behaviorism - behavioral theory of learning suhair ababneh & amani alomari

Done By:Suhair Saeed Ababneh

Amani Yusuf Al-Omari

University of Bahrain

Bahrain Teachers College

Post Graduated Diploma in Education

Behaviorism (also called the behaviorist

approach) was the primary concept in

psychology between 1920 to 1950 and is

based on a number of underlying

assumptions regarding methodology and

behavioral analysis.

Behaviorism is a theory of animal and human

learning that only focuses on objectively

observable behaviors and discounts mental

activities. Behavior theorists define learning

as nothing more than the acquisition of new

behavior.

The behavioral view generally assumesthat the outcome of learning is a changein behavior, and it emphasizes the effectsof external events on the individual.

(Woolfolk, 2016)

Learning—functional behavioral assessments

Positive behavior support

Self- management

The principle of contiguity states that

whenever two or more sensations occur

together often enough, they will become

associated.

First = Stimulus

Example: Microsoft

Second = Response

Example: Word

is one that

unconditionally,

naturally and

automatically

triggers a

response.

is a previously neutral

stimulus that, after

becoming associated

with the unconditioned

stimulus, eventually

comes to trigger

a conditioned response.

is the unlearned

response that

occurs naturally

in reaction to the

unconditioned

stimulus.

is the learned

response to the

previously

neutral stimulus.

• Discovered in the 1920s by Ivan Pavlov.

• Contiguity learning process plays a major role in classical

conditioning. (Contiguity developed to become classical

conditioning).

• Focuses on the learning of involuntary emotional or

physiological responses such as fear, increased muscle tension,

salivation, or sweating (respondents).

Occurs when a natural reflex responds to a stimulus. The

most popular example is Pavlov’s observation that dogs

salivate when they eat or even see food. Essentially,

animals and people are biologically “wired” so that a

certain stimulus will produce a specific response.

Tuning fork a dog’s response

(salivation)

Tuning fork = Neutral Stimulus

(no salivation)

Food = Unconditioned Stimulus (US)

Salivation = Unconditioned Response (UR)

Tuning fork = Conditioned Stimulus (CS)

Salivation = Conditioned Response (CR)

Contiguity Food + Sound

• Unintentional Classical Conditioning:

– Exams Phobia

– Mathematics Phobia

– Public Speaking Phobia

– School Phobia

Occurs when a response to a stimulus is reinforced.

Basically, operant conditioning is a simple feedback

system: If a reward or reinforcement follows the

response to a stimulus, then the response becomes more

probable in the future.

+ ve - ve+ ve - ve

Intervalschedule

Ratioschedule

Fixed Interval

Variable Interval

Fixed Ratio

Variable Ratio

Classical conditioning describes only how

existing responses might be paired with

new stimuli; it does not explain how new

operant behaviors are acquired.

(Skinner,1953)

• The learning process involved in operant

behavior.

• Operant Behavior appears when people

actively “Operate” on their environment.

• Operant Conditioning appears when a

response to a stimulus is reinforced .

Skinner used reinforcement techniques to

teach Pigeons to dance and bowl a ball in a

mini alley (lane).

+ ve - ve+ ve - veInterval

scheduleRatio

schedule

Fixed Interval

Variable Interval

Fixed Ratio

Variable Ratio

A reinforcer is any consequence that

strengthens the behavior it follows. In

other words, it is increasing the

frequency of behavior.

Consequences

Behavior Reinforcer Strengthened

or repeated behavior

Effect

1. Positive Reinforcement:

Something is added to increase desired behavior

(giving something good).

Types of Reinforcement

• Smiling at students after a correct response.

• Commending students for their work.

• Selecting students for a special project.

• Praising student’s ability to parents.

2. Negative Reinforcement:

Something is removed to increase desired behavior

(taking away something bad).


• Obtaining a score of 80% or higher makes

the final exam optional.

• Submitting all assignments on time

results in the lowest grade being dropped.

• Perfect attendance is rewarded with a

“homework pass”.

3. Interval Schedule

Fixed Interval Variable Interval

Reinforcement after a set

period of time.

•Weekly Quiz.

•Preparing for class to start every

day.

•Feeding your pets every morning.

Reinforcement after

varying lengths of time.

•Pop Quizzes

•Telling students that their projects

that they are working on will be

graded in “a few days”.


4. Ratio Schedule

Fixed Ratio Variable Ratio

Reinforcement after a set

number of responses.

•For every 10 A's your child gets on

homework, he gets to pick out a new

toy.

•Receiving an advanced colored belt

in karate after meeting the

requirements at each stage.

Reinforcement after a

varying number of responses.

•Students being called upon at

random when raising their hands.

•Maintaining a high level of

academic performance because of

occasional praise from a respected

teacher.


- Reinforce immediately following the desired

behavior.

- Make the reinforcement process informational.

- Try reinforcement before punishment if possible.

- Use reinforcement to shape behavior.

Recommendations forReinforcement

+ ve - ve

Punishment involves decreasing or

suppressing behavior. A behavior

followed by a punisher is less likely to

be repeated in similar situations in the

future. In other words, it is decreasing

the frequency of behavior.

Consequences

Behavior Punisher Weakened or

decreased behavior

Effect

1. Positive/Presentation Punishment:

Something is added to decrease undesired

behavior (giving something bad).

Types ofPunishment

* Give student detention for failing to follow the

class rules.

2. Negative/Removal Punishment:

Something is removed to decrease undesired

behavior (removing something).

Types ofPunishment

* Make student miss their

time in recess for not

following the class rules.

* Time out

(Behavior Modification

Station)

Recommendations for Punishment

- Kindly unpleasant.

- Short in duration.

- Applied as soon as possible after the behavior.

- Choose punishment strong enough to discourage the

behavior but not overly severe.

- Explain why the behavior is unacceptable.

- Teach and reinforce desirable alternative behaviors.

- Time Out.

- Verbal Reprimand.

- Extra Class work.

- Physical Punishment.

- Psychological Punishment.

- Suspension from School.

Examples of

Effective

Punishment

Examples of

Punishment

to Avoid

+ ve - ve+ ve - ve

Intervalschedule

Ratioschedule

Fixed Interval

Variable Interval

Fixed Ratio

Variable Ratio

Especially useful for complex behaviors. Shaping helps

students develop new responses a little at a time; so it is useful

for building complex skills, working toward difficult goals

and increasing persistence and endurance.

It should not be used if success can be attained through

simpler methods; because shaping is a time consuming

process.

Shaping allows you to build a desired

behavior in steps and reward those

behaviors that come progressively closer

to the one you have selected as the final

goal.

As the student masters each sub-step, you

require that s/he move to the next

increment in order to receive an award or

reinforcement.

Scenario:

Yusuf never does his math homework. The teacher would like to

have him complete his homework on a daily basis.

The teacher realize that if she wait for him to complete his

homework before she reinforces him in some way, she may

never (or infrequently) have the opportunity to administer a

positive consequence.

Therefore, the teacher decide to break down the desired

behavior into sub-steps that are progressively more demanding.

1. Yusuf will write his name at the top of the worksheet.

2. Yusuf will complete one problem of his choice.

3. Yusuf will complete five problems of his choice.

4. Yusuf will complete either all the odd numbered

problems or all the even numbered problems.

5. Yusuf will complete all problems except one.

6. Yusuf will complete all problems.

These steps might be:

* As Yusuf masters

each step, the teacher

will tell him that he

must now move on to

the next objective to

receive a reward.

Notes:

* If the jump between

two steps is too

difficult, then the

teacher must break

down the steps even

further into smaller

increments.

Is a behavior that spreads from one situation to

similar one.

A baby will call Daddy “ Dada”.

(When the baby sees any man, the baby calls out

“Dada”.)

Is the reverse of generalization. Some stimuli

have pleasant consequences and some do not.

A baby gradually learns that only one person

responds with a smile when called “Dada”.

- Mathematics Phobia or Anxiety

- General Classroom Application

Scenario:

Yusuf hates Mathematics, he sometimes choose to miss the

Mathematics class or not to participate during class. He usually

say's “I hate math,” or “I can't do math.” When the teacher gives

students Mathematics test; Yusuf experiencing anxiety during this

exam. His heart start beating faster and harder, shortness of

breath, and inability to concentrate because he cannot ignore the

stopwatch used for timing.

From Classical conditioning perspective

Math Equations & Questions = Natural Stimulus

Time Pressured Testing Situation = Unconditioned Stimulus

Pressured and Anxiety = Unconditioned Response

Math Equations & Questions = Conditioned Stimulus

Anxiety = Conditioned Response

Math problems+

Time Pressured

Contiguity

Batsell, W., & Grossman, R. (2009). Classroom Phobias and Test Anxiety. International Journal of Higher Education, 62-82.

( No Math Equations

& Questions anxiety)

1. Build student confidence.

2. Strengthen students’ basic skills through giving them more

practice and activities.

3. Use a step-by-step approach (Shaping), by dividing the activity

to smaller steps so that students are able to understand and master

one step before moving to the next.

How to overcomes Mathematics Phobia /Anxiety?


3. Develop a growth mindset, which is the belief that our abilities

can be developed. Encouraging a growth mindset and risk taking

can motivate students.

4. The attitude of teachers towards mathematics can have a huge

influence. Teachers should show a love of math and creating

positive and active learning environments, by incorporating math

puzzles and games into explanations and examples.

How to overcomes Mathematics Phobia /Anxiety?


• Teachers use Behaviorism to manage their classroom.

• Teachers could use operant conditioning to reward or

punish their students. When students behave well, the teacher

will reward them. While misbehaving students will be punish.

• Through this theory, the students will learn what behaviors

are appropriate or not:

If the student received a bad behavior mark because of talking

during the class time. That will teach the student that talking

while the teacher is teaching and explaining is not

an appropriate behavior.

General Classroom Application

Tollefson, N. (2000). Classroom Applications of Cognitive Theories of Motivation.Educational Psychology Review,, pp. 63-86.

• The students could also be classically conditioned to behave a

certain way in a classroom:

-If students realize that they always have a pop quiz

when their teacher carrying a red colored folder,

they will learn to prepare for a pop quiz at the sight of

the red colored folder even if there is no a pop quiz.

General Classroom Application

Tollefson, N. (2000). Classroom Applications of Cognitive Theories of Motivation.Educational Psychology Review,, pp. 63-86.

1. Behaviorism is based on observable behaviors.

2. Effective therapeutic techniques that supported by

researches in changing maladaptive or harmful

behaviors in both children and adults.

3. Straightforward, Comprehensive and Precisely

defined.

4. High applied value and Testable.

5. Had a strong impact on modern psychological

thought.

1. It does not account for all kinds of learning, since it

disregards the activities of the mind.

2. Too narrow a description of human experience and

personality.

3. Certain behaviors are hard to condition.

4. Internal thoughts and feelings can’t be ignored.

5. Much work done with animals, not people – may

not translate since humans have more complex

systems of thought and action.

At the end, we can tell that Behaviorism theory is useful

in the classroom for both teachers and students.

For Teacher: to reinforce positive/negative or punish

students based on their behavior and to shape specific

students behaviors.

For Students: to increase appropriate behavior while

bad behavior will be ignored and unrepeated.

(Any Questions ?)