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Behaviorism and Behavior
Therapy Dr. AKSHAY KUMAR y Kumar
Positive Psychology
Behaviorism
Championed by a Psychologist: John B
Watson
 Basis of everything is Behavior

Principles of Behaviorism
1st: Learning: Everything you are is a result
of experience.
- There is nothing as a human nature. Its is
infinitely malleable.
- “Give me a child untill an age of 7 and I
will show you a man.” -Jesuits
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“Give me a dozen healthy infants, well
formed in my own specified world to bring
them up and Il guarantee to take any one at
random and train them to any type of
specialist I might select- Doctor, lawyer,
artist, merchant, chief, and yes even a
beggar and thief regardless of his talents,
tendencies, abilities, vocations and race of
his ancestors.” Watson

No group of man is better than the other:
What matters is what and how you learn

Watson claimed he could make anything
out of anybody.
2nd principle
Anti- Mentalism
 Behaviorism is Scientific
 Scientifically prove by experiments

3rd principle

No interesting differences across species.

If we are the same then we could study
human behaviors and human learnings by
studying non-human organisms
Habituation
Described as a decline in the tendency to
respond to stimuli, that are familiar due to
repeated exposure……..
 Eg. Ticking of a clock or noise of traffic.
 Imagine a life in which you are unable to
get used to things.
 Its adaptive mechanism to be aware of new
things.
 Learning through stimuli and its useful

Cognitive function of mind

Mediate Adaptive Behavior: Interaction between
person and world: Acquire knowledge
Form Internal representations of the worldPerception, Memory (Store these representation
for later use)
Reflect on this knowledge: Reasoning, problem
solving, decision making, choices
Use knowledge to guide behavior: Action

Communicate knowledge to others
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Traditional association views
of learning
The mind forms associations between stimuli
and response
 Stimuli
- Events in the environment
- Their correlates and consequences
 Responses
- Organism’s actions
- Their correlates and consequences
Innate responses
Reflexes
-Involves individual muscles Eg. Eye, Patella. Simple Stimulus Response
- Involves One muscles
 Taxes
- Involves entire body
- Positive Taxes: Moves towards a stimulus: Eg. Mothes
- Negative Taxes: Move away from a stimulus Eg Cockroaches
 Instincts
- Fixed action patterns built in with EVOLUTION
- Helps to adapt
- Are complex: If you are starved for 15 days, you will beg for food
- - Herring Gulls, Sea Turtles

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Evolution not only shapes the physical body
but also learnt behavior patterns to survive
and adapt in a particular species.

Limitations of evolutionary learning: Its
fixed and cannot be changed.
No scope for trial and error
- Only if the environment has the stimulus
-
Learning
Relatively permanent
 Change in behavioor
 That’s resulting from experience.
- Not drugs
- Not injury

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Helps individual acquire new behaviors in new
circumstances: Behaviors are added or modified to
previous set.
Ivan Pavlov’s Learning
Russian physiologist
 Won Nobel prize for physiologist
 Accidently discovered mechanisms of
learning while studying the physiology of
digestive system of dogs: Serendipity
 Won Nobel prize

Classical conditioning
Pavlov’s Apparatus
Salivation started even to stimulus
associated to the delivery of food.
 Reflexes took place simply to the idea of
the stimulus.
 This is called Classical conditioning

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Phase 1: Bell and food
Phase 2: Bell immediately followed by the
food
 Phase 3: Bell Alone

Basics of CC
Unconditioned Stimulus (US): Food
 Unconditioned Response (UR): Salivation
(Food)
 Conditioned Stimulus (CS): Bell
 Conditioned Response (CR): Salivation

C.C
Major phenomena of Classical
Conditioned

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Acquisition: The process by which a
conditioned stimulus acquires the power to
evoke a conditioned response
Reinforce of CS by US: Pairing again and
again
Response gains strength slowly
Eg. Raising hand by a father, child flinches
Acquisition of CR
Phenomenon cont.

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Extinction: The condition stimulus looses
the power to evoke a conditioned response
No reinforcement: Disconnect the link
between the CS and the US, the link
between the bell and the food. i.e Bell but
no food.
Response looses strength
Spontaneous recovery

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Spontaneous recovery
Rest after extinction
Retest of CS alone: Without new
acquisition trials, you would see some
conditioned response.
Reacquisition
- CS enforced by US i.e again food after
bell
 This time it learns fasters with fewer trials:
Savings in relearning
 That means during extinction the animal
does not forget it, only learns not to
respond.

Generalization
Once the conditioned response is
established: You can transfer that response
to other stimulus
 It has to be a similar stimulus

Discrimination
CS + (Reinforced)
 CS – (Not reinforced)
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Significance
All forms of learning is CC (?)
 All laws of CC are laws of emotional life. (
Why we become happy, sad, excited, fears
etc). Because we have learnt to respond in
that manner.
 Phobias treatment
 Smoking

Example
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A criminal is given an injection which
causes nausea and headache and made to
open eyes to watch a scene of violence.

