in certain ways. systems in certain ways.

EmpiricistsEmpiricists - the learner’s experience is largely - the learner’s experience is largely responsible for language learning. Language responsible for language learning. Language learning is seen as the result of external forces learning is seen as the result of external forces acting on the organism rather than the programmed acting on the organism rather than the programmed unfolding of language through internal biological unfolding of language through internal biological mechanisms.mechanisms.

BEHAVIORISMBEHAVIORISM

is the chief empiricist theory of learning.is the chief empiricist theory of learning.

2. What ist Behaviorism?2. What ist Behaviorism?

DEFINITIONDEFINITION

BehaviorismBehaviorism is an approach in psychology which is an approach in psychology which attempts to explain all behaviourattempts to explain all behaviour in terms of in terms of learning.  This reductionist approach largely learning.  This reductionist approach largely focuses on overt behaviour and ignores internal focuses on overt behaviour and ignores internal mechanisms such as cognitions (e.g. thoughts). mechanisms such as cognitions (e.g. thoughts).

BehaviorismBehaviorism is a theory of animal and human is a theory of animal and human learning that only focuses on objectively learning that only focuses on objectively observable behaviors and discounts mental observable behaviors and discounts mental activities. Behavior theorists define learning as activities. Behavior theorists define learning as nothing more than the acquisition of new nothing more than the acquisition of new behavior. behavior.

3. Classical Conditioning3. Classical Conditioning

What is Classical Conditioning?What is Classical Conditioning?

Classical conditioning is a learning process in which an Classical conditioning is a learning process in which an association is made between a previously neutral association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.stimulus and a stimulus that naturally evokes a response. Classic conditioningClassic conditioning occurs when a natural reflex occurs when a natural reflex responds to a stimulus.responds to a stimulus.

The most popular example is The most popular example is Pavlov's observationPavlov's observation that that dogs salivate when they eat or even see food. dogs salivate when they eat or even see food. Essentially, animals and people are biologically "wired" Essentially, animals and people are biologically "wired" so that a certain stimulus will produce a specific so that a certain stimulus will produce a specific response. In Pavlov’s classic experiment, the smell of response. In Pavlov’s classic experiment, the smell of food was the naturally occurring stimulus that was paired food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an with the previously neutral ringing of the bell. Once an association had been made between the two, the sound association had been made between the two, the sound of the bell alone could lead to a response.of the bell alone could lead to a response.

4. Operant Conditioning4. Operant Conditioning

What is Operant Conditioning?What is Operant Conditioning?

BehavioralBehavioral or or operant conditioningoperant conditioning is a learning process is a learning process in which the probability of response is increased or in which the probability of response is increased or decreased due to reinforcement or punishment. decreased due to reinforcement or punishment. So, operant conditioning occurs when a So, operant conditioning occurs when a response to a response to a stimulus is reinforced. stimulus is reinforced.

First studied by Edward Thorndike and later by First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant B.F. Skinner, the underlying idea behind operant conditioning is that the conditioning is that the consequences of our actions consequences of our actions shape voluntary behavior.shape voluntary behavior.

Basically, operant conditioning is a simple feedback Basically, operant conditioning is a simple feedback system: if a reward or reinforcement follows the response system: if a reward or reinforcement follows the response to a stimulus, then the response becomes more probable in to a stimulus, then the response becomes more probable in the future. the future.

5. Observational Learning5. Observational Learning

What is Observational Learning?What is Observational Learning?

Observational learning is a process in which Observational learning is a process in which learning occurs learning occurs through observing and imitating through observing and imitating othersothers. .

As demonstrated in As demonstrated in Albert Bandura’sAlbert Bandura’s classic classic “Bobo Doll”“Bobo Doll” experiments, people will imitate experiments, people will imitate the actions of others without direct reinforcement. the actions of others without direct reinforcement.

Four important elements are essential for effective Four important elements are essential for effective observational learning: observational learning: attention, motor skills, attention, motor skills, motivationmotivation, and , and memorymemory..

6. Important People6. Important People

The following are some of the major figures The following are some of the major figures associated with learning and the behavioral associated with learning and the behavioral school of psychology. school of psychology.

Ivan PavlovIvan Pavlov Edward ThorndikeEdward Thorndike John Watson John Watson B.F. SkinnerB.F. Skinner

Ivan Petrovich PavlovIvan Petrovich Pavlov

In 1904, he was awarded the In 1904, he was awarded the

Nobel Prize in physiology for his Nobel Prize in physiology for his

work on digestion, and in 1921, work on digestion, and in 1921,

he received the Hero of the he received the Hero of the

Revolution Award from Lenin Revolution Award from Lenin

himself. himself. * 1849 * 1849 1936 1936

Most famous of the Russain researchers Most famous of the Russain researchers

It was in 1900 that he began studying reflexes, It was in 1900 that he began studying reflexes, especially the salivary response.especially the salivary response.

