Behaviorist perspective report

2. WHAT IS BEHAVIORIST PERSPECTIVE?
• THE BEHAVIORIST PERSPECTIVE IS A THEORY OF PSYCHOLOGY THAT STATES THAT HUMAN
BEHAVIORS ARE LEARNED, NOT INNATE. THE BEHAVIORIST APPROACH ASSERTS THAT HUMAN
BEINGS HAVE NO FREE WILL AND THAT ALL ACTIONS, CHARACTERISTICS AND PERSONALITY TRAITS
ARE THE RESULT OF A PERSON'S ENVIRONMENT AND THE CULTURAL FORCES THAT SHAPE IT.
• THE THEORY OF BEHAVIORISM FOCUSES ON THE STUDY OF OBSERVABLE AND MEASURABLE
BEHAVIOR. IT EMPHASIZES THAT BEHAVIOR IS MOSTLY LEARNED THROUGH CONDITIONING AND
REINFORCEMENT (REWARDS AND PUNISHMENT). IT DOES NOT GIVE MUCH ATTENTION TO THE
MIND, AND THE POSSIBILITY OF THOUGHT PROCESSES OCCURRING IN THE MIND. CONTRIBUTIONS
IN THE DEVELOPMENT OF THE BEHAVIORIST THEORY LARGELY CAME FROM PAVLOV, THORNDIKE
AND SKINNER.

3. TWO CATEGORIES
•BEHAVIORISM
•NEO-BEHAVIORISM

4. BEHAVIORISM: PAVLOV, THORNDIKE, WATSON, SKINNER
•THE THEORY THAT HUMAN AND ANIMAL BEHAVIOR
CAN BE EXPLAINED IN TERMS OF CONDITIONING,
WITHOUT APPEAL TO THOUGHTS OR FEELINGS, AND
THOSE PSYCHOLOGICAL DISORDERS ARE BEST
TREATED BY ALTERING BEHAVIOR PATTERNS.

5. BEHAVIORIST
•IVAN PETROVICH PAVLOV
•EDWARD THORNDIKE
•JOHN B. WATSON
•BURRHUS FREDERICK SKINNER

6. IVAN PETROVICH PAVLOV
IVAN PETROVICH PAVLOV WAS A RUSSIAN PHYSIOLOGIST WHO
STUDIED THE BEHAVIOR OF DOGS. PAVLOV’S MOST RENOWNED
EXPERIMENT INVOLVED MEAT, A DOG AND A BELL. INITIALLY,
PAVLOV WAS MEASURING THE DOG’S SALIVATION IN ORDER TO
STUDY DIGESTION. THIS IS WHEN HE STUMBLED UPON CLASSICAL
CONDITIONING

7. PAVLOV ALSO HAD THE FOLLOWING FINDINGS:
•STIMULUS GENERALIZATION
•EXTINCTION
•SPONTANEOUS RECOVERY
•DISCRIMINATION
•HIGHER-ORDER CONDITIONING

8. EDWARD THORNDIKE
•CONNECTIONISM (EDWARD THORNDIKE) THE LEARNING THEORY OF
THORNDIKE REPRESENTS THE ORIGINAL S-R FRAMEWORK OF BEHAVIORAL
PSYCHOLOGY. LEARNING IS THE RESULT OF ASSOCIATIONS FORMING
BETWEEN STIMULI AND RESPONSES. SUCH ASSOCIATIONS OR "HABITS"
BECOME STRENGTHENED OR WEAKENED BY THE NATURE AND FREQUENCY OF
THE S-R PAIRINGS. THORNDIKE’S THEORY ON CONNECTIONISM STATED THAT
LEARNING HAS TAKEN PLACE WHEN A STRONG CONNECTION OR BOND
BETWEEN STIMULUS AND RESPONSE IS FORMED.

9. • HE CAME UP WITH THIS THREE PRIMARY LAW
• “LAW OF EFFECT” WHICH STATED THAT ANY BEHAVIOR THAT IS FOLLOWED BY
PLEASANT CONSEQUENCES IS LIKELY TO BE REPEATED, AND ANY BEHAVIOR
FOLLOWED BY UNPLEASANT CONSEQUENCES IS LIKELY TO BE STOPPED.
• “LAW OF EXERCISE (THORNDIKE)” THE MORE A BEHAVIOR FOLLOWS A GIVEN
STIMULUS, THE MORE LIKELY IT WILL OCCUR AGAIN (HABIT, NO REWARD
NECESSARY)
• “LAW OF READINESS” THIS STATE THAT, THE MORE READINESS THE LEARNER
HAS TO RESPONSE TO THE STIMULUS, THE STRONGER WILL BE THE BOND
BETWEEN THEM.