What is the unconditioned stimulus?

The drug

Unconditioned response?

Nausea
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Conditioned stimulus?
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Violence
Conditions response
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Nausea
Stimulus generalization
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Violent situations
C.C beyond labs
Fears: Eg. Afraid of dogs
 Smoking: cues and activities that make you
want to smoke

Cats don’t solve the problem through insight
Thorndike
On successive trials, the latency reduced
 The form of learning motivated by rewards
(an outcome)

Thorndike’s Laws of learning
Law of readinness ( Learning is motivated
by the organisms internal state to achieve
something.
 Law of effect: Responses that lead to
reward are strengthened and responses that
don’t lead to reward are weakened.
 Law of exercise: Connection between
stimuli and responses are strengthen by
practice and weakened by disuse.

Operent/Instrumental
Conditioning
Operant Conditioning by BF Skinner
 Learn adaptive behavior: through
experience of success, failure
 The organism operates on environment:
Behavior changes the environment
 Behavior instrumental: Obtains desired state
of affairs.
 Associations between behaviors and
outcome
Significance of IC
Under voluntary control: In contrast to
reflex responses in CC
 Law of instrumental conditioning are laws
of adaptive behavior
- Habits
- Incentives

Learning the relationships between what
you do and how successful and
unsuccessful they are
 What works and what doesn’t
 Vuluntary
 You choose to do things and some choices
become stronger than others

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Analogy between natural selection of
species to natural selection of behavior
Eg.

Train a horse: reward him to walk forward
and punish him to walk backwards
Positive reinforcement: Reward
 Negative reinforcement: Withdrawing
something aversive. Eg. Removing a heavy
collar for doing good
 Punishment: Aversive stimulus to stop a
behavior
 Shaping: Approximations in steps gradually
leading towards a positive behavior. Eg.
Making the horse to dance
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Shaping cont.
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Rewarding to behaviors close to the final,
gradually leading to the final desired behavior
Primary reinforce
Good dog: Positive through classical conditioning
The word good dog eventually gains reinforcing
quality as it became associated with the buiscuit
initially
Then just saying good dog as a reinforcement.
Ratio Schedule: Reinforce given after
particular response
 Interval schedule: Reinforce after a
particular time

Partial reinforcement effect
Do not give reinforcement every time. Give
it after some responses but not specific
ones.
 Evolution of nagging: Keep asking and then
after some response you would get.
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Prison system
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According to Skinner: Reward good
behaviors and punish negative ones.
Comparison b/w CC & IC
CC
IC
•Reinforcement not contingent on
behavior
• Reinforcement contingent on behavior
•Behavior elicited by US
•Behavior emitted by organism
•Involuntary response (Reflexes)
•Voluntary responses
•Few conditionable behaviors
•Many conditionable behaviors
Avoidance learning
Solomon and Wyne
 Shuttle Box experiments
 Learning the association between the light
and shock: CC
 How he can escape the shock: IC
 Initial award: escape the shock, learns and
later reward avoid the shock.
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ABA
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Application of principles of behavior and
learning for bringing positive change in
human behavior
Applied Behavior Analysis
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Behavior Analysis
When and where the behavior occurs
To what extent the behaviors occurs
Does it happen with some, few or all
Is it a specified behavior or generalized
bahavior
Situational Analysis

Analysis of a situation in which a particular
behavior occurs
Assumptions of Behavior
Analysis

B.T. is a here and now approach
Is based on principles of learning
 Ahistorical
 Does not rely on subconscious determinants
 Focus on observable behaviors
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Developmental analysis
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Development of human life in a life span
Motivational Analysis
Motive behind a behavior
 What propels the behavior
 By observing the consequences we can find
out what motivates the behavior
 Eg. A child slapping himself

Determinants of good
reinforcer
Schedule
 Novelty (Unique/valued)
 Immediacy
 Contingency
 Economical
 Gradually tangible reinforcements should
be replaced by verbal reinforcements
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Side effects of Positive
Reinforcers
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Dependence/Satiation. Follows a bell curve
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Keep changing the reinforcer.

Reinforcer menu
Side effects of Punishment
May lead to undesirable behavior Eg.
Frustration, aggression
 Tolerance threshold keeps increasing
 Imitation
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Techniques of BT
Contingency management: Token economy.
 Punishments
 Aversive therapy: Exposed to some noxious
stimulus: Eg, alcoholism
 Exposure and response prevention
 Observational learning Eg. Bandura theory
 Social modification
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Systematic desensitization
Developed by Joseph Wolpe (1942)
 Method of counter conditioning
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Reciprocal Conditioning
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If a response antagonistic to anxiety can be
made to occurs in the presence of of anxiety
evoking stimulus (Reciprocal Conditioning)
by Calvin Hall
Systematic desensitization

Reciprocal conditioning in a systematic
graded manner
Steps
Training of deep relaxation
 Construction of anxiety hierarchy
 Countering the anxious stimulus
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Eg. Afraid of dogs : Size and distance can be
graded
Afraid of heights: Floors can be graded