GOOD MORNING

Behaviorist
Perspective
Behaviorism
• Focuses on the study of observable and measurable
behavior
• It Emphasizes that behavior is mostly learned through
conditioning and reinforcement (rewards and
punishment).
• Does not give much attention to the mind, and the
possibility of thought processes occuring in the mind.
Ivan Pavlov
• Is well known in his work classical conditioning or
stimulus substitution.
CLASSICAL CONDITIONING
• Is a type of learning through association
• Is learning that occurs when neutral stimulus
through repeated pairing with a stimulus that
elicits a specific response, comes to elicit that
same response.
• Starts with a reflex ( R) ; an innate, involuntary
behavior.
• This involuntary behavior is elicited or caused by
an antecedent event.
Components of conditioning
• Neutral Stimulus – is a stimulus does not ordinarily elicit a
reflex response
• Unconditioned Stimulus – is a stimulus that naturally and
invariably produce a given response. Is a stimulus that brings
about a response without having been learned.
• Unconditioned response – is the unlearned response that
occurs naturally in response to be unconditioned stimulus. A
response that is natural and needs no learning.
• Conditioned stimulus – Is a stimulus that is initially natural
but when repeatedly paired with unconditioned stimulus,
elicits the response
• Conditioned response – is the learned response to the
previously neutral stimulus.
Pavlov’s Experiment
• Before conditioning, ringing the bell (neutral stimulus) cause no
response.
• Placing food (unconditioned stimulus) in front of the dog initiated
salvation (unconditioned response)
• During conditioning, the bell was rung a few seconds before the dog was
presented food.
• After conditioning, the ringing of the bell (conditioned stimulus) alone
produced salvation (conditioned stimulus)
• CLASSICAL CONDITIONING ILLUSTRATION
STAGE 1 – Before Conditioning
Bell
(neutral stimulus) No response

STAGE 2 – during conditioning

Bell
(neutral stimulus)

Paired with

Meat Salivation
(unconditioned stimulus) ( unconditioned stimulus)

STAGE 3- after conditioning

Salivation (conditioned
Bell (conditioned stimulus)
stimulus)
Pavlov also had the following findings:

• Stimulus Generalization – Once the dog has learned to

salivate at the sound of the bell, it will salivate other
similar sounds.
• Extinction – if you stop pairing the bell with the food,
salivation will eventually cease in response to the bell.
• Spontaneous Recovery – Extinguished response can be “
recovered” after an elapsed time, but will soon extinguish
again if the dog is not presented with food.
• Higher- Order Conditioning – Once the dog has been
conditioned to associate the bell with food, another
unconditional stimulus, such as a light may be flashed
at the same time that the belt is rung. Eventually the
dog will salivate at the flash of the light without the
sound of the bell.
 Edward L. Thorndike
• Edward Thorndike’ Connectionism
thoery gave us the original S-R
framework of behavioral psychology.
• He explained thay learning is the
result of associations forming
between stimuli and responses.
 Connectionism
• Stated that learning has taken place when a strong
connection or bond between stimulus and response is
formed.
• Three primary laws:
1. Law of Readiness
2. Law of Exercise
3. Law of Effect
1. Law of Readiness

• States that if the learner is prepared to act, to make him act

is statisfying; not to make him act is annoying.
• Readiness is a very important condition in learning, because
a learner may be satisfied or frustrated depending on his
state of readiness.
• In many instance, the teacher usually asks the class to do
some rest exercises like singing, dancing, or calisthenics
before the pupils take a new subject.

• Teachers, begin their lessons by recalling previous lessons

connected with the present lesson to pave the way for
understanding the new lesson
Law of Exercise

• This law states that exercise, practice, or repetition strengthens

the bonds or connections between the stimulus and the
response.
• “Practice makes perfect” seem to be associated with this.
Law of effect

1. When organism’s response is a accompanied or followed

by a satisfactory state, the strengthof the connection is
increased.
2. When an annoying state accompanies or follows the
response, the strength of the connection is decreased.
• The use of motivation, creation of a permissive atmosphere
in the classroom through structuring of the room; the
pleasant, enthusiastic, and encouraging attitude of the
teacher, the use of devices, rewards, incentives, feedback,
and use of praise rather than reproof or punishment are
among the positive applications of the law of effect in
classroom teaching.
John Watson

• First american psychologist to work with Pavlov’s idea.

