COGNITIVE
DEVELOPMENT
LESSON 1 BEHAVIORISM
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B
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BEHAVIORISM
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P
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PUNISHMENT
OBJECTIVES
explain the different kinds
of behaviorism;
compare the different kinds
of behaviorism with one
another; and
analyze the application of
behaviorism in teaching.
Behaviorism
Behaviorism deals with
the measurable,
observable behavior.
Behaviorism
Behaviorists did not test for thinking
because it was not possible to measure
those things at that time. For them,
control of behavior is in the environment
(external), and learning (conditioning)
occurs when there is a change of
behavior. Behaviorism assumes that the
learner is essentially passive and, like a
blank slate, simply responds to the
environment.
Classical Conditioning
Classical conditioning was Ivan
Pavlov’s most influential work.
This involves association or
pairing of stimuli and
involuntary behavior.
Pavlov identified five basic principles:
1. Unconditioned Stimulus: A
stimulus is any act, influence, or
agent that creates a response.
An unconditioned stimulus is
when the stimulus automatically
triggers some type of response.
Pavlov identified five basic principles:
2. Unconditioned Response: A
response that is automatically
triggered as a result of the
unconditioned stimulus.
Pavlov identified five basic principles:
3. Neutral Stimulus: A thing
that do not cause certain
reaction.
Pavlov identified five basic principles:
4. Conditioned Stimulus:
When a neutral stimulus (a
stimulus that is not related to
the response) becomes
associated with an
unconditioned stimulus, thus
triggering conditioned
response.
Pavlov identified five basic principles:
A
5. Conditioned Response:
response that was
learned from the once-
neutral stimulus.
Operant Conditioning
This type of conditioning
involves voluntary behavior.
Burrhus Frederic Skinner or B.F.
Skinner (1948) proposed that
children “operate” in their
environment, seek out rewards,
and avoid punishment.
Operant Conditioning can be broken
down into parts;
Positive reinforcement-
is a stimulus that, when
presented after a
response, strengthens the
response.
Operant Conditioning can be broken
down into parts;
Negative reinforcement-
is any stimulus that, when
removed after a response,
strengthens the response.
NOT PUNISHMENT
Operant Conditioning can be broken
down into parts;
Punishment decreases behavior.
Positive punishment- is like
when the traffic police give you a
speeding ticket, or when you are
given a spanking or a scolding
when you do something bad.
Operant Conditioning can be broken
down into parts;
Primary reinforcer- is an
innatelyreinforcing
stimulus; it occurs
naturally, like salivation in
the sight of food.
Operant Conditioning can be broken
down into parts;
Negative punishment- is like
when the traffic police remove
or take away your driver’s
license when you did a traffic
violation.
Operant Conditioning can be broken
down into parts;
Conditioned reinforcer- the
salary of a working person, which
gains its effectiveness as a
reinforcer through its association
with the primary reinforcer. We
learn to want money because we
need food, clothing, and shelter.
Operant Conditioning can be broken
down into parts;
Shaping- is a procedure in
operantconditioning that
reinforces and guides behaviors
closer and closer to successive
approximations of the desired
behavior.
Operant Conditioning can be broken
down into parts;
Extinction- is when the
conditioned stimulus and the
unconditioned stimulus are
repeatedly not paired until the
conditioned stimulus no longer
elicits the conditioned response.
Operant Conditioning can be broken
down into parts;
Partial or intermittent
reinforcement- is when given
on part of the time. This results
in a slower acquisition of a
response or behavior.
Lee Canter (1796) Lee
Canter speaks of
classroom behavior
management. He
explains how to
implement a behavior
management cycle in the
classroom. The following
shows how to use
strategies of the behavior
According to Canter, teachers can
effectively teach if they use three levels
of structure.
LEVEL
“Teacher-
01 managed
level”
LEVEL
“Student
. 03 self-
management
LEVEL “Transitioning to . level”
02 student self-
management”
.
Level 1 is "Teacher-managed Level"
(highly teacher-directed), which is used.
at the beginning of the school year, or
when trying to turn around a disruptive
classroom Its primary focus is teaching
students responsible behavior.
Level 2 is “Transitioning to Student
Self-Management." This is done when
around 90% of the class have mastered
the teacher's behavioral expectations for
appropriate behavior. By this time,
teachers can focus on both teaching
behavior and academic achievement.
Level 3 is "Student Self-
Management Level." in other
words, self-regulation which is the
ultimate goal of any behavior
management program. At this level
students rarely need behavioral
direction, and the teachers can now
focus on teaching academic content.
Behavior modification operant
conditioning- is used to change human
behavior. This is commonly applied in
psychotherapy and in special education
classrooms.
Direct Instruction- a method of academic
teaching, is based on operant conditioning.
This is done until a certain level of skill or
knowledge is developed.
Cognitive Behaviorism
Edward C. Tolman (1929, 1930, 1948)
is best known for cognitive
behaviorism.
He suggested that the effect of reinforcement is
not on learning but on the motivation to engage
in a certain behavior, which was learned by
other means. He was starting to introduce
memory and representation, which he called
"intervening variables" These variables cannot
be measured directly, but can be measured
indirectly by deducing behavior.
Cognitive Behaviorism
Latent Learning - a learning that
shows up later. This means you can
know things without acting upon them.
This also means that learning can
happen without reinforcement and
learning does not necessarily mean a
change of behavior.
Teachers could set clear
boundaries, offer
IMPLICATIONS OF
incentives, use token BEHAVIORISM FOR
economies, tickets,
stars, points, and so on TEACHING
for reading books, class
participation, or other
desired behaviors. There are implications for
teaching other than behavior
modification and bingom
Behaviorism can be used in management Teachers
teaching some life skills,
like how to brush teeth.
mainmodel correct behaviors and
wash hands, or do provide extrinsic motivation to
homework among others. increase or maintain classroom
Reinforcements that are
interesting and beneficial to engagement or participation of
the child can be used. students.
Thank you!
PREPARED BY
GROUP 3