Pavlovian (or classical) conditioningPavlovian (or classical) conditioning  

We begin with an We begin with an unconditioned stimulusunconditioned stimulus and an and an unconditioned responseunconditioned response -- a reflex!  -- a reflex! 

We then associate a We then associate a neutral stimulusneutral stimulus with the with the reflex by presenting it with the unconditioned reflex by presenting it with the unconditioned stimulus.  stimulus. 

Over a number of repetitions, the neutral stimulus by Over a number of repetitions, the neutral stimulus by itself will elicit the response!  itself will elicit the response! 

At this point, the neutral stimulus is renamed the At this point, the neutral stimulus is renamed the conditioned stimulusconditioned stimulus, and the response is called , and the response is called the the conditioned responseconditioned response. .

The first and the second signal systemThe first and the second signal system

The The first signal systemfirst signal system is where the is where the conditioned stimulus (a bell) acts as a conditioned stimulus (a bell) acts as a “signal” that an important event is to occur “signal” that an important event is to occur -- i.e. the unconditioned stimulus (the -- i.e. the unconditioned stimulus (the meat).  meat). 

The The second signal systemsecond signal system is when is when arbitrary symbols come to stand for stimuli, arbitrary symbols come to stand for stimuli, as they do in human language. as they do in human language.

Edward Lee ThorndikeEdward Lee ThorndikeThe learning theory of Thorndike The learning theory of Thorndike

represents the original represents the original S-R framework S-R framework

of behavioral psychologyof behavioral psychology: :

Learning is the result of associations Learning is the result of associations forming between forming between

stimuli and responsesstimuli and responses. .

Such associations or "habits" become Such associations or "habits" become strengthened or weakened by the strengthened or weakened by the

nature and frequency nature and frequency of the S-R pairings. of the S-R pairings.

*1874 *1874 1949 1949

John Broadus WatsonJohn Broadus Watson

* 1878 * 1878 19581958

In 1913, he wrote an article called In 1913, he wrote an article called "Psychology as a Behaviorist "Psychology as a Behaviorist Views It"Views It" for Psychological for Psychological Review.  Review.  Here, he outlined the behaviorist Here, he outlined the behaviorist program.  program. 

This was followed in the following This was followed in the following year by the book year by the book Behaviorism:  An Introduction to Behaviorism:  An Introduction to comparative Psychologycomparative Psychology..    In this book, he pushed the study of In this book, he pushed the study of rats as a useful model for human rats as a useful model for human behavior. behavior. 

Most importantly, Watson Most importantly, Watson denied the existence of denied the existence of any human instincts, inherited capacities or any human instincts, inherited capacities or talents, and temperaments.  talents, and temperaments. 

This This radical environmentalismradical environmentalism is reflected in what is is reflected in what is perhaps his best known quote: perhaps his best known quote:

„„Give me a dozen healthy infants, well-formed, and Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll my own specified world to bring them up in and I’ll guarantee to take any one at random and train him guarantee to take any one at random and train him to become any type of specialist I might select -- to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, talents, penchants, tendencies, abilities, vocations, and race of his ancestors.“ and race of his ancestors.“

(In Behaviorism, 1930)(In Behaviorism, 1930)

Burrhus Frederic SkinnerBurrhus Frederic Skinner Neo-behaviourismNeo-behaviourism is represented first is represented first

all by B. F. Skinner, who followed the all by B. F. Skinner, who followed the tradition of Watson and added a unique tradition of Watson and added a unique dimension to behaviouristic dimension to behaviouristic psychology: psychology: operant conditioningoperant conditioning..

Operant behaviour is behaviour in Operant behaviour is behaviour in which one "operates" on the which one "operates" on the environment. Within this model the environment. Within this model the importance of stimuli is deemphasized. importance of stimuli is deemphasized. Operants as classes of specific Operants as classes of specific responses must be positively responses must be positively reinforced.reinforced.

* 1904 * 1904 1990 1990

This processThis process consists of three stages: consists of three stages: stimulus (S) - response (R)stimulus (S) - response (R) - - reinforcement (R)reinforcement (R)

Skinner designed an Skinner designed an apparatus, called apparatus, called a a Skinner boxSkinner box, that , that allowed him to formulate allowed him to formulate important principles of important principles of animal learning.animal learning.