10. •PRINCIPLES DERIVED FROM THORNDIKE’S CONNECTIONISM:
•LEARNING REQUIRES BOTH PRACTICE AND REWARDS (LAW OF
EFFECT/EXERCISE)
•A SERIES OF S-R CONNECTIONS CAN BE CHAINED TOGETHER IF
THEY BELONG TO THE SAME ACTION SEQUENCE (LAW OF
READINESS).
•TRANSFER OF LEARNING OCCURS BECAUSE OF PREVIOUSLY
ENCOUNTERED SITUATIONS.
•INTELLIGENCE IS A FUNCTION OF THE NUMBERS OF CONNECTIONS
LEARNED.

11. JOHN B. WATSON
•JOHN B. WATSON WAS THE FIRST AMERICAN PSYCHOLOGIST TO WORK
WITH PAVLO’V IDEA. HE TOO WAS INITIALLY INVOLVED IN ANIMAL
STUDIES, THE LATER BECOME INVOLVED IN HUMAN BEHAVIOR RESEARCH.
•HE CONSIDERED THAT HUMAN ARE BORN WITH FEW REFLEXES AND THE
EMOTIONAL REACTIONS OF LOVE AND RAGE. ALL OTHER BEHAVIOR IS
LEARNED THROUGH STIMULUS-RESPONSE ASSOCIATIONS THROUGH
CONDITIONING.
•EXPERIMENT ON ALBERT

12. BURRHUS FREDERICK SKINNER
•BURRHUS FREDERICK SKINNER LIKE PAVLOV, WATSON AND
THORNDIKE, SKINNER BELIEVED IN THE STIMULUS-RESPONSE PATTERN
OF CONDITIONAL BEHAVIOR. SKINNER’S WORK DIFFERS FROM THAT OF
THE THREE BEHAVIORISTS BEFORE HIM, IN THAT HE STUDIED OPERANT
BEHAVIOR (VOLUNTARY BEHAVIORS USED IN OPERATING ON THE
ENVIRONMENT). THUS, IS THEORY CAME TO BE KNOWN AS OPERANT
CONDITIONING.

13. •OPERANT CONDITIONING IS BASED UPON THE NOTION THAT
LEARNING IS A RESULT OF CHANGE IN OVERT BEHAVIOR
•REINFORCEMENT IS THE KEY ELEMENT IN SKINNER’S S-R THEORY
• TWO TYPE OF REINFORCER
• POSITIVE REINFORCER – IS ANY STIMULUS THAT IS GIVEN OR ADDED TO INCREASE
THE RESPONSE
• NEGATIVE REINFORCER – IS ANY STIMULUS THAT RESULT IN THE INCREASED
FREQUENCY OF A RESPONSE WHEN IT IS WITHDRAW OR REMOVED
•EXTINCTION OR NON-REINFORCEMENT
• RESPONSES THAT ARE NOT REINFORCED ARE NOT LIKELY TO BE REPEATED
•SHAPING OF BEHAVIOR
•BEHAVIOR CHAINING

14. •REINFORCEMENT SCHEDULES
• ONCE THE DESIRED BEHAVIORAL RESPONSE IS ACCOMPLISHED, REINFORCEMENT
DOES NOT HAVE TO BE 100%.
•FIXED INTERVAL SCHEDULES
• THE TARGET RESPONSE IS REINFORCED AFTER A FIXED AMOUNT OF TIME HAS
PASSED SINCE THE LAST REINFORCEMENT.
•VARIABLE INTERVAL SCHEDULES
• SIMILAR TO FIXED INTERVAL SCHEDULES, BUT THE AMOUNT OF TIME THAT MUST
PASS BETWEEN REINFORCEMENT VARIES.

15. •FIXED RATIO SCHEDULES
• A FIXED NUMBER OF CORRECT RESPONSES MUST OCCUR BEFORE
REINFORCEMENT MAY RECUR.
•VARIABLE RATIO SCHEDULES
• THE NUMBER OF CORRECT REPETITION OF THE CORRECT RESPONSE FOR
REINFORCEMENT VARIES.

