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Behaviourismt

Behavior

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17 views7 pages

Behaviourismt

Behavior

Uploaded by

nasirhabib057
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© © All Rights Reserved
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LEARNING THEORIES AND THEIR APPLICATION IN THE

CLASSROOM SITUATION
INTRODUCTION
Learning theories are conceptual frameworks that describe how
information is absorbed, processed, and retained during learning.
Learning theories are those that combine conceptual models at the
assertion level principles for systematic knowledge of the learning activity
through a series of scientific statements functional value informative,
explanatory, predictive, summary, normative, in different variations of
specific authors or schools.
In this discussion we are going to see an overview of three major
learning theories:

1. Behaviorist theories of learning


2. Cognitive theories of learning
3. Constructivist theories of learning

BEHAVIOURIST THEORIES OF LEARNING

Behaviourism is primarily concerned with observable and measurable


aspects of human behaviour. In defining behaviour, behaviourist learning
theories emphasize changes in behaviour that result from stimulus-
response associations made by the learner. An individual selects one
response instead of another because of prior conditioning and
psychological drives existing at the moment of the action. Behaviourists
assert that the only behaviours worthy of study are those that can be
directly observed; thus, it is actions, rather than thoughts or emotions,
which are the legitimate object of study. Behaviourist theory does not
explain abnormal behaviour in terms of the brain or its inner workings.
Rather, it posits that all behaviour is learned habits, and attempts to
account for how these habits are formed.

BEHAVIOURISM ADVOCATES
John B. Watson (1878-1958) and B. F. Skinner (1904-1990) are the two
principal originators of behaviourist approaches to learning. Watson
believed that human behaviour resulted from specific stimuli that elicited
certain responses. Watson's basic premise was that conclusions about
human development should be based on observation of overt behaviour
rather than speculation about subconscious motives or latent cognitive
processes. Watson's view of learning was based in part on the studies of
Ivan Pavlov (1849-1936). It is important to mention that under the
behaviourism theories we are going to discuss two paradigms: The
Classical Conditioning and the Operant Conditioning.

CLASSICAL CONDITIONING
The research of Pavlov and Watson demonstrated how certain responses,
rather than being innate, become associated with antecedent stimuli
through learning. Pavlov was studying the digestive process and the
interaction of salivation and stomach function when he realized that
reflexes in the autonomic nervous system closely linked these
phenomena. To determine whether external stimuli had an effect on this
process, Pavlov rang a bell when he gave food to experimental dogs. He
noticed that the dogs salivated shortly before they were given food. He
discovered that when the bell was rung at repeated feedings, the sound
of the bell alone (a conditioned stimulus) would cause the dogs to salivate
(a conditioned response). Pavlov also found that the conditioned reflex
was repressed if the stimulus proved "wrong" too frequently; if the bell
rang and no food appeared, the dog eventually ceased to salivate at the
sound of the bell.

(Figure 1.1).

Pavlov Experiments
Step 1: The automatic sequence
(1) Food (UCS) ____________________ (2) salivation (UCR)

Then the food and the sound of a bell were paired at the same time
Step 2: The conditioning process
(1) Food (UCS) ____________________ (2) salvation (UCR)
+
Sound of a bell

Step 3: The conditioned sequence


(1) Sound of a bell alone (CS) ____________ (2) Salivation (CR)

J. B. (1878-1958)
Although behaviourism is closely related to Pavlov’s experiments in early
1900s, it was Watson who established behaviourism in 1913 with his
article. Watson, who claimed that human behaviours and animal
behaviours did not have certain lines, stated that psychology had to take
behaviour as its basis and it had to aim at guessing and controlling
behaviour in order to be a real science. According to Watson, psychology
should investigate why certain behaviour comes out and should find out
ways and methods to control behaviour.
J. B. Watson conducted his experiment using a fear eliciting stimulus –
‘loud noise’, which is an unconditioned stimulus (UCS). He used this to
condition fear response in an infant – little Albert. Loud noise is UCS
because it usually evokes fear response without prior learning. The
neutral stimulus was a white rat, a stimulus not innately associated with
fear. The presentation of loud noise did caused little Albert to cry.
Step 1: The automatic sequence
(1) Loud noise (UCS) _________________ (2) Crying (UCR)

Then the loud noise and the white rat were paired; As Albert reached
toward the white rat, the loud noise was presented.