An animal placed inside the box is rewarded with An animal placed inside the box is rewarded with a small bit of food each time it makes the desired a small bit of food each time it makes the desired response, such as pressing a lever or pecking a response, such as pressing a lever or pecking a

key. A device outside the box records key. A device outside the box records the animal's responses.the animal's responses.

There have been many criticisms of behaviorism, There have been many criticisms of behaviorism,

including the following:including the following: Behaviorism does not account for all kinds of learning, Behaviorism does not account for all kinds of learning,

since it disregards the activities of the mind. since it disregards the activities of the mind.

Behaviorism does not explain some learning--such as Behaviorism does not explain some learning--such as the recognition of new language patterns by young the recognition of new language patterns by young children--for which there is no reinforcement children--for which there is no reinforcement mechanism.mechanism.

Researches have shown that animals adapt their Researches have shown that animals adapt their reinforced patterns to new information. For instance, a reinforced patterns to new information. For instance, a rat can shift its behavior to respond to changes in the rat can shift its behavior to respond to changes in the layout of a maze it had previously mastered through layout of a maze it had previously mastered through reinforcements.reinforcements.

7. Criticism7. Criticism

8. Conclusion8. Conclusion The behaviorist approach has had a major influence in The behaviorist approach has had a major influence in

psychology and has contributed to our understanding psychology and has contributed to our understanding of psychological functioning and has provided a of psychological functioning and has provided a number of techniques for changing unwanted number of techniques for changing unwanted behaviour. It is also argued that its use of rigorous behaviour. It is also argued that its use of rigorous empirical methods has enhanced the credibility of empirical methods has enhanced the credibility of psychology as a science.  psychology as a science. 

However behaviourisms reductionist approach tends to However behaviourisms reductionist approach tends to overlook the realm of consciousness and subjective overlook the realm of consciousness and subjective experiences and it does not address the possible role experiences and it does not address the possible role of biological factors in human behaviour. Individuals of biological factors in human behaviour. Individuals are seen as passive beings that are at the mercy of are seen as passive beings that are at the mercy of their environments. This emphasis on environmental their environments. This emphasis on environmental determinism leaves no room for the notion of free will in determinism leaves no room for the notion of free will in an individual. an individual. 

9. Bibliography & Web links9. Bibliography & Web links Boroš J.; Ondrišková E.; Živčicová E.:Boroš J.; Ondrišková E.; Živčicová E.: PsychológiaPsychológia. .

Bratislava: IRIS, 1999.Bratislava: IRIS, 1999. Haluškova, A.; Repka, R.:Haluškova, A.; Repka, R.: A Course in English Language DidacticsA Course in English Language Didactics. .

Bratislava: RETAAS, 2005Bratislava: RETAAS, 2005 Skinner, B. F.:Skinner, B. F.: About behaviorism.About behaviorism. New York: Knopf, 1974. New York: Knopf, 1974. Zuriff, G.:Zuriff, G.: Behaviorism: A Conceptual ReconstructionBehaviorism: A Conceptual Reconstruction. .

New York: Columbia University Press, 1985. New York: Columbia University Press, 1985.

INTERNETINTERNET

http://etext.lib.virginia.edu/cgi-local/DHI/dhi.cgi?id=dv1-30http://etext.lib.virginia.edu/cgi-local/DHI/dhi.cgi?id=dv1-30http://en.wikipedia.org/w/index.php?title=Behaviorism&printable=yeshttp://en.wikipedia.org/w/index.php?title=Behaviorism&printable=yeshttp://www.learnpsychology.net/g/29http://www.learnpsychology.net/g/29http://www.personalityresearch.org/behaviorism.htmlhttp://www.personalityresearch.org/behaviorism.htmlhttp://webspace.ship.edu/cgboer/skinner.htmlhttp://webspace.ship.edu/cgboer/skinner.htmlhttp://www.personalityresearch.org/papers/eischens.htmlhttp://www.personalityresearch.org/papers/eischens.htmlhttp://psych.athabascau.ca/html/Behaviorism/Part1/sec2.shtmlhttp://psych.athabascau.ca/html/Behaviorism/Part1/sec2.shtmlhttp://psychology.about.com/od/behavioralpsychology/f/behaviorism.htmhttp://psychology.about.com/od/behavioralpsychology/f/behaviorism.htmhttp://www.iep.utm.edu/b/behavior.htmhttp://www.iep.utm.edu/b/behavior.htmhttp://www.youtube.com/watch?v=KxKfpKQzow8http://www.youtube.com/watch?v=KxKfpKQzow8

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