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10/22/2017 Theories of Behavioral Psychology

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Theories of Behavioral Psychology


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Operant Conditioning

An Overview of Behavioral Psychology


By Kendra Cherry | Reviewed by a board-certi ed physician
Updated August 16, 2016

Behaviorism, also known as behavioral psychology, is a theory of learning based on the idea that all behaviors are acquired
through conditioning. Conditioning occurs through interaction with the environment. Behaviorists believe that our
responses to environmental stimuli shape our actions.

According to this school of thought, behavior can be studied in a systematic and observable manner regardless of internal
mental states.

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Basically, only observable behavior should be consideredcognitions, emotions, and moods are far too subjective.

Strict behaviorists believed that any person can potentially be trained to perform any task, regardless of genetic background,
personality traits, and internal thoughts (within the limits of their physical capabilities). It only requires the right
conditioning.

A Brief History
Behaviorism was formally established with the 1913 publication of John B.

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Watson's classic paper, "Psychology as the Behaviorist Views It." It is best summed up by the following quote from Watson,
who is often considered the "father" of behaviorism:

"Give me a dozen healthy infants, well-formed, and my own speci ed world to bring them up in and I'll guarantee to
take any one at random and train him to become any type of specialist I might selectdoctor, lawyer, artist, merchant-

chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race
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of his ancestors."

Simply put, strict behaviorists believe that all behaviors are the result of experience.

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Any person, regardless of his or her background, can be trained to act in a particular manner given the right conditioning.

From about 1920 through the mid-1950s, behaviorism grew to become the dominant school of thought in psychology. Some
suggest that the popularity of behavioral psychology grew out of the desire to establish psychology as an objective and
measurable science. Researchers were interested in creating theories that could be clearly described and empirically
measured, but also used to make contributions that might have an in uence on the fabric of everyday human lives.

There are two major types of conditioning:

Classical conditioning is a technique frequently used in behavioral training in which a neutral stimulus is paired with a
naturally occurring stimulus. Eventually, the neutral stimulus comes to evoke the same response as the naturally occurring
stimulus, even without the naturally occurring stimulus presenting itself. The associated stimulus is now known as the
conditioned stimulus and the learned behavior is known as the conditioned response.

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Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through
reinforcements and punishments. Through operant conditioning, an association is made between a behavior and a
consequence for that behavior. When a desirable result follows an action, the behavior becomes more likely to occur again in
the future. Responses followed by adverse outcomes, on the other hand, become less likely to happen again in the future.

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Learning can occur through associations. The classical conditioning process works by developing an association between an
environmental stimulus and a naturally occurring stimulus. In physiologist Ivan Pavlov's classic experiments, dogs
associated the presentation of food (something that naturally and automatically triggers a salivation response) with the
sound of a bell, at rst, and then the sight of a lab assistant's white coat. Eventually, the lab coat alone elicited a salivation
response from the dogs.

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Di erent factors can in uence the classical conditioning process. During the rst part of the classical conditioning process,
known as acquisition, a response is established and strengthened. Factors such as the prominence of the stimuli and the
timing of presentation can play an important role in how quickly an association is formed.

When an association disappears, this is known as extinction, causing the behavior to weaken gradually or vanish. Factors
such as the strength of the original response can play a role in how quickly extinction occurs. The longer a response has
been conditioned, for example, the longer it may take for it to become extinct.

Learning can also occur through rewards and punishments. Behaviorist B.F. Skinner described operant conditioning as the
process in which learning can occur through reinforcement and punishment. More speci cally, by forming an association
between a certain behavior and the consequences of that behavior, you learn. For example, if a parent rewards their child
with praise every time they pick up their toys, the desired behavior is consistenly reinforced. As a result, the child will
become more likely to clean up messes.

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Reinforcement schedules are important in operant conditioning. This process seems fairly straight forwardsimply observe
a behavior and then o er a reward or punishment. However, Skinner discovered that the timing of these rewards and
punishments has an important in uence on how quickly a new behavior is acquired and the strength of the corresponding
response.