• He considered that humans are born with reflexes and the
emotional reactions of love and rage.
• He believed in the power of conditioning so much that he said if
he is given a dozen healthy infants he can make them into
anything you want them to be, basically through making
stimulus-response connections through conditioning.
Experiment on Albert
• Watson applied classical conditioning in his experiment
concerning a Albert, a young child and a white rat.
• In the beginning, Albert was not afraid of the rat; but Watson
made a sudden loud noise Albert touched the rat. Because
Albert was frightened by the loud noise, he soom became to
conditioned to fear and avoid the rat. Later, the child’s
response was generalized to other small animals. Now, he was
also afraid of small animals. Watson then “extinguished” or
made thr child “unlearn “ fear by showin the rat without the
loud noise.
Burrhus Frederick Skinner
• A behaviorist who believed in the stimulus –
response pattern of conditioned behavior.
• His theory zeroed in only on changes in
observable behavior, excluding any likelihood
of any processes taking place in the mind
• Skinner’s work differ from that of the three
behaviorist before him ( Pavlov, Watson, and
Thorndike), in that he studied operant
behavior (voluntary behaviors used in
operating on thr environment). Thus, is theory
came to known as Operant Conditioning.
Operant Conditioning
• Is based on the notion that learning is a result of change in
overt behavior.
• Changes in behavior are the result of an individual’s response
to events (stimuli) that occur in the environment.
• A response a consequences such as defining a word, hitting a
ball, or solving a math problem.
• When a particular Stimulus-Response (S-R) pattern is
reinforced (rewarded), the individual is conditioned to
respond.
 Reinforcement
• Is the key element in Skinner’s S-R theory.

Reinforcer
Is anything that strengthens the desired response. There are
is postive reinforcer and a negative reinforcer.
Positive Reinforcer

• Is any stimulus that is given or added to increase the

response.
Example:
1. A teacher promises to extra time in the play area to
children who behave well during the lesson.
2. A mother who promises a new cell phone for her son who
gets good grades.
Negative reinforcer

• Is not a punishment ,in fact it is a reward.

• Is any stimulus that results in the increased frequency of a
response when it is withdrawn or removed.
Example:

• A teacher announces that a student who gets an average

grade of 1.5 for two grading periods, will be no longer take
the final examination.

The negative reinforcer is “ removing “ the final exam, which

we realize is a form of reward for working hard and getting an
average of 1.5.
Punishment

• Is different from negative reinforcer because a punishment

is a consequence intended to result in reduced responses.
Example
• A student who always come late is not allowed to join a
group work that has already began (punishment) and
therefore losses points for that activity.

The punishment was done to reduce the response of

repeatedly coming to class late.
Extinction or non-reinforcement

• Responses that are not reinforced are not likely to be

repeated

• Example : Ignoring a student’s misbehavior may extinguish

that behavior.
Shaping of behavior
• An animal on a cage may take a very long time to figure out
that pressing a lever will produce food. To accomplish such
behavior successive approximations of the behavior are
rewarded until the animal learns the association betweem
the lever and the food reward. To begin shaping, the animal
may be rewarded for simply turning in the direction of the
lever, then for moving toward the lever, for brushing against
the lever, and finally for pressing the lever.
Behavioral Chaining

• Come about when a series of steps are needed to be learned. The

animal would master each steps in sequence until the entire
sequence is learned.
• This can be applied to a child being taught to tie a shoe lace.
The child can be given reinforcement (rewards) until the
entire process of tying shoe lace is learned
Reinforcement Schedules.

• Once the desired behavioral response is accomplished,

reinforcement does not have to be 100%; in fact it can be
maintained more successfully through what skinner referred
to as partial reinforcement schedules. Partial reinforcement
schedules include interval schedules and ratio schedules.
Fixed Interval Schedules.

