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Transcript
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 18 Behaviorism in the Classroom • Rewards and punishments • Responsibility for student learning rests squarely with the teacher • Lecture-based, highly structured THANKS