UNIVERSITY OF CALOOCAN CITY
FACILITATING LEARNER CENTERED
CHAPTER 3: BEHAVIORIST PERSPECTIVE
PREPARED BY: RYAN L. ESTONIO
OBJECTIVES:
• Understand the basic principles of behaviorism.
• Appreciate the different perspective of
behaviorists applying the primary laws of
teaching.
• Determined how to use rewards in the learning
process more effectively
• Identify the difference between the Behaviorism
and Neo Behaviorism.
I. BEHAVIORISM
The theory of behaviorism focuses on the
study of observable and measurable
behavior. It emphasizes that behavior is
mostly learned through conditioning and
reinforcement. (Rewards and Punishment)
IVAN PAVLOV
• Russian physiologist
• Well known for his work in classical conditioning
or stimulus substitution.
• Renowned experiment involved meat, a dog and
a bell.
You were conditioned to associate particular objects with
your teacher. When you encounter the object, you are
also reminded of your teacher. This is an example of
classical conditioning.
JASON WATSON
• 1ST American psychologist to work with Pavlov’s
ideas. He too was initially involved in
• animal studies, then later became involved in
human behavior research
• He considered that human is born with few
reflexes and the emotional reactions of love and
rage.
• All other behavior is learned through stimulus-
response associations through conditioning.
The Experiment on little Albert
• Watson applied classical conditioning in his
experiment concerning albert. A young child and
a white rat.
• Surely, Watson’s research methods would be
Questioned today; nevertheless, his work did
clearly show the role of conditioning in the
development of emotional response to certain
stimuli.
• This may help us understand the fears, phobias
and prejudices that people develop.
BURRHUS FREDERICK SKINNER
• He also believed in the stimulus-
response pattern of conditioned behavior.
• His theory zeroed in only on changes in
observable behavior, excluding any like hood of
any processes taking place in the mind.
• Skinner’s work differs from that of the e
behaviorist before him in that he studied
operant behavior (voluntary behaviors used in
operating on the environment.) Thus, his theory
came to be known as operant conditioning.
OPERANT CONDITIONING
Based upon the notion that learning is a result
of change in overt behavior. Changes In
behavior are the result of individual’s Response
to events (stimuli) that occur in the environment. A
response produces a Consequence such as defining a
word, hitting a ball, or solving a math problem.
EDWARD THORNDIKE
• He created the Connectionism Theory.
• This gave us the original S-R framework of
behavioral psychology.
• Explained that learning is the result of
associations forming between stimuli and
responses. Such associations or habits become
strengthened or weakened by the nature and
frequency of the S-R pairings.
 Thorndike’s theory on connectionism, states that ALBERT BANDURA
learning has taken place
when a strong connection or bond between stimulus • Social Learning Theory,
and response is formed. He came up with three • theorized by Albert Bandura, posits that people
primary laws: learn from one another, via observation,
1. Laws of Effect imitation, and modeling. The theory has often
2. Laws of Exercise been called a bridge between behaviorist and
3. Laws of Readiness cognitive learning theories because
• it encompasses attention, memory, and
motivation.
II. NEO BEHAVIORISM

Explanations provided by the basic

principles of behaviorism appeared not
to satisfy all learning scenarios. New
theories came into view which
maintained some of the behaviorist
concepts but excluded others and
added new ideas which later came to
be associated with the cognitive views
of learning.

Both theories are influenced by

behaviorism (which is focused on
external elements in learning), but
their principles seem to also be reflective of the cognitive
perspective (focused on more internal elements).
EDWARD CHACE TOLMAN
• He was an American psychologist and a
professor of psychology at the University of
California, Berkeley.
• Through Tolman's theories and works, he
founded what is now a branch of psychology
known as purposive behaviorism.
• It combines the objective study of behavior while
also considering the purpose or goal of
behavior. Tolman thought that learning
developed from knowledge about the
environment and how the organism relates to its
environment.
Purposive behaviorism has also been referred to a
sign learning theory and is often seen as the link
between behaviorism and Cognitive theory.
Moral Thinking and moral behavior are influenced by
observation and modeling.
This includes moral judgments regarding right and wrong
which can, in part, develop through modeling.
Conditions necessary for effective modeling to occur:
➢ Attention
➢ Retention
➢ Motor Reproduction
➢ Motivation
EDUCATIONS IMPLICATION OF SOCIAL LEARNING
THEORY:
• Students often learn a great deal simply by
observing other people.
• Describing the consequences of behavior can
effectively increase the appropriate behaviors
and decrease inappropriate ones.
• Modeling provides an alternative to shaping for
teaching new behaviors

Those of the gestalt psychologist and Those of

John Watson, the behaviorist

He believed that learning is a cognitive process.

Learning involves forming beliefs and obtaining
knowledge about the environment and then -RLE
revealing that knowledge through purposeful and
goal-directed behavior.