16. •IMPLICATION OF OPERANT CONDITIONING. THIS IMPLICATION
ARE GIVEN FOR PROGRAMMED INSTRUCTION
• PRACTICE SHOULD TAKE THE FORM OF EQUATION (STIMULUS) – ANSWER
(RESPONSE) FRAMES WHICH EXPOSE THE STUDENT TO THE SUBJECT IN
GRADUAL STEPS.
• REQUIRE THAT THE LEARNER MAKES A RESPONSE FOR EVERY FRAME AND
RECEIVES IMMEDIATE FEEDBACK
• TRY TO ARRANGE THE DIFFICULTY OF THE QUESTIONS SO THE RESPONSE
IS ALWAYS CORRECT AND HENCE, A POSITIVE REINFORCEMENT.
• ENSURE THAT GOOD PERFORMANCE IN THE LESSON IS PAIRED WITH
SECONDARY REINFORCEMENT SUCH AS VERNAL PRAISE, PRIZES AND
GOOD GRADES.

17. •PRINCIPLE DERIVED FROM SKINNER’S OPERANT
CONDITIONING
• BEHAVIOR THAT IS POSITIVELY REINFORCED WILL REOCCUR;
INTERMITTENT REINFORCEMENT IS PARTICULARLY EFFECTIVE.
• INFORMATION SHOULD BE PRESENTED IN SMALL AMOUNTS SO THAT
RESPONSE CAN BE REINFORCED (SHAPING).
• REINFORCEMENT WILL GENERALIZE ACROSS SIMILAR STIMULUS
(STIMULUS GENERALIZATION) PRODUCING SECONDARY CONDITIONING.

18. NEO BAHAVIORISM: TOLMAN AND BANDURA
• NEOBEHAVIORISM IS A SCHOOL OF THOUGHT THAT POSITS THAT THE STUDY OF LEARNING AND A
FOCUS ON RIGOROUS OBJECTIVE OBSERVATIONAL METHODS FORM THE KEY TO SCIENTIFIC
PSYCHOLOGY. NEOBEHAVIORISM IS THE SECOND PHASE OF BEHAVIORISM, WHICH WAS CLOSELY
ASSOCIATED WITH B.F. SKINNER, CLARK HULL AND EDWARD C. TOLMAN.
• YOU ARE TASKED TO SOLVE A MAZE. THERE ARE TWO MAZES, MAZE A AND MAZE B. USUALLY,
PEOPLE WHO WORKED ON THE MAZE ACTIVITY WOULD SAY THAT THEY FOUND THE SECOND MAZE
EASIER. THIS IS BECAUSE THAT THE TWO MAZES WERE IDENTICAL, EXCEPT THAT THE ENTRANCE
AND EXIT POINTS WERE REVERSED. PEOPLE CREATE MENTAL MAPS OF THINGS THEY PERCEIVED.
THESE MENTAL MAPS HELP THEM RESPOND TO OTHER THINGS OR TASKS LATER, ESPECIALLY IF
THEY SEE THE SIMILARITY. YOU MAY BEGIN TO RESPOND WITH TRIAL AND ERROR
(BEHAVIORISTIC), BUT LATER ON OUR RESPONSE BECOMES MORE INTERNALLY DRIVEN (COGNITIVE
PERSPECTIVE). THIS IS WHAT NEOBEHAVIORISM IS ABOUT. IT HAS ASPECTS OF BEHAVIORISM BUT
IT ALSO REACHES OUT TO THE COGNITIVE PERSPECTIVE.

19. TWO THEORIES REFLECTING NEOBAVIORISM THAT STANDS OUT:
•EDWARD TOLMAN’S PURPOSIVE
BEHAVIORISM & ALBERT BANDURA’S SOCIAL
LEARNING THEORY
•BANDURA’S SOCIAL LEARNING THEORY

20. EDWARD TOLMAN’S PURPOSIVE BEHAVIORISM &
ALBERT BANDURA’S SOCIAL LEARNING THEORY
• PURPOSIVE BEHAVIORISM HAS ALSO BEEN REFERRED TO AS SIGN LEARNING THEORY
AND IS OFTEN SEEN AS THE LINK BETWEEN BEHAVIORISM AND COGNITIVE THEORY.
TOLMAN’S THEORY WAS FOUNDED ON TWO PSYCHOLOGICAL VIEWS, THOSE OF
GESTALT PSYCHOLOGISTS AND THOSE OF JOHN WATSON, THE BEHAVIORIST.
• TOLMAN BELIEVED THAT LEARNING IS A COGNITIVE PROCESS. LEARNING INVOLVES
FORMING BELIEFS AND OBTAINING KNOWLEDGE ABOUT THE ENVIRONMENT AND
THEN REVEALING THAT KNOWLEDGE THROUGH PURPOSEFUL AND GOAL-DIRECTED
BEHAVIOR

