Download Behaviourism elhadidy final reduced 2003 version

Behaviourism
Dr: Mohamed Adel El-Hadidy
Behaviourism
All things should be looked at from the
perspective of behaviour.
Behaviourism argues that there is no mind,
no thoughts, no feelings, and the only
important thing to consider is behaviour.
Dr: Mohamed Adel El-Hadidy
Behaviorism Key Ideas
Deterministic- The way you act is
determined by external stimuli provided by the
culture in which you live.
Observable- Over time the individual develops a
“behavioral repertoire” (Steinberg, 1980) that
can be used to predict behavior.
Controllable Desirable behaviors can be brought about by
incentives;
undesirable behaviors can be eradicated by
consequences or punishment.
Dr: Mohamed Adel El-Hadidy
What Behaviorist Reject
Concepts of
Freedom
Dignity (self esteem or respect)
Self-fulfillment
Skinner said: although people look and feel
free they are always controlled by the
environment – Education & Religion control
people = NO FREE WILL
Dr: Mohamed Adel El-Hadidy
Behaviourism.
• Period: 1920’s to 1950’s
• Question: How is behaviour learned?
Behaviourism
Goal was to explain complex behaviour in terms of
learning from simple behaviour
Logic: if you can control the simple behaviour, and
have a theory of learning, you can predict complex
behaviour.
Dr: Mohamed Adel El-Hadidy
Behaviorism Recap (summary)...
• Method: Experimentation
• Contributions:– Rigorous scientific
methodology
• Objective observation– Theories of
associative learning
Dr: Mohamed Adel El-Hadidy
Behaviourists
Ivan Pavlov
Edward Thorndike
John B. Watson
B.F. Skinner
Dr: Mohamed Adel El-Hadidy
Ivan Petrovich Pavlov
Born Sept 14, 1849
Died Feb 27, 1936
born in Ryazan, Russia
physiologist,
psychologist, and
physician
awarded the Nobel
Prize in Physiology or
Medicine in 1904 for
research on the
digestive system
Dr: Mohamed Adel El-Hadidy
Classical Conditioning
A type of learning that occurs when
individuals learn to produce
involuntary emotional or physiological
responses similar to instinctive or
reflexive responses.
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
Unconditioned stimulus
Object or event causing the instinctive or
reflexive physiological or emotional
response.(food)
Dr: Mohamed Adel El-Hadidy
Unconditioned response
Instinctive or reflexive physiological or
emotional response caused by the
unconditioned stimulus.(salivation)
Dr: Mohamed Adel El-Hadidy
Neutral stimulus
An object or event that does not initially
impact behaviour one way or the other.(bell)
Dr: Mohamed Adel El-Hadidy
Conditioned stimulus
Formerly neutral stimulus that becomes
associated with the unconditioned
stimulus.(bell)
Dr: Mohamed Adel El-Hadidy
Conditioned response
A learned physiological or emotional
response that is similar to the unconditioned
response.
Dr: Mohamed Adel El-Hadidy
Main idea for classical
conditioning
The conditioned and unconditioned stimuli
must exist at the same time.
Dr: Mohamed Adel El-Hadidy
Pavlov’s Experiment
Food
Unconditioned Stimulus
Salivation
Unconditioned Response
(natural, not learned)
Bell
Conditioned Stimulus
Salivation
Conditioned Response (to bell)
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
Generalization
Occurs when stimuli is similar- but not
identical - to a conditioned stimulus elicit the
conditioned response by themselves (N.
Jones, Kemenes, & Benjamin, 2001)
Dr: Mohamed Adel El-Hadidy
Generalization
Discrimination: conditioned response does
not occur to all possible similar stimulilearned difference between stimuli
Reaction Patterns: specific reactionsconditioned responses-past experiencepositive response = likes
negative response = dislikes
Reactions-learned not innate
Dr: Mohamed Adel El-Hadidy
Extinction
When pairing of conditioned and
unconditional stimulus stops
Association weakensconditioned response less
frequent till disappears
Dr: Mohamed Adel El-Hadidy
Therapeutic techniques based on
classical conditioning concepts
Systematic desensitization
Flooding therapy
Dr: Mohamed Adel El-Hadidy
Systematic Desensitization
(De-conditioning of phobias)
Extinguishes fear by
1.