• The target response is reinforced after a fixed amount of

time has passed since the last reinforcement.
• Example: The bird in a cage is given food (reinforcer) every
10 minutes, regardless of how many times it presses the bar.
Variable Interval Schedules

• This id similar to fixed interval schedules, but the amount of time that
must pass between reinforcement varies.
• Example: the bird may receive food (reinforcer) different intervals, not
every ten minutes.
Fixed Ratio Schedules

• A fixed number of correct responses must occur before

reinforcement may recur.
• Example, the bird will be given food (reinforcer) everytime
it presses the bar 5 times.
Variable Ratio Schedules
• The number of correct repetitions of correct response for
reinforcement varies.
• Example, the bird is given food (reinforcer) after it presses the bar 3
times, then after 10 times, then after 4 times. So the bird will not be
able to predict how many times it needs to press the bar before it
gets food again.
• Variable interval and especially, variables ratio schedules produce
steader and more persistent rates of response because the learners
cannot predict when the reinforcement will come although they know
that they will eventually succeed.
Neo Behaviorism :Toleman and
Bandura
With researches, 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 concept but excluded others, and add new ideas
which later came to be associated with cognitive views of
learning. The neo-behaviorist,were tarnsitional group,
bridging the gap between behaviorism and cognitive theories
of learning.
Toleman’s Key Concepts

• Learning is always purposive and goal-directed. Toleman asserted

that learning is always purposive and gaol directed.He held the notion
that an organism acted or responded for some adaptive purpose. He
believed individuals do more than merely reapond to stimuli; they
act on beliefs, attitudes, changing conditions, and they strive toward
goals. Toleman saw behavior as holistic, purposive, and cognitive.
• Cognitive maps in rats. In his famous experiments, on group of rats was
placed at random starting locations in a maze but the food was always in
the same location. Another group of rats had the food placed in
different location. The group that had the food in the same location
performed much better than the other group, supposedly
demonstrating that they had learned the location rather than a specific
of turns.
This is tendency to “ learn location” signified that rats somehow formed
cognitive maps that help them perform well on the maze. He also found
out that organisms will select the shortest or easier path to achieve a
goal.
Applied in human learning,

• Since a student passes by the same route going to school

everyday, he acquires a cognitive map of the location of his
school. So when transportation re-routing is done, he can
still figure out what turns to make to get to school the
shortest or easier way.
Latent Learning. Is a kind of learning that remains or stays
with the individual until needed. It is learning that is not
outwardly manifested at once. According to Toleman it can
exist even without reinforcement. He demonstrated this in his
ra experiments wherein rats apparently “ learned thr maze” by
forming cognitive maps of the maze, but manifested this
knowledge of the maze only when they needed to.
 Applied in human learning,

• A two-year old always sees her dad operate the t.v remote
control and observes how the t. v. Is turned on how channel
is cahnged, and volume adjusted. After sometime the
parents are surprised that on the first time that their
daughter holds the remote control, she already knows which
buttons to press for what function. Through latent learniny,
the child knew skills beforehand, even though she was never
done them before.
• The concept of intervening variable. Intervening variable are
variables that are not readily seen but serve as determinants
of behavior. Tolman believed that learning is madiated or is
influenced by expectations, perceptions, representations,
needs and other internal or environmental variables.
Example, in his experiments with rats he found out that
hunger was an intetvening variable
• Reinforcement not essential for learning. Tolman concluded
that reinforcement is not essential for learning, although it
provides an incentive for performance.In his studies, he
observed that a rat was able to acquire edge of the way
through a maze, i. e., to develop a cognitive map, even in
the absence of reinforcement.
Albert Bandura’s Social learning Theory
• Social learning theory focuses on the learning that occurs
within a social context. It considers that people learn from
one another, including such concepts as observational
learning, imitation, and modeling. The ten-year old boy
Sergio Pelico did watch Saddam’s execution in t. v and then
must have imitated it.
• Among others, Albert Bandura is considered the leading
proponent of this theory .
Conditions necessary for effective modeling to
occur
• Bandura mentions four conditions that are necessary before an
individual can successfully model the behavior of someone else:
• Attention – the person must first pay attention to the model.
• Retention – the observer must be able to remember the behavior that
has been observed. One way of increasing this using the technique of
rehearsal.
• Motor Reproduction – the third conditions is the ability to replicate the
behavior that the model has just demonstrated.
• Motivation – the final necessary ingredient for modeling to occur
motivation.