21. • TOLMAN STATED IN HIS SIGN THEORY, THAT AN ORGANISM LEARNS BY PURSUING
SIGNS TO A GOAL, I.E., LEARNING IS ACQUIRED THROUGH MEANINGFUL BEHAVIOR.
HE STRESSED THE ORGANIZED ASPECT OF LEARNING: “ THE STIMULI WHICH ARE
ALLOWED IN ARE NOT JUST SIMPLE ONE TO ONE SWITCHES TO THE OUTGOING
RESPONSES. RATHER THE INCOMING IMPULSES ARE USUALLY WORKED OVER AND
ELABORATED IN THE CENTRAL ROOM INTO A TENTATIVE MAP, INDICATING ROUTES
AND PATHS AND ENVIRONMENTAL RELATIONSHIPS, WHICH FINALLY DETERMINES
WHAT RESPONSES, IF ANY, THE ANIMAL WILL MAKE.
• TOLMAN’S KEY CONCEPTS
• LEARNING IS ALWAYS PURPOSIVE AND GOAL-DIRECTED- INDIVIDUALS DO MORE THAN
MERELY RESPOND TO A STIMULI; THEY ACT ON BELIEFS, ATTITUDES, CHANGING
CONDITIONS AND THEY STRIVE TOWARD GOALS.

22. • COGNITIVE MAPS IN RATS. IN HIS FAMOUS EXPERIMENTS, ONE GROUP OF RATS
WAS PLACED AT RANDOM STARTING LOCATIONS IN A MAZE BUT THE FOOD WAS
ALWAYS IN THE SAME LOCATION IN A MAZE BUT THE FOOD WAS ALWAYS IN THE
SAME LOCATION. ANOTHER GROUP OF RATS HAD THE FOOD PLACED IN
DIFFERENT LOCATIONS WHICH ALWAYS REQUIRED EXACTLY THE SAME PATTERN
OF TURNS FROM THEIR STARTING 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 THE SPECIFIC SEQUENCE OF TURNS. THIS IS TENDENCY TO “LEARN
LOCATION” SIGNIFIED THAT RATS SOMEHOW FORMED COGNITIVE MAPS THAT
HELP THEM PERFORM WELL ON MAZE. HE ALSO FOUND OUT THAT ORGANISMS
WILL SELECT THE SHORTEST OR EASIEST PATH TO ACHIEVE A GOAL.

23. • LATENT LEARNING – IS A KIND OF LEARNING THAT REMINDS OR STAYS WITH THE
INDIVIDUAL UNTIL NEEDED.IT IS LEARNING THAT IS NOT OUTWARDLY MANIFESTED AT
ONCE.
• EX. APPLIED IN HUMAN, A TWO-YEAR-OLD ALWAYS SEES HER DAD OPERATE THE TV. REMOTE
CONTROL AND OBSERVES HOW THE TV IS TURNED ON OR HOW CHANNEL IS CHANGED 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 BUTTON
TO PRESS FOR WHAT FUNCTION. THROUGH LATENT LEARNING, THE CHILD KNEW THE SKILLS
BEFOREHAND, EVEN THOUGH SHE HAS NEVER DONE THEM BEFORE.
• THE CONCEPT OF INTERVENING VARIABLE- ARE VARIABLES THAT ARE NOT READILY SEEN
BUT SERVE AS DETERMINANTS OF BEHAVIOR. TOLMAN BELIEVED THAT LEARNING IS
MEDITATED OR IS INFLUENCED BY EXPECTATIONS., PERCEPTIONS, REPRESENTATIONS,
NEEDS AND OTHER INTERNAL OR ENVIRONMENTAL VARIABLES.
• REINFORCEMENT NOT ESSENTIAL FOR LEARNING- TOLMAN CONCLUDED THAT
REINFORCEMENT IS NOT ESSENTIAL FOR LEARNING, ALTHOUGH IT PROVIDES AN
INCENTIVE FOR PERFORMANCE.

24. BANDURA’S SOCIAL LEARNING THEORY
• A TEN-YEAR-OLD BOY NAMED SERGIO PELICO DIED BY HANGING HIMSELF FROM A BUNK BED
WAS APPARENTLY MIMICKING THE EXECUTION OF FORMER IRAQI LEADER SADDAM HUSSEIN.
CLINICAL PSYCHOLOGIST EDWARD BISCHOF OF CALIFORNIA SAID CHILDREN SERGIO’S AGE
MIMIC RISKY BEHAVIORS THEY SEE ON TV SUCH AS WRESTLING OR EXTREME SPORTS
WITHOUT REALIZING THE DANGERS. HE SAID TV APPEARED TO BE THE STIMULANT IN
SERGIO’S CASE.
• 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 10-YEAR-OLD BOY
SERGIO PELICO DID WATCH SADDAM’S EXECUTION IN TV AND THEN MUST HAVE IMITATED IT.
• AMONG OTHERS, ALBERT BANDURA IS CONSIDERED THE LEADING PROPONENT OF
THIS THEORY.

