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Behaviorism Rachel Hong (2021) - Coggle Diagram
Behaviorism
Rachel Hong (2021)
Goals
Learning is observed by a change in behaviour
Learning attributed internally
Learning Environment
Teacher
Tasks
special treats
Punishment
Roles
Transmit knowledge
Provide stimuli
Students
Tasks
Learn through doing, experiencing and engaging in trial and error
Practice
Positive experience
Roles
Responding to stimuli
Peer Role
Reinforce behavior
Positive
Negative
Examples in Classroom
Play games encourage learning
Rewards with points
Exchange with free homework grades
Reflection
Advantages
Measures behavioral changes
Learners adapt to environment
Disadvantages
Loss of individuality
Repetitive
Critics
Behavioral theories do not account for free will and internal influences like moods, thoughts and feelings.
As a learning theory, it does not take into account important internal processes that take place in the mind.
Language acquisition was one type of learning Skinners learning theory cannot account for.
Chomsky for example, responding to Skinner’s Verbal behavior, shows that language acquisition occurs because of some innate abilities that children are endowed with which explains that they can produce an indefinite number of utterances they have never heard before.
There are many instances of learning that occurs without the use of reinforcements or punishments.
People and animals are able to adapt their behavior when new information is introduced, even if a previous behavior pattern has been established through reinforcement.
Behaviorists focus on the target, desirable behavior, that is the product, but fail to explain how humans learn, the process through which the learning takes place.
For a behaviorist, what occurs between the stimulus and the response is of little importance.
The very meaning of the learning process is banned from any scientific analysis in the behavioristic approach.
Classical Conditioning
Learning associations between stimuli
Reflexive behaviors
Known Experts
John B. Watson
founded behaviorism
Ivan Pavlov
discovered principles of classical conditioning
Process
Neutral stimulus
repeated paired with
Unconditioned stimulus (UCS)
elicits natural reflex
Unconditioned response (UCR)
Conditioned stimulus (CS)
elicits conditioned reflex
Conditioned response (CR)
Factors
Stimulus generalization
occurs when a new stimulus that is similar to the CS also produces the CR
Stimulus discrimination
occurs when one stimulus elicits the CR, but another, similar stimulus does not
Higher order conditioning
occurs when an established CS functions as UCS in a new conditioning trial
Extinction
: CR will gradually weaken and disappear if the CS is repeated presented without the UCS.
Spontaneous recovery:
After extinction and following a rest, the CR may reappear if the CS is presented.
Contemporary Views
Role of cognitive factors
Robert Rescorla (1940):
Classical conditioning involves learning the relationships between events; CS must reliably predict UCS.
Role of evolutionary factors
John Garcia (1917)
: Classical conditioning occurs more readily when associations are biologically prepared; examples include taste aversions and phobias.
Operant Conditioning
Learning associations between behavior and environmental consequence
Nonreflexive ("voluntary") behaviors
Known Experts
Edward L. Thorndike
B. F. Skinner
Process
Discriminative stimulus
sets the occasion.
Operant
is emitted.
Consequence
Reinforcement:
increases the likelihood that a behavior will be repeated
Primary reinforcer:
Naturally reinforcing
Conditioned reinforcer:
Becomes reinforcing by being associated with a primary reinforcer
Types
Positive reinforcement:
Addition of a reinforcing stimulus strengthens an operant response.
Negative reinforcement:
Removal or subtraction of an aversive stimulus strengthens an operant response.
New behaviors can be acquired through shaping, which involves reinforcing progressively closer approximations of a goal behavior.
Behaviors on a
partial reinforcement
schedule are more resistant to extinction than behaviors on a
continuous reinforcement schedule.
Schedules
4 more items...
Punishment:
decreases the likelihood that a behavior will be repeated
Types
Punishment by application:
Addition of a punishing stimulus weakens an operant response.
Punishment by removal:
Removal of a reinforcing stimulus weakens an operant response.
Contemporary Views
Role of cognitive factors
Edward C. Tolman (1898 - 1956)
: Discovery of cognitive maps and latent learning provided evidence that learning involves the cognitive representation of the relationship between a behavior and its consequence.
Martin Seligman (1942):
Discovery of learned helplessness provided evidence for the role of cognitive expectations in learning.
Role of evolutionary factors
Instinctive drift provided evidence for the importance of natural behavior patterns in learning.
Exponents
Watson
"Give me a dozen infants... train him to become any kind of specialist..."
Skinner
Book "Walden II"
Community is run by behaviourist principles
We behave the way we do because of our consequences generated by our past behaviour
Reinforcement is the key element
Focus
Observable measurable behaviour
Not on mental processes
How does an organism adapt to the environment?
Behaviour is a chain of well-set reflexes
Learning is a passive process
Knowledge is the product of interaction through stimulus-response conditioning
Basic ideas
Learning is change in behaviour
Free will is an illusion
Human beings are entirely shaped by their external environment
Stimulus - response - reinforcement