Professional Documents
Culture Documents
Focus on Learning
Starting Accurately
The behaviorists view learning as an observable and measurable behavior; that learning occurs
through conditioning and reinforcement (rewards and punishments). It does not give much attention to
the mind and the thought processes occurring in the mind. Contributions in the development of the
behaviorist theory largely come from Watson, Pavlov, Thorndike and Skinner.
Learning Outcomes
Advance Organizer
Behaviorism
Connectionism
Thorndike
Classical Operant Conditioning
Conditioning Primary Laws Skinner
Watson/Pavlov
Law of Effect
Reinforcement
Law of Exercise
Shaping of
Law of Behavior
Readiness
Stimulating Learning
1. Think of a teacher that is most unforgettable to you. What kinds of rewards and punishments
did she/he applied in your class? What kinds of behaviors were these rewards and punishments for? For
your answers, use the format below.
My Teacher (Name)
Student Behavior Rewards/Punishments
1.
2.
3.
4.
5.
Analysis
1. What makes this teacher unforgettable to you?
2. Were the rewards/punishments given effective? Please elaborate.
Inculcating Concepts: Behaviorism (You may answer the questions embedded in the lesson but you
need not submit to me; however some items in your unit/midterm test may be taken from these
readings).
Ivan Pavlov. Ivan Pavlov, a Russian psychologist is well known for his work in classical
conditioning or stimulus substitution. His 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.
His experiment is shown in the diagram below. The diagram is an illustration of classical
conditioning.
Stage 1 – Before conditioning
Bell No response
(Neutral stimulus)
Burrhus Frederick Skinner (B.F. Skinner). Like Pavlov, Thorndike and Watson, Skinner (1) he
believed in the S-R pattern of conditioned behavior and (2) he excluded any likelihood of any processes
taking place in the mind. Unlike the three, Skinner studied operant behavior (voluntary behaviors
operating on the environment). In his famous works, Walden Two he talked about a utopian society
based on operant conditioning and Science and Human Behavior in which he pointed out how the
principle of operant conditioning function in social institutions such as government, law, etc. (Attn. Read
(1) B. F. Skinner: Theory, Behaviorism And Operant Conditioning .. https://psychologypedia.org/b-f-
skinner-theory-behaviorism-and-operant-conditioning/ , (2) What Is Operant Conditioning and How
Does It Work? By Kendra Cherry
https://www.verywellmind.com/operant-conditioning-a2-2794863 , (3) Santrock, J. W. Educational
Psychology (2001). McGraw Hill
Skinner based his operant conditioning (instrumental conditioning) theory on Thorndike’s Law of
Effect. Skinner believed that changes in the behavior are the results of an individual’s response to events
(stimuli) that occurs in the environment. A response produces consequences, positive or negative. When
a particular stimulus-response(S-R) pattern is reinforced (rewarded) the individual is conditioned to
respond.
The key element of Skinner’s operant conditioning theory is reinforcement. Use the links above
and do the following: (1) define reinforcement, positive reinforcement and negative reinforcement (6
pts.); (2) differentiate negative reinforcement from punishment. Give examples (5 pts.).
Generalization, discrimination, and extinction, processes which are discussed in classical
conditioning are also important dimensions of operant conditioning. Remember that in classical
conditioning, generalization is the tendency of a stimulus (e.g. tuning fork) similar to the conditioned
stimulus (bell) to produce a response (salivation) similar to the conditioned stimulus. Generalization,
in operant conditioning means giving the same response to similar stimuli (e.g. a student works harder
in class gets the teacher’s praise. This will generalize to the student working harder out of class such as
working hard on homework/assignment or doing well in other subjects. In classical conditioning.
Extinction occurs when the conditioned stimulus is no longer paired with the reward. In operant
conditioning extinction occurs when previously reinforced response is no longer reinforced and the
response decreases (e.g. a student who needs the attention of his teacher and or his classmates
usually engaged in disruptive behavior. Directing attention to him is very reinforcing on his part. To
extinguish disruptive behavior the class should withdraw attention from the behavior.
Shaping of Behavior. Another contribution of Skinner to the psychology of learning is shaping of
the behavior. A rat in the box (Skinners Box) may take a very long time to figure out that pressing the
lever will produce food. To accomplish such behavior, successive approximations of the behavior are
reared until the animal learns the association between the lever and the food reward. For example, the
rat may be rewarded for turning to the direction of the lever, then moving towards and then brushing
against the lever and finally pressing the lever.
Reinforcement Schedules: Once the desired behavioral response is accomplished, reinforcement
does not have to be 100%; it can be maintained through what Skinner referred to as partial
reinforcement schedules which includes interval schedules and ratio schedules. In fixed interval
schedules the target response is reinforced after a fixed amount of time has passed since the last
reinforcement. (e.g. the rat in the box is given food (reinforce) every 5 minutes or 10 minutes
regardless of how many times it presses the lever). In variable interval schedules, the amount of time
that must pass between reinforcements varies (e.g. the rat may receive food not every 10 minutes but
on different time intervals. In fixed ratio schedules, a fixed number of the correct response must occur
before reinforcement may be given. (e.g. the rat is given food every time it presses the lever 5 times).
In variable fixed ratio schedule, the number of correct repetitions of the correct response varies (e.g.
the rat is reinforced after it presses the lever, 3 times, then after 10 times, etc.). Here the rat will not be
able to predict how many times it needs to press the lever before it gets food again.
Variable interval, especially variable ratio schedules produce steadier and more persistent rates
of response because the learner cannot predict when the reinforcement will come although they know
that they will eventually succeed. (e.g. People continue to buy lotto tickets even if the chance of
winning is very rare; but somehow one hits a jackpot. “The quitter never wins. . .”
The following are the principles derived from Skinner’s operant conditioning:
Tips to increase desirable behavior and to decrease undesirable behavior (Santrock, 2001)
Increasing desirable behavior.
Choose effective reinforces. Not all reinforces are the same for every child. So find out what
reinforces work best with which children. Natural reinforces like praise and privileges are
generally recommended over material rewards such as money, candy or stars. Activities are
commonly used by teachers as reinforces. Named after David Premack, the Premack Principle
states that a high-probability activity can serve as a reinforce for a low probability activity
(e.g. a teacher may say. “When you complete your writing assignment, you can play a game
on a computer”).
Make the reinforce contingent and timely. Teachers must give reinforcement only after the held
performs the particular behavior. Behavior analysts recommends that teachers make “If. . .
then” statements. (e.g. John, if you finish ten math problems, then you can go out and play.
Use the best schedule of reinforcement (see your notes on reinforcement schedules),
Consider contracting. This is putting reinforcement contingencies in writing. A teacher and child
might agree on a contract.
Decreasing undesirable behaviors. Paul Alberto and Anne Troutman (1995) recommended the
following:
Use differential reinforcement. The teacher reinforces the behavior that is more appropriate or
that which is incompatible with what the child is doing (e.g. reinforce a child for learning
activities on a computer rather than playing games with it);
Terminate reinforcement which involves withdrawing positive reinforcement from a child’s
inappropriate behavior (e.g. withdrawing teacher’s attention from a student inappropriate
behavior --- yelling, criticizing, threatening a student;
Remove desirable stimuli from the student using time out and response cost strategies. Time out
is taking the student away from positive reinforcement; response cost is removing desirable
stimuli/taking away a positive reinforcement from a student as when the student loses certain
privileges (e.g. taking away the privilege of being a class monitor);
Present aversive stimuli (punishment).
Law of Readiness
Law of Effect (Indicate how you will use
positive/negative reinforcement
Law of Exercise
2. One tip to increase desirable behavior among pupils is the use of contracting. Give one (1)
example of a learning contract of work (homework/assignment) between the teacher and the pupil.
References
1. Aquino, A. M. (2010). Facilitating human learning. Quezon City, Phil. Rex Book Store
2. Lucas, M.R. & Brenda Corpuz. (2014). Facilitating learning: A metacognitive approach. Quezon
City, Phil. Lorimar Publishing