25. GENERAL PRINCIPLES OF SOCIAL LEARNING THEORY
• PEOPLE CAN LEARN BY OBSERVING THE BEHAVIOR OF OTHERS AND THE OUTCOMES
OF THOSE BEHAVIORS.
• LEARNING CAN OCCUR WITHOUT A CHANGE.
• COGNITION PLAYS A ROLE IN LEARNING
• SOCIAL LEARNING THEORY CAN BE CONSIDERED A BRIDGE OR A TRANSITION
BETWEEN BEHAVIORIST LEARNING THEORIES AND COGNITIVE LEARNING THEORIES.

26. HOW THE ENVIRONMENT REINFORCES AND
PUNISHES MODELLING?
•THE OBSERVER IS REINFORCED BY THE MODEL
•THE OBSERVER IS REINFORCED BY A THIRD PERSON
•THE IMITATED BEHAVIOR ITSELF LEADS TO REINFORCING
CONSEQUENCES
•CONSEQUENCES OF THE MODEL’S BEHAVIOR AFFECT THE OBSERVER’S
BEHAVIOR VICARIOUSLY

27. CONTEMPORARY SOCIAL LEARNING PERSPECTIVE OF
REINFORCEMENT AND PUNISHMENT
• CONTEMPORARY THEORY PROPOSES THAT BOTH REINFORCEMENT AND
PUNISHMENT HAVE INDIRECT EFFECTS ON LEARNING.
• REINFORCEMENT AND PUNISHMENT INFLUENCE THE EXTENT TO WHICH AN
INDIVIDUAL EXHIBITS A BEHAVIOR THAT HAS BEEN LEARNED.
• HE EXPECTATION OF REINFORCEMENT INFLUENCES COGNITIVE PROCESSES THAT
PROMOTE LEARNING.

28. COGNITIVE FACTORS IN SOCIAL LEARNING
•LEARNING WITHOUT PERFORMANCE.
•COGNITIVE PROCESSES DURING LEARNING
•EXPECTATIONS
•RECIPROCAL CAUSATION
•MODELING

29. CONDITIONS NECESSARY FOR EFFECTIVE
MODELLING TO OCCUR
•BANDURA MENTIONS FOUR CONDITIONS THAT ARE NECESSARY
BEFORE AN INDIVIDUAL CAN SUCCESSFULLY MODEL THE BEHAVIOR OF
SOMEONE ELSE:
• .ATTENTION- A PERSON MUST PAY ATTENTION TO THE MODEL FIRST
• RETENTION-A PERSON MUST REMEMBER WHAT HAS BEEN OBSERVED
• MOTOR REPRODUCTION –ABILITY TO REPLICATE THE BEHAVIOR THAT THE
MODEL DEMONSTRATED.
• MOTIVATION

30. EFFECTS OF MODELLING ON BEHAVIOR
•MODELLING TEACHES NEW BEHAVIORS.
•MODELLING INFLUENCES THE FREQUENCY OF PREVIOUSLY LEARNED
BEHAVIORS.
•MODELLING MAY ENCOURAGE PREVIOUSLY FORBIDDEN BEHAVIORS
•MODELING INCREASES THE FREQUENCY OF SIMILAR BEHAVIORS.

31. EDUCATIONAL IMPLICATIONS OF SOCIAL
LEARNING THEORY
• STUDENTS OFTEN LEARN A GREAT DEAL SIMPLY BY OBSERVING OTHER PEOPLE.
• DESCRIBING THE CONSEQUENCES OF BEHAVIOR CAN EFFECTIVELY INCREASE THE
APPROPRIATE BEHAVIORS AND DECREASE INAPPROPRIATE ONES.
• MODELLING PROVIDES AN ALTERNATIVE TO SHAPING FOR TEACHING NEW
BEHAVIORS.
• TEACHERS AND PARENTS MUST MODEL APPROPRIATE BEHAVIORS AND TAKE CARE
THAT THEY DO NOT MODEL INAPPROPRIATE BEHAVIORS.
• TEACHERS SHOULD EXPOSE STUDENTS TO A VARIETY OF OTHER MODELS.

32. THANK YOU FOR LISTENING