Behavioris

m
Araño, Shiena Pauline Gonzaga, Sherry Lene
Dangautan, Angeli Pelonita, Patrick Jayson
Gilbero, Faith Serra, Antoniette
 Behaviorism
Behaviorism focuses on the study of observable and
measurable behavior. It emphasizes that behavior is mostly
learned through conditioning and reinforcement. It does not
give much attention to the cognition but on the process of
controlling observable behavior.
 Behaviorism
Proponents of Behaviorism
Classical Conditioning: Ivan Pavlov & John Watson
Connectionism: Edward L.Thorndike
Operant Conditioning: Burrhus Frederick Skinner
 Classical
Conditioning
° Classical conditioning is ° Operant conditioning
a technique frequently
used in behavioral
training in which a
neutral stimulus is paired
with a naturally
occurring stimulus.
Eventually, the neutral
stimulus comes to evoke
the same response as the
naturally occurring
stimulus, even without
the naturally occurring
stimulus presenting
itself.
Operant
Conditioning
(sometimes referred to
as instrumental
conditioning) is a
method of learning that
occurs through
reinforcements and
punishments. Through
operant conditioning,
an association is made
between a behavior
and a consequence for
that behavior.
 IVAN PAVLOV - A Russian psychologist is well known
Proponents for his work in classical conditioning or stimulus
substitution. His earliest studies were focused on
theology, but reading Charles Darwin's On the Origin of
the Species had a powerful influence on his future
interests.
EDWARD THORNDIKE - is an American pioneer in
comparative psychology, was born in Lowell, Massachusetts
in 1874 to the family of a Methodist minister. He became
interested in the field of psychology after reading William
James' "Principles of Psychology" and after graduating from
Wesleyan University, he enrolled at Harvard in order to
study under James (1895-1897)
 John B. Watson was an early 20th century
Proponents psychologist who established the psychological field
of behaviorism.

Psychologist B.F. Skinner began working on ideas of

human behavior after earning his doctorate from
Harvard. Skinner's works include The Behavior of
Organisms (1938) and a novel based on his
theories Walden Two (1948). He explored behaviorism
in relation to society in later books, including Beyond
Freedom and Human Dignity 
Pavlov’s most renowned experiment
involved meat, 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.

Ivan Pavlov
Classical Conditioning
° While researching the digestive
function of dogs, he noted his subjects
would salivate before the delivery of
food. In a series of well-known
experiments, he presented a variety of
stimuli before the presentation of food,
eventually finding that, after repeated
association, a dog would salivate to the
presence of a stimulus other than food.
 Pavlov’s Findings
° Stimulus generalization - the tendency of a new stimulus to
evoke responses or behaviors similar to those elicited by
another stimulus. For example, Ivan Pavlov conditioned dogs to
salivate using the sound of a bell and food powder. 
° Extinction - when a conditioned stimulus is presented alone
without an unconditioned stimulus, the conditioned
response will eventually cease.  
 Pavlov’s Findings
° Spontaneous recovery - In Pavlov's classic experiment, dogs
was conditioned to salivate to the sound of a tone. The sound of
a tone was repeatedly paired with the presentation of food.
Eventually, the sound of the tone alone led the dogs to salivate.
° Discrimination - a term that is used in both classical and
operant conditioning. In classical conditioning, it refers to an
ability to distinguish between a conditioned stimulus (CS) and
other, similar stimuli that don't signal an unconditioned stimulus
(US).
 Pavlov’s Findings
° Higher order conditioning- in classical conditioning, a
procedure in which the conditioned stimulus of one experiment
acts as the unconditioned stimulus of another, for the purpose of
conditioning a neutral stimulus.
 The author of Connectionism theory where
he believes that learning is highly effective
with strengthened or strong Stimulus-
Response bond.
He uses the principle of association as a
motor towards learning and learning as a
product of association. Associations are
formed between Stimuli and Response,
Edward L. associating a certain action and its
Thorndike consequence after action takes place.
 Three Primary Laws
o Law of Effect
The First principal law of connectionism, it state that consequence really matter.
Positive consequence which may come in a form of reward strengthens S-R
bonds. On the other half, the bond weakens if the consequence is negative which
may be in a form of punishment.
o Law of Exercise
The second principal law of connectionism, it state that the more S-R bond is
practice, the stronger it will become.
o Law of Readiness
the third principal law of connectionism, states that the more readiness the learner
has to response to stimulus, the stronger will be the bond between them.
o Watson and Rayner found that Albert
developed phobias of objects which
shared characteristics with the rat;
including the family dog, a fur coat,
some cotton wool and a Father
Christmas mask! This process is known
as generalization.

John B.
Watson
Little Albert
Experiment
° The Little Albert Experiment
demonstrated that classical
conditioning could be used to
create a phobia. A phobia is an
irrational fear, that is out of
proportion to the danger. In this
experiment, a previously unafraid
baby was conditioned to become
afraid of a rat.
 o His theory zeroed in only on changes in
observable behavior, excluding any
likelihood of any processes taking place
in the mind. Skinner’s 1948 book,
Walden Two, is about a utopian society
based on operant conditioning function
in social institutions such as
government, law, religion, economics
and education.
Burrhus
Frederick
Skinner
(March 20, 1904 – August 18, 1990)
 Operant Conditioning
It is based upon the notion that learning is a result of
change in overt behavior. Changes in behavior are the
result of an individual’s response to events (stimuli) that
occur in the environment. A response produces a
consequence such as defining a word, hitting a ball, or
solving a math problem. when particular Stimulus-
Response (S-R) pattern reinforced (rewarded),the
individual is conditioned to respond.
 Reinforcement
° Reinforcement is the key element in Skinner’s S-R theory.
A reinforcer is anything that strengthens the desired
response. There is a positive and a negative reinforcer.
Positive Reinforcer Negative Reinforcer
Is any stimulus that is given or Is any stimulus that results in the
added to increase the increased frequency of a
response. response when it is withdrawn or
removed.
NOT A PUNISHMENT
o A negative reinforcer is different from a punishment
because a punishment is a consequence intended to
result in reduced responses.

Extinction or Non-Reinforcement
Responses that are not reinforced are not
likely to be repeated. For example, ignoring
a student’s misbehavior may extinguish that
behavior.
o Shaping of Behavior o Behavioral Chaining
Variable interval, and especially, variable ratio
schedules produce steadier and more persistent rates
of response because the learners cannot predict when the
reinforcement will come although they know that they
will eventually succeed.
 Implications of Operant Conditioning
1. Practice should take the form of question (stimulus) – answer
(response) frames which expose the students to the subject in
gradual steps.
2. Require that the learner makes a response for every frame and
receives immediate feedback.
3. Try to arrange the difficulty of the questions so the response is
always correct hence, a positive reinforcement.
4. Ensure that good performance in the lesson is paired with secondary
reinforcers such as verbal praise, prizes and good grades.
 Principles Derived from Skinner’s Operant
Conditioning
1. Behavior that is positively reinforced will reoccur; intermittent
reinforcement is particularly effective.
2. Information should be presented in small amounts so that responses
can be reinforced (“shaping”).
3. Reinforcements will generalize across similar stimuli (“stimulus
generalization”) producing secondary conditioning.
Application in Teaching
Pre-schoolers: Game-based learning
Activity: Paint Me a Picture
Thank you!
 Behavioris
m
Araño, Shiena Pauline Gonzaga, Sherry Lene
Dangautan, Angeli Pelonita, Patrick Jayson
Gilbero, Faith Serra, Antoniette