Download BEHAVIORISM LEARNING THEORY

BEHAVIORISM LEARNING THEORY
Habibi, S.Si, M.Pd
• According to the behaviorists, learning
can be defined as “the relatively
permanent change in behavior brought
about as a result of experience or
practice.”
Behaviorists recognize that learning is an internal
event. However, it is not recognized as learning until it
is displayed by overt behavior.
The focus of the behavioral
approach is on how the
environment impacts overt
behavior.
behavior
environment
behaviorism
• The behavioral learning theory is
represented as an S-R paradigm. The
organism is treated as a “black box.” We
only know what is going on inside the box
by the organism’s overt behavior.
Stimulus
(S)
Organism
(O)
Response
(R)
• Notice that the behaviorists are only
interested in that aspect of feedback that
connects directly to overt behavior.
Behaviorists are not
interested in the
conscious decision of the
individual to disrupt,
modify, or go against the
conditioning process.
There are three types of behavioral learning
theories:
• Contiguity theory
• Classical conditioning theory
• Operant conditioning theory
Contiguity Theory
Contiguity
Contiguity
theoryTheory
is based on the work of E.
R. Guthrie.
It proposes that any stimulus and response
connected in time and/or space will tend to
be associated.
Example:
A student making a good grade on a test after trying a
new study technique makes an association between the
stimulus of studying and the response of getting a good
grade.
Classical Conditioning
Theory
Classical conditioning was the first type of
learning to be discovered and studied
within the behaviorist tradition (hence the
name classical).
The major theorist in the development of
classical conditioning is Ivan Pavlov, a
Russian scientist trained in biology and
medicine
Pavlov was studying the digestive system of
dogs and became intrigued with his
observation that dogs deprived of food
began to salivate when one of his assistants
walked into the room.
He began to investigate this phenomena and
established the laws of classical
conditioning.
General model:
Stimulus (S) elicits >Response (R)
Classical conditioning starts with a reflex (R):
an innate, involuntary behavior.
This involuntary behavior is elicited or caused
by an antecedent environmental event.
For example, if air is blown into your eye, you
blink. You have no voluntary or conscious
control over whether the blink occurs or not.
The specific model for classical conditioning is:
Unconditioned Stimulus (US) elicits >
Unconditioned Response (UR)
The Neutral/Orientiing Stimulus (NS) is
repeatedly paired with the
Unconditioned/Natural Stimulus (US).
The Neutral Stimulus (NS) is transformed
into a Conditioned Stimulus (CS).
This is written CS elicits > CR.
S
US
UR
CS
US
CR
Example:
• Child is harassed at school
• Child feels bad when harassed
• Child associates being harassed and school
• Child begins to feel bad when she
thinks of school
Operant Conditioning
The response is made first,
then reinforcement
follows.
+
_
Reinforcement
Punishment
Add something to the
environment in order
to increase behavior
Add something to the
environment in order
to decrease behavior
Subtract something
from the environment
in order to increase
behavior
Subtract something
from the environment
in order to decrease
behavior
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Behaviorism in the Classroom
• Rewards and
punishments
• Responsibility for
student learning
rests squarely with
the teacher
• Lecture-based,
highly structured
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