Behaviorism is a psychological theory based around understanding observable behavior. The theory posits that adjusting or manipulating the environment of the subject will cause them to react in observable ways. Behaviorists consider the subject to be passive, and learning being something that happens to them, rather than an active participant in learning. Behaviorism has a role in teaching in aiding teachers to understand how the environment affects learners’ behavior as well as a behavior management tool (1). Show
Key terms and definitions
Skinner’s work can help educators to know the best times to give reinforcement to best avoid extinction. His experiments have revealed which of the reinforcement schedules are most effective. Continuousness is good when setting up habits, then retreating to other schedules is best. Both variable and ratio were revealed to be stronger than fixed or continuous, with variable ratio reinforcement being the least likely to result in the extinction of the desired behavior. History and key psychologists in the evolution of behaviorismBehaviorism as a fledgling concept first appeared in 1887, when Ivan Pavlov performed his famous experiment with dogs. The actual term Behaviorism was coined by John Watson in 1913 when he presented a paper that combined his own work with that of other psychologists to create a cohesive theory. There have been four major psychologists who were fundamental in the development of the theory, each building on each other’s work. Behaviorism dominated psychological thinking for several decades. While behaviorism is no longer as widely cited and used, it remains a dominant theory that underpins much of psychological thinking. Ivan PavlovIvan Petrovich Pavlov’s work was concerned with understanding classical conditioning. He completed a series of experiments to understand how environmental stimuli could be manipulated to adjust behavior. He came to conclusions about how the brain learns in relation to his observations. Ivan Petrovich Pavlov (26 September, 1849 – 27 February, 1936) was a Russian physiologist.In his most famous experiments, he used a bell to let dogs know they were about to receive a treat. His research was originally concerned with the production of saliva to aid digestion, but he noticed the dogs salivating in anticipation of their feeding schedule and became interested in what was happening. He began to measure the volume of saliva the dogs produced when an aural stimulus – a bell – was presented. He then measured the saliva produced with the addition of food. Within a few repetitions, the dogs associated the bell with the expectation of food and would produce saliva whether the food was present or not. Pavlov concluded that you could pair neutral stimuli with desired stimuli to create a particular outcome of observable behavior. Pavlov called this association of stimuli to a particular behavior conditional reflexes. He created the stimulus-response model, concluding that the brain learned in response to stimuli, by creating associations between those stimuli and particular behaviors. Pavlov went on to see how adjusting the parameters of the study, such as length of time between the bell and the treat, or how randomization of whether the food was offered, affected the response to stimuli. Pavlov’s work contributed the following influences to the theory of behaviorism:
Edward ThorndikeEdward Lee Thorndike was another important part of the development of this theory. His research formed the basis of understanding operant conditioning. He also created a learning model called the Law of Effect. Edward Lee Thorndike (August 31, 1874 – August 9, 1949) was an American psychologist.Thorndike performed experiments on animals to measure how long it took them to learn to solve a puzzle ie: press a button or pull a lever, to produce the desired outcome – getting to food. Thorndike observed that through practice the animal learned which behavior caused the desired outcome and so performed such behaviors more quickly. From his experiments, he concluded that behavior that produces desired outcomes is likely to be repeated, while behavior that produces undesired outcomes will decrease over time and even go extinct. Thorndike called this the Law of Effect. His work is still influential in understanding behavior and learning today. Thorndike also founded the field of Educational Psychology, publishing a book on it in 1903. He worked to apply his research to the field of teaching and was influential in reexamining the way that learning and punishment were viewed in the classroom setting. Thorndike’s work contributed the following influences to the theory of behaviorism:
John B. WatsonJohn Broadus Watson is credited with collecting the work of other psychologists and creating the term behaviorism. Watson was focused on applying scientific foundations to the field of psychology, stating that behavior had to be both observable and measurable. The internal world of humans cannot be observed or measured, and therefore must not be used to understand behavior. He believed that psychology should focus on controllable and observable behavior to be taken seriously as a scientific field. While Watson’s conclusions about internal processes being irrelevant are now widely disregarded, his efforts are considered to be instrumental in the movement towards psychology being taken seriously within scientific academia. John Broadus Watson (January 9, 1878 – September 25, 1958) was an American psychologist.Watson was the first psychologist to use a human subject to test ideas of classical conditioning. Little Albert, a 9 month old infant, was subjected to loud noises in association with animal stimuli until he produced a fear response to the animal whether the loud noise was present or not. His work with Little Albert is ethically questionable by today’s standards. The work would also not be considered scientifically viable as the conditions of the experiment did not meet modern expectations of a laboratory setting. Watson contributed the following to the theory of behaviorism:
B. F. SkinnerBurrhus Frederic Skinner’s work continued to develop the field of behaviorism and attempted to broaden the definition of the theory. He created the concept of radical behaviorism and defined reinforcement principles, creating the model reinforcement schedules. Burrhus Frederic Skinner (March 20, 1904 – August 18, 1990) was an American psychologist.B.F. Skinner is considered the father of Radical Behaviorism. According to Skinner radical behaviorism is “the philosophy of a science of behavior treated as a subject matter in its own right apart from internal explanations, mental or physiological” (1989, p. 122 2). Skinner rejected the notion that internal processes were irrelevant to learning, and examined how thoughts and feelings might be analyzed scientifically. His conclusions were that behavior was a reflection of internal processes and therefore could be analyzed. The effort to consider internal thoughts and feelings became known as radical behaviorism, and the application of these ideas is widely used today in applied behavior analysis. Skinner worked to understand better the underlying reinforcement patterns that influenced behavior. He identified different kinds of reinforcement as mentioned in the definitions section of this essay. Skinner was also passionate about education and believed that teachers needed to have a good understanding of how learning works. He believed learners needed to be viewed as active participants in learning instead of passive. Skinner’s contributions to behaviorism continue to be the most widely used today:
There are several criticisms and observed limitations of behaviorism theory. While these concepts and principles predict observable behavioral responses in humans, internal cognitive processes are largely discounted. Further, behaviorism defines learning as observable behavior and only values learning resulting in modified behavior, which is only one aspect of learning. Learning takes place within a complex set of criteria and behaviorism reduces these processes to observable cause and effect. Behaviorists theorize that learners are passive and that the teacher is in total control of the learning that occurs based on the environment they create, however, this removes the agency of the learner to engage meaningfully in their own learning. The expectation is that the learner will behave in an expected way in response to particular stimuli created by the teacher, and they are simply vessels into which learning is poured (4). While Skinner attempted to remedy some of the issues above with his radical behaviorism theory, his attempts to place concepts like emotion, thoughts and conscious state into measurable criteria falls woefully short. The lack of account for internal processes means that reasons behind particular behavior are at best oversimplified and at worst overlooked. Unfortunately, trying to measure behavior without accounting for underlying reasons will not adequately aid the understanding of human behavior. However, while behaviorism is now considered to be largely outdated, many aspects of the theory are still in active use or underpin current psychological concepts and beliefs. Motivation, learning, and other implications for teachingBehaviorism believes providing the correct environment, coupled with repetition of skills and knowledge tasks will cause learning to happen, and this is how education was managed for decades. While this is now less prevalent in the classroom setting, applying behaviorism in the classroom is still relevant from several perspectives. The teacher has the role of filling the learner with knowledge, behaviorism helps with this in different ways. Creating an environment that has the correct stimuli to condition a state of learning is the behaviorist’s goal. Positive reinforcement is useful to modify behavior, and becoming familiar with Skinner’s reinforcement schedules so you can utilize the best methods in any given scenario is useful. Teachers can use this understanding to create an environment in which reinforcement works to the teacher’s and learner’s best advantage (7). Educators can use behaviorist theory to improve student motivation. All learners want to feel good, and so using reinforcement schedules to provide those experiences will motivate students to adjust their behavior. As a behavioral management tool, behaviorism is still very relevant. Using positive reinforcement and reinforcement schedules to motivate children to try hard and do their best is one of the most useful concepts from the theory. Using the methods outlined by behaviorists tends to be more useful for learning that can be easily assessed or monitored through observing learner behavior. Route learning or “skill and drill” memorisation style learning is a common learning style best suited to this theory. The emphasis on prizes, good grades and praise are useful for these units of learning. Using behaviorism in the classroom as a learning tool is good for scientific or formulaic learning such as times tables and languages that rely on being able to memorize a lot of information (3). Useful tools and systems outlined by skinner include:
It is worth noting that the lessons that need more comprehension and deeper learning are less suited to these methods. For this kind of learning, behaviorism theory is best for use in motivating students to engage with their learning, rather than as a learning method, for which other learning theories such as social cognitive theory and constructionism are worth exploring (5). Teaching Strategies that support Behaviorist Learning Theory:
ConclusionWhile many aspects of behaviorism are now widely discredited, the underlying principles and observations of learning are still in wide use today. The concept of reinforcement schedules are used in many learning and teaching models, and understanding how students react and respond to environmental stimuli and how that might impact future learning and behavior is still valuable. Understanding the development of the theory and how thinking around these ideas evolved is useful to understanding the theory’s usefulness in a classroom setting, but it must be remembered that as a learning system, the theory is best suited to learning that requires memorization of facts rather than deep comprehension learning. As a behavior management technique, much of the theory is still useful to educators in the modern classroom. References:
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I am a professor of Educational Technology. I have worked at several elite universities. I hold a PhD degree from the University of Illinois and a master's degree from Purdue University. What theory focuses on observable behaviors?Methodological behaviorism states that observable behavior should be studied scientifically and that mental states and cognitive processes don't add to the understanding of behavior. Methodological behaviorism aligns with Watson's ideologies and approach.
What is Cognitivism theory of learning?Cognitivism is a learning theory that focusses on how information is received, organized, stored and retrieved by the mind. It uses the mind as an information processer, like a computer. Therefore, cognitivism looks beyond observable behaviour, viewing learning as internal mental processes.
What are the 3 behavioral theories?The most-often used theories of health behavior are Social Cognitive Theory, The Transtheoretical Model/Stages of Change, the Health Belief Model, and the Theory of Planned Behavior.
What are the 4 behavioral theories?Four models that present a logical and reasonable approach to behavioral change include the Health Belief Model, the Theory of Self Efficacy, the Theory of Reasoned Action, and the Multiattribute Utility Model.
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