Republic of the Philippines

OCCIDENTAL MINDORO STATE C0LLEGE

Sablayan, Occidental Mindoro

ANDREW KIM SAMSON AMBID

Instructor

BEHAVIORIST
PERSPECTIVE
Pavlov

Skinner

BEHAVIORISM

Watson

Thorndike

According to behaviorism, the major

subject matter of psychology is activity
rather structure. All behaviorists are
focused on the analyses of stimuli and
responses. Many of the behaviorists
experiments were conducted using the
animal as their subject.

This
practice
only
demonstrates a primary
assumption of their theory.
That is, behaviorism adheres
to the belief that learning
follows the same laws
regardless of species.

Also, it clearly shows that while

some species may be able to
learn more complex behaviors
rather than other species, the
basic phenomenon by which
learning occurs is the same in
humans.

IVAN PAVLOV
Russian physiologist is well known for his
work in classical conditioning or stimulus
substitution. Pavlovs most renowned
experiment involved meat, a dog and a bell.
Initially, Pavlov was measuring the dogs
salivation in order to study digestion. This is
when he stumbled upon classical
conditioning.

TYPES OF BEHAVIORISM
Association theory
Russian Psychologist
local theological seminary
Imperial Medicosurgical Academy in 1897
Germany
Professor of pharmacology
St. Petersburg Institute of Experimental Medicine in
1890.

Ivan Petrovich Pavlov

He won the Nobel Prize in 1904 for his research on

the physiology of digestion.
During that time, he began to research on
conditioned reflexes in dogs, thus becoming the
pioneer in classical conditioning.
He engaged in research actively until his death at the
age of 87 in 1936.

Ivan Petrovich Pavlov

FOUR ELEMENTS

UNCONDITIONED
STIMULUS

UNCONDITIONED
RESPONSE

CONDITIONED
RESPONSE

CONDITIONED
STIMULUS

STAGE 1: BEFORE CONDITIONING

BELL
(Neutral Stimulus)

No Response

STAGE 2: DURING CONDITIONING

BELL
(Neutral Stimulus)
Paired with

MEAT
(Unconditioned Stimulus)

SALIVATION
(Unconditioned Response)

STAGE 3: AFTER CONDITIONING

BELL
(conditioned Stimulus)

SALIVATION
(conditioned Response)

CLASSICAL CONDITIONING

PAVLOV ALSO HAD THESE

FOLLOWING FINDINGS:

STIMULUS GENERALIZATIONS

Once the dog has learned to

salivate at the sound of the bell,
it will salivate at other similar
sounds.

EXTINCTION
If you stop pairing the bell with the
food, salivation will eventually
cease (stop) in response to the
bell.

SPONTANEOUS RECOVERY
Extinguished responses can be
recovered after an elapsed
time, but will soon extinguished
again if the dog is not presented
with food.

DISCRIMINATION
The dog could learn how to
discriminate between similar
bells (stimuli) and discern
which bell would result in the
presentation of food and which
would not.

HIGHER-ORDER CONDITIONING
Once the dog has been conditioned
to associate the bell with food,
another unconditioned stimulus
such as a light may be flashed at the
same time that the bell is rung.
Eventually, the dog will salivate at
the flash of the light without the
sound of the bell.

THE PRINCIPLE OF CONTIGUITY

IN CONTRAST

14
12
10
8
6
4

SIMILAR

ADJACEN
T
Series 3
Series 2
Series 1

2
0

Category 1 Category 2 Category 3 Category 4

All learning is a consequence of

association between a particular
stimulus and a response.
- Edwin Ray

Guthrie

He was born in 1886 and died in 1959.

He was raised in Lincoln, Nebrasca.
He finished his doctorate in Philosophy at the University of
Pennsylvania.
He is famous for his theory of learning based on
association.

The principle of contiguity clearly illustrates

..
that two or more sensations, experiences or
events that occur together in repeated ways
will become associated.
It points to the idea that two events need to
be contiguous or close together in time in
order to be associated.

REINFORCEMENT THEORY

The theory on reinforcement has acquired a

great place in school settings because it has
its applicability to classroom instruction.
While it is focused on the association of
events that stimulate behavior, the
reinforcement theory concentrates on the
consequences.

EDWARD L.
THORNDIKES
CONNECTIONISM
The S-R connectionism has led him
to believe that pleasant and
unpleasant consequences of behavior
help determine whether that behavior
will tend to be repeated or not.

rewar
d

POSITIVE

occurs when the

behavior produces
another new
stimulus

REINFORCEMENT

NEGATIVE

if the
disappearance or
removal of a
stimulus occurs

PUNISHMENT

POSITIVE

NEGATIVE

This is another consequence that is

often confused with reinforcement.
Punishment is used to decrease the
performance of a behavior while
reinforcement is used to increase the
performance of such behavior.

Cognitive ctaegories

CONNECTIONISM

LAW OF
EFFECT

LAW OF
EXERCIS
E

LAW OF
READINE
SS

LAW OF EFFECT
This law states that if a response is
followed by a satisfying state of
affairs, it tends to be repeated. On the
other hand, when a response is
followed by an annoying state of
affairs, it tends not to be repeated.

LAW OF EXERCISE
Tells us that the more an S-R bond is practiced
the stronger it will become. Practice makes
perfect seem to be associated with this.
However, like the law of effect, the law of
exercise also had to be revised when Thorndike
found that practice without feedback does not
necessarily enhance performance.

LAW OF READINESS

This states that, the more

readiness that learner has to
respond to the stimulus, the
stronger will be the bond
between them.

END