2.
gradually relaxing subject
and simultaneous gradual
introduction of the fear
inducing stimulus
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
E.L. Thorndike
1874 - 1949
Dr: Mohamed Adel El-Hadidy
Edward Lee Thorndike
Born August 31, 1874
Died August 9, 1949
Born in Williamsburg,
Massachusetts
Studied animal behaviour
and the learning process
led to the theory of
connectionism
Laying the foundation for
modern educational
psychology.
Dr: Mohamed Adel El-Hadidy
Thorndike’s Law of Effect
Learning come thru trial and
error
Consequences of behavior will
either strengthen or weaken the
behavior
Learn to do actions which bring
rewards-help avoid pain
Dr: Mohamed Adel El-Hadidy
Thorndike’s Theory of
Connectionism
Law of Effect
If Situation + Response is followed by a
positive consequence then the connection
between the Situation + Response is
strengthened.
If Situation + Response is followed by a
negative consequence then the connection
between the Situation + Response is
weakened. Dr: Mohamed Adel El-Hadidy
In Thorndike’s words:
“When a modifiable connection between an
situation and a response is made and is
accompanied or followed by a satisfying state of
affairs, that connection’s strength is increased:
When made or accompanied or followed by an
annoying state of affairs, the strength is
decreased.” (Thorndike, 1913b)
Note: Thorndike(1932) later modified the Law of
Effect when research showed that while positive
consequences strengthened connections,
negative consequences did not necessarily
weaken them.
“Spare the reward, spoil the child”
Dr: Mohamed Adel El-Hadidy
by E.L. Thorndike
The Big Idea
1.
2.
Consequences of behavior effect
behavior
responses resulting in satisfying
consequences are learned.
Behavioral theories explain learning
in terms of environmental events.
Dr: Mohamed Adel El-Hadidy
E.L. Thorndike
Initial work with animal learning in laboratory
setting- cat in box experiment”
Comprehensive analogy of human learningThree volume work, Educational Psychology
( 1913a, 1913b, 1914 )
Dr: Mohamed Adel El-Hadidy
The Cat Learned !!!
Behavior Change = Learning
Dr: Mohamed Adel El-Hadidy
Cats in Puzzle Boxes
Dr: Mohamed Adel El-Hadidy
Cats in Puzzle Boxes
Thorndike looked at how cats learned to
escape from puzzle boxes
The puzzle box experiments were
motivated by Thorndike's dislike for
statements that animals made use of
insight in their problem solving.
Dr: Mohamed Adel El-Hadidy
Cats in Puzzle Boxes
Thorndike's use learning curves which
plotting the time it took for an animal to
escape the box each time it was in the box
He said that if the animals were showing
insight, then their time to escape would
suddenly drop to a negligible period, which
would also be shown in the learning curve
as an abrupt drop;
while animals using a more ordinary method
of trial and error would show gradual
curves.
Dr: Mohamed Adel El-Hadidy
What happened ?
Schunk (2000)
Dr: Mohamed Adel El-Hadidy
Cats in Puzzle Boxes
His
finding was that cats consistently
showed gradual learning.
Dr: Mohamed Adel El-Hadidy
Principles of Learning
Thorndike specified three conditions that
maximizes learning:
The Law of Effect states that the likely
recurrence of a response is generally governed by
its consequence or effect generally in the form of
reward or punishment.
The Law of Recency states that the most recent
response is likely to govern the recurrence.
The Law of Exercise stated that stimulusresponse associations are strengthened through
repetition.
Dr: Mohamed Adel El-Hadidy
Law of Effect
"Of several responses made to the same situation, those which are
accompanied or closely followed by satisfaction to the animal will, other
things being equal, be more firmly connected with the situation, so that,
when it recurs, they will be more likely to recur; those which are
accompanied or closely followed by discomfort to the animal will, other
things being equal, have their connections with that situation weakened,
so that, when it recurs, they will be less likely to occur"
Thorndike, E. L. (1911). “Animal intelligence:
Experimental Studies”. p. 244
Dr: Mohamed Adel El-Hadidy
Theory of Learning
Thorndike created 13 basic rules
I want us to pause after each one and check
if you think this is a universal principle.
Also see if there is some technology or
teaching approach you can imagine that
might help support this rule
Dr: Mohamed Adel El-Hadidy
Theory of Learning
1. The most basic form of learning is trial and
error learning.
Dr: Mohamed Adel El-Hadidy
Theory of Learning
2. Learning is incremental( ‫ )ﻓﻲ ﺯﻳﺎﺩﺓ‬not
insightful.
Dr: Mohamed Adel El-Hadidy
Theory of Learning
3. Learning is not mediated by ideas.
Dr