Group members: Chelsea Mujan Meripa Dulcy Garasi Juliati Jamil Mira Tey Wei Ling
Behaviorism
Founded by John B. Watson in 1913. Emphasize on the study of observable, measurable behaviors. A perspective that psychologist should be concerned with the study of human behavior rather than with the study of human mind. Among the well known, influential behaviorists are: Pavlov, Thorndike and Skinner.
What is learning?
At first, according to behaviorists, learning is any relatively permanent change in our thoughts, feeling or behavior that results from experience. However, they eventually realized that changes in peoples mental states cannot be observed objectively, and the only scientific evidence for learning was the observal changes in behavior. Therefore, they finally consider learning relatively as enduring changes in observable behavior that results from experience.
Theories in Behaviorism
CLASSICAL CONDITIONING
Behaviorists: Learning occurs through temporal contiguity, the simultaneous presentation of two events (Guthrie, 1959) A contiguity theory of learning = the concept of learning through association. Learning is the pairing of automatic responses to new stimuli.
3. Spontaneous Recovery
Resurrecting responses It is the reappearance of a conditioned response (CR) which was extinct after a long period of non-appearance of the conditioned stimulus (CS).
4. Stimulus Generalization
The conditioned response of an organism that applies not only to the exact, original continued stimulus, but also to the other similar stimulus.
5. Stimulus Discrimination
Contrast with stimulus generalisation. Depends on the degree of similarity. E.g. the sound of the gong compare with the bell.
6. Higher-order Conditioning
A new conditioned response which is built on the foundation of learned response. A conditioned stimulus which functions as an unconditioned stimulus. E.g. (the sound of bell now linked with the red light, after a number of trials, the dog will also salivate in response to the red light presented alone).
During Conditioning
Teacher (CS) teaching in an interesting manner.
After Conditioning
Teachers presence (CS)
2. In order to teach effectively, the teacher ought to relate practical experience (conditioned stimulus) with the learning task (unconditioned stimulus) so as to produce satisfactory conditioned learning response. 3. Guide pupils to apply skill to make accurate generalization by using various related examples. 4. Pupils to use skill to make discrimination, for example, to ascertain the different specific characteristics of parallelogram and rhombus.
5. Allocate sufficient exercises for pupils to strengthen the application of conditioned stimulus and conditioned response. For example, giving related exercises regularly to solve mathematics problems. 6. Use secondary reinforcement to sustain conditioned response to avoid process of extinction. For example, use new, similar stimulus as conditioned stimulus to motivate pupils for their subsequent learning activities.
7. Assist pupils to restore their memory by allowing sufficient resting time until all existing interferences in learning have been removed.
4. After conditioned response was established, when the white mice appeared only, Little Albert responded with fear.
White mice (CS) Fear (CR)
Contents: - Skinner used the term operant to refer to any "active behavior that operates upon the environment to generate consequences" (1953).
Some key concepts in operant conditioning: Reinforcement is any event that strengthens or increases the behavior it follows. There are two kinds of reinforcers: Positive reinforcers are favorable events or outcomes that are presented after the behavior. In situations that reflect positive reinforcement, a response or behavior is strengthened by the addition of something, such as praise or a direct reward. Negative reinforcers involve the removal of an unfavorable events or outcomes after the display of a behavior. In these situations, a response is strengthened by the removal of something considered unpleasant.
In both of these cases of reinforcement, the behavior increases. Punishment, on the other hand, is the presentation of an adverse event or outcome that causes a decrease in the behavior it follows. There are two kinds of punishment: Positive punishment, sometimes referred to as punishment by application, involves the presentation of an unfavorable event or outcome in order to weaken the response it follows. Negative punishment, also known as punishment by removal, occurs when an favorable event or outcome is removed after a behavior occurs.
Example 3: A form of reinforcement (such as food) is given to an animal every time the animal (for example, a hungry lion) presses a lever
Classical Organisms response is involuntary (automatic physiological or emotional reactions) Behavior follows stimuli Learning is the process of associating neutral stimuli with unconditioned stimuli Operant Organisms response is voluntary Behavior precedes stimuli Learning is the process of changing ones behavior as a result of the consequences of such behavior
Conclusion:
Here are some principles that B.F. Skinner identified in his research: Pleasant experiences (such as rewards or praise) are positive reinforcers. They cause learners to make desired connections between stimuli and responses. Unpleasant experiences (such as punishment) are negative reinforcers. They cause learners to avoid undesirable responses to stimuli. Continuous reinforcement increases the rate of learning. Intermittent reinforcement contributes to longer retention of what is learned. Both positive and negative reinforcement can shape behavior. A lack of any reinforcement can also shape behavior. If people receive no acknowledgement of their behavior, they will likely change that behavior until they receive some kind of reinforcement.