Continuous reinforcement involves rewarding every single instance of a behavior. It is often utilized at the beginning of the
operant conditioning process. But as the behavior is learned, the schedule might switch to one of a partial reinforcement.
This involves o ering a reward after a number of responses or after a period of time has elapsed. Sometimes, partial

reinforcement occurs on a consistent or xed schedule. In other instances, a variable and unpredictable number of
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reinforcement occurs on a consistent or xed schedule. In other instances, a variable and unpredictable number of
responses or time must occur before the reinforcement is delivered.

Several thinkers in uenced behavioral psychology. In addition to those already mentioned, there are a number of prominent
theorists and psychologists who left an indelible mark on behavioral psychology. Among these are Edward Thorndike, a
pioneering psychologist who described the law of e ect, and Clark Hull, who proposed the drive theory of learning.

There are a number of therapeutic techniques rooted in behavioral psychology. Though behavioral psychology assumed
more of a background position after 1950, its principles still remain important. Even today, behavior analysis is often used
as a therapeutic technique to help children with autism and developmental delays acquire new skills. It frequently involves
processes such as shaping (rewarding closer approximations to the desired behavior) and chaining (breaking a task down
into smaller parts and then teaching and chaining the subsequent steps together). Other behavioral therapy techniques
include aversion therapy, systematic desensitization, token economies, modeling, and contingency management.
Behavioral psychology has some strengths. Behaviorism is based on observable behaviors, so it is sometimes easier to
quantify and collect data when conducting research. E ective therapeutic techniques such as intensive behavioral
intervention, behavior analysis, token economies, and discrete trial training are all rooted in behaviorism. These approaches
are often very useful in changing maladaptive or harmful behaviors in both children and adults.
It also has some weaknesses. Many critics argue that behaviorism is a one-dimensional approach to understanding human
behavior. They suggest that behavioral theories do not account for free will and internal in uences such as moods,
thoughts, and feelings. Also, it does not account for other types of learning that occurs without the use of reinforcement and
punishment. Moreover, people and animals can adapt their behavior when new information is introduced even if that
behavior was established through reinforcement.
Behavioral psychology di ers from other perspectives. One of the major bene ts of behaviorism is that it allowed
researchers to investigate observable behavior in a scienti c and systematic manner. However, many thinkers believed it fell
short by neglecting some important in uences on behavior. Freud, for example, felt that behaviorism failed by not
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accounting for the unconscious mind's thoughts, feelings, and desires that in uence people's actions. Other thinkers, such
as Carl Rogers and the other humanistic psychologists, believed that behaviorism was too rigid and limited, failing to take
into consideration personal agency.

More recently, biological psychology has emphasized the power the brain and genetics play in determining and in uencing
human actions. The cognitive approach to psychology focuses on mental processes such as thinking, decision-making,
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language, and problem-solving. In both cases, behaviorism neglects these processes and in uences in favor of studying just
observable behaviors.

A Word From Verywell


One of the greatest strengths of behavioral psychology is the ability to clearly observe and measure behaviors. Weaknesses
of this approach include failing to address cognitive and biological processes that in uence human actions. While the
behavioral approach might not be the dominant force that it once was, it has still had a major impact on our understanding
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of human psychology. The conditioning process alone has been used to understand many di erent types of behaviors,
ranging from how people learn to how language develops.

But perhaps the greatest contributions of behavioral psychology lie in its practical applications. Its techniques can play a
powerful role in modifying problematic behavior and encouraging more positive, helpful responses. Outside of psychology,
parents, teachers, animal trainers, and many others make use of basic behavioral principles to help teach new behaviors and
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discourage unwanted ones.

Sources:

Skinner, B. F. About Behaviorism. Toronto: Alfred A. Knopf, Inc; 1974.

Mills, J. A. Control: A History


Shop now of Behavioral Psychology. New York: NYU Press; 2000.

Watson, J. B. Behaviorism.
AdvertisementNew Brunswick, New Jersey: Transaction Publishers; 1930.

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