MODULE 2

Behaviorist
Theories
LESSON 3: SKINNER’S BEHAVIORIST
THEORY
BEHAVIORISM
• Behaviorism is a theory of learning based on the idea that all
behaviors are acquired through conditioning, and
conditioning occurs through interaction with the environment.
Behaviorists believe that our actions are shaped by
environmental stimuli.

• Behaviorism in education, or behavioral learning theory is a

branch of psychology that focuses on how people learn
through their interactions with the environment. It is based
on the idea that all behaviors are acquired through
conditioning, which is a process of reinforcement and
punishment.
Skinner's OVERVIEW

Behaviorist The American psychologist and social

scientist B.F. Skinner was one the most
Theory influential psychologists of the 20th century.
Skinner pioneered the science of behaviorism,
discovered the power of positive
reinforcement in education, invented the
ACTIVITY

Skinner Box, as well as designed the foremost

psychological experiments that gave
predictable and quantitatively repeatable
outcomes.
During the 1930s, B. F. Skinner proposed the
theory of operant conditioning, which
states that behavior change and learning
occur as the outcomes or effects of
punishment and reinforcement. A response is
strengthened by reinforcement, as it increases
the likelihood that a desired behavior will be
repeated again in the future.
Operant Conditioning
Operant conditioning, sometimes called instrumental conditioning or
Skinnerian conditioning, is a method of learning that uses rewards and
punishment to modify behavior. Through operant conditioning,
behavior that is rewarded is likely to be repeated, while behavior that
is punished is prone to happen less.

EXAMPLE: when you are rewarded at work with a performance bonus

for exceptional work, you will want to continue performing at a higher
level in hopes of receiving another bonus in the future. Because this
behavior was followed by a positive outcome, the behavior will likely
be repeated.
Operant Conditioning

• Skinner's theory was based on two assumptions. First, the cause of

human behavior is something in a person’s environment. Second, the
consequences of a behavior determine the possibility of it being
repeated. Behaviors followed by a pleasant consequence are likely
to be repeated and those followed by an unpleasant consequence
are less likely to be repeated.
Operant Conditioning
Three types of responses that followed behavior:
• Neutral responses. They are responses from the environment that
produce no stimulus other than focusing attention. They neither increase
nor decrease the probability of a behavior being repeated.
• Reinforcers. They are responses from the environment that increase the
likelihood of a behavior being repeated. They can either be positive or
negative.
• Punishers. These are negative operants that decrease the likelihood of a
behavior. Punishment weakens behavior.
 History of the Theory
Edward Lee Thorndike
• Skinner was influenced by the work of another psychologist, Edward Lee
Thorndike.
• In 1905, Thorndike proposed a theory of behavior called the “law of effect.” It
stated that if you behave in a certain way and you like the result of your
behavior, you’re likely to behave that way again. If you don’t like the result of
your behavior, you’re less likely to repeat it.
• Thorndike put cats in a box to test his theory. If the cat found and pushed a
lever, the box would open, and the cat would be rewarded with a piece of fish.
The more they repeated this behavior, the more they were rewarded. So, the
cats quickly learned to go right to the lever and push it.
 History of the Theory
John B. Watson
• A psychologist who influenced Skinner and his theory of operant conditioning. He
studied behavior that could be observed and how that behavior could be controlled,
as well as the ways that behaviors are learned. He coined the term “behaviorism,” a
field of psychology focused on how things are learned.
• When Skinner came along to advance this theory, he created his own box. In went
pigeons and rats -- though not at the same time -- who quickly learned that certain
behaviors brought them rewards of food.
• He described his pigeons and rats as “free operants.” That meant they were free to
behave how they wanted in their environment (the box). However, their behaviors
were shaped or conditioned by what happened after their previous displays of
those behaviors.
Operant Conditioning vs. Classical
Conditioning
• In operant conditioning, the results of your past behaviors have
conditioned you to either repeat or avoid those behaviors. For example,
your parents reward you for getting an ‘A’ on a test that requires you to
study hard. As a result, you become more likely to study hard in the future
in anticipation of more rewards.
• Classical conditioning is used to train people or animals to respond
automatically to certain triggers. The most famous example -- Pavlov’s
dogs.
Operant Conditioning vs. Classical
Conditioning
Ivan Pavlov
• Ivan Pavlov was a Russian psychologist. He observed that dogs salivated when
food was put in front of them. That’s natural, or what’s called an unconditioned
response.
• Pavlov noticed that the dogs began to salivate shortly before their food arrived,
possibly because the sound of the food cart triggered their anticipation of
mealtime. In his experiment, at mealtimes, he sounded a bell shortly before the
food arrived. Eventually, the dogs began to salivate when they heard the bell.
That was a trained, or conditioned, response to the sound of the bell.
Operant Behavior

• In operant behavior, the way you choose to behave today is influenced by the
consequences of that behavior in the past. Those consequences will either
encourage and reinforce that behavior, or they will discourage and punish that
behavior.

Example: When you were a kid, did you get sent to your room when you hit your
sibling? That consequence, your parents hoped, would discourage you from doing
that again.
 Operant Behavior

Reinforcement and punishment in operant conditioning

• Reinforcement and punishment are two ways to encourage or discourage behaviors.

Example: When you were a kid, did you get sent to your room when you hit your sibling?
That consequence, your parents hoped, would discourage you from doing that again.

_ The punishment of being sent to your room ideally will discourage you from behaving
in the same way in the future.
But what if you behave in a way that your parents want to encourage, such as sharing
toys with a younger sibling? Your parents can reinforce that behavior by rewarding you,
perhaps with praise.
Operant Behavior

• Positive reinforcement. To encourage a behavior, something is added. For

example, you earn money for going to work.
• Negative reinforcement. To encourage a behavior, something is taken
away. For example, you can turn off your alarm if you get out of bed.
• Positive punishment. To discourage a behavior, something is added. For
example, you get extra chores when you come home late for dinner.
• Negative punishment. To discourage a behavior, something is taken away.
For example, your parents confiscate your favorite toy when you tell a lie.
 Operant Behavior
Types of Operant Behaviors
• Respondent behavior. This is the type of behavior that you can’t control. It’s Skinner’s
term for what happened with Pavlov’s dogs -- when they heard a bell, they responded
by salivating. It was a reflex, not a choice. People have respondent behaviors, too. If
someone puts your favorite food in front of you, you likely will start salivating, just like
Pavlov’s dogs.
• Operant behavior. These are voluntary behaviors that you choose to do based on
previous consequences. You choose to behave in a certain way to get an expected
result. For example, you study hard in anticipation of a reward from your parents. Or if
you get punished for talking back to your parents, you are more likely to choose not
to do that in the future.
MODULE 2
Behaviorist
Theories
LESSON 4: APPLICATION OF BEHAVIORIST
THEORIES IN LANGUAGE LEARNING
Educational Applications of Skinner’s Theory

Positive Reinforcement
entails offering rewards or incentives to strengthen desired behaviors. This can include
verbal praise, stickers, tokens, or other tangible rewards. By positively reinforcing desired
behaviors, educators can motivate students and increase the likelihood of those behaviors
being repeated. For example, a teacher can praise a student for completing their homework,
give them a sticker for raising their hand, or reward them with extra recess time for being
cooperative.
Positive reinforcement can have several benefits, such as:
• It encourages students to repeat desirable behaviors and achieve their goals.
• It boosts students’ self-esteem and confidence.
• It fosters a positive and nurturing learning atmosphere.
Educational Applications of Skinner’s Theory

Negative Reinforcement
the removal of an unpleasant stimulus after a behavior to increase its frequency.
For example, a teacher can reduce the amount of homework for a student who
performs well on a test, allow them to skip a quiz if they score high on a pre-test,
or exempt them from a penalty if they correct their mistake.
Negative reinforcement can have several benefits, such as:
• It helps students avoid or escape from unpleasant or aversive situations.
• It increases students’ motivation and persistence.
• It reduces students’ anxiety and stress.
Educational Applications of Skinner’s Theory

Punishment
Punishment involves applying negative consequences to discourage undesirable
behaviors. It can take the form of reprimands, time-outs, or loss of privileges. For
example, a teacher can scold a student for talking out of turn, take away their
privileges for breaking a rule, or give them extra work for not paying attention.
However, it is important to use punishment judiciously and consider its potential
impact on the student’s motivation and self-esteem.
Punishment can have several drawbacks, such as:
• It can cause students to resent or fear the teacher or the subject.
• It can damage students’ self-esteem and confidence.
• It can lead to aggression, defiance, or avoidance behaviors.
Educational Applications of Skinner’s Theory

Modeling
involves demonstrating desired behaviors for students to observe and imitate.
Educators can act as positive role models by displaying appropriate behavior and
providing examples of how to perform certain tasks or handle specific situations. For
example, a teacher can show students how to solve a math problem, how to write an
essay, or how to behave in a group project.
Modeling can have several benefits, such as:
• It provides students with clear and concrete examples of what to do and how to do
it.
• It helps students acquire new skills and knowledge faster and easier.
• It influences students’ attitudes and values by showing them what is acceptable
and desirable.
Educational Applications of Skinner’s Theory

Shaping
the process of gradually reinforcing successive approximations of a desired behavior until it is
mastered. This technique breaks down complex behaviors into smaller, manageable steps,
allowing students to develop the desired skills or behaviors gradually. For example, a teacher
can reward a student for writing one sentence, then two sentences, then a paragraph, until they
can write a full essay.
Shaping can have several benefits, such as:
• It helps students overcome difficulties and challenges by breaking down complex tasks into
manageable steps.
• It allows teachers to monitor and adjust instruction and feedback according to each
student’s progress and performance.
• It fosters creativity and innovation by encouraging students to try new things and explore
different possibilities.
Educational Applications of Skinner’s Theory

Cueing
the process of providing hints or prompts to steer a student’s behavior or performance. For
example, to facilitate students’ memory recall, problem-solving, and task completion,
educators have the option to employ different cues. These cues may include verbal cues—
like asking questions or offering reminders, visual cues—such as gestures or pictures, and
physical cues—like touch or movement.
Cueing can have several benefits, such as:
• It helps students focus their attention and memory on relevant aspects of the learning
material or situation.
• It supports students’ comprehension and understanding by clarifying concepts or
instructions.
• It enhances students’ engagement and participation by stimulating their curiosity and
interest.
The Criticisms and Limitations of Behaviorist
Approaches
Neglect of Internal Processes: One of the main criticisms of behaviorism is its neglect of
internal mental processes such as thoughts, emotions, and motivations. Behaviorists
focus exclusively on observable behaviors and environmental stimuli, ignoring the role of
cognition in shaping behavior. This limitation can lead to an oversimplified understanding
of human behavior, as internal processes undoubtedly influence how individuals perceive
and respond to their environment.
Reductionism: Behaviorism tends to reduce complex human behavior to simple
stimulus-response associations. While this approach has proven effective in studying
basic forms of learning, it may oversimplify the richness and complexity of human
behavior. Human behavior is influenced by a multitude of factors, including cognitive
processes, social context, cultural norms, and personal experiences, which cannot be
adequately captured by behaviorist principles alone.
The Criticisms and Limitations of Behaviorist
Approaches
Lack of Predictive Power: Behaviorism has been criticized for its limited ability to
predict and explain human behavior in real-world settings. While behaviorist principles
can account for some behaviors in controlled laboratory settings, they may fail to explain
behavior in more complex, dynamic environments. Human behavior is often
unpredictable and context-dependent, making it difficult to apply behaviorist principles
universally across different situations and populations.
Ethical Concerns: Some behaviorist techniques, such as punishment-based
interventions, have raised ethical concerns due to their potential for causing harm or
distress to individuals. Punishment-based approaches can lead to unintended negative
consequences, including aggression, resentment, and learned helplessness. Ethical
considerations are particularly important when applying behaviorist principles in
educational, therapeutic, or organizational settings.
The Criticisms and Limitations of Behaviorist
Approaches
Limited Scope: Behaviorism has been criticized for its narrow focus on observable
behavior, which may exclude important aspects of human experience, such as subjective
feelings, personal values, and self-awareness. By overlooking these aspects, behaviorism
may provide an incomplete understanding of human behavior and hinder efforts to
promote psychological well-being and personal growth.
Inadequate Explanation of Language and Cognition: Behaviorism struggles to explain
complex human phenomena such as language acquisition, problem-solving, and
creativity. These processes involve cognitive mechanisms that go beyond simple
stimulus-response associations and require an understanding of internal mental
representations and processing. Behaviorism's emphasis on observable behavior limits
its ability to account for the complexities of human cognition.
References
• https://www.webmd.com/mental-health/what-is-operant-conditioning
• https://www.nu.edu/blog/behaviorism-in-
education/#:~:text=Behaviorism%20can%20be%20applied%20in,promote
%20a%20positive%20learning%20environment.
• https://www.structural-learning.com/post/skinners-
theories#:~:text=Skinner%20pioneered%20the%20science%20of,predicta
ble%20and%20quantitatively%20repeatable%20outcomes.

.
 The End
Thank You for Listening

Presented By: Aguilar, Angeles & Degorio