Step 2: The conditioning process


(1) Loud noise (UCS) _________________ (2) Crying (UCR)
+
White rat

After this process, poor Albert would cry when the white rat was
presented alone; the noise is not required anymore.
Step 3: The conditioned sequence
(1) Rat alone (CS) _________________________ (2) crying (CR)

IMPORTANT TERMS IN CLASSICAL CONDITIONING


a. Unconditioned stimulus (UCS) is the stimulus that automatically
elicits a response in the absence of prior learning.
b. Unconditioned response (UCR) is a response that occurs
automatically following the presentation of a stimulus. It is thought
to be an unlearned automatic response. Conditioned response (CR)
appears when the dog gives reaction to a stimulus to which it
should not react normally. The response of juice displayed by the
dog to the picture of food or to researcher shows that the
researcher or the picture of the food has gained the quality of
c. Conditioned stimulus (CS) refers to formally neutral stimulus that
has been paired with an unconditioned stimulus and through this
pairing has acquired the power to elicit a response.

RELEVANCE OF CLASSICAL CONDITIONING

Little Tanko is having trouble attending school. Every time he gets close
to the school grounds, he cries, shakes, and is generally miserable. It
seems that on the first day of school, Ayagi mugged little Tanko. Ayagi is
the stimulus for little Tanko’s fear. The school grounds, which were
originally a neutral stimulus for Tanko, were paired with school phobia.
The knowledge of classical conditioning helps us understand emotional
reactions better, but classical conditioning is rarely used deliberately as a
learning procedure. One reason why the principles are not very useful for
teaching is that no new responses are learned. The subject learns to
respond to stimuli in the environment but not to make new and different
responses. The UCR and the CR are virtually the same behaviour, differing
only in strength or intensity. The difference between the responses is not
the responses themselves but the stimuli that elicit them.
However, it is pertinent to note that classical conditioning may occur in
the classroom. Teachers, who are stern looking, are frowning, carrying
cane or punishing students their site is enough to elicit fear response in
the students.

PRINCIPLES OF CLASSICAL CONDITIONING


i. Generalization: Responding similarly to a range of similar stimuli
ii. Discrimination: Ability to respond differently to different stimuli
iii. Extinction: Gradual disappearance of a CR because the
reinforcement is withheld or because the CS is repeatedly
presented without the US

APPLICATION OF CLASSICAL CONDITIONING


The principles of classical conditioning can be used in the following areas
of animal and human behaviour:
(1) Developing good habits: Principles of classical conditioning can be
used for developing good habits in children such as cleanliness, respect
for elders, and punctuality etc.
(2) Breaking of bad habits and elimination of conditioned fear: All
learning is acquired in the social environment. Acquired learning may be
reconditioned by using the principles of classical conditioning. Principles
of classical conditioning can be used to deconditioning anxiety and fear in
maladjusted children.
(3) Training of the animals: Animal trainers have been using the principles
of classical conditioning since long time without being much aware of the
underlying mechanisms.
(4) Use in Psychotherapy-The principles of Classical Conditioning are used
in deconditioning emotional fears in mental patients.
(5) Developing Positive attitudes: Classical Conditioning can be used to
develop favourable or unfavourable attitude towards learning, teacher
and the school.
(6) Teaching alphabets: The principles of classical conditioning are used
to teach alphabets and four fundamental principles of arithmetic by using
some concrete material. For example, "A is associated with apple,
counting is taught with the help of beads etc.
Revision Questions
1. Define the term Behaviourism
2. Define the term Classical Conditioning
3. Using illustrations, explain the classical Conditioning experiments
conducted by Ivan Pavlov and J. B. Watson
4. Explain the following terms:
a. Unconditioned stimulus (UCS)
b. Unconditioned response (UCR)
c. Conditioned response (CR)
d. Conditioned stimulus (CS)
5. Outline the Principles of Classical Conditioning and explain them
6. Outline and explain how the principles of Classical Conditioning can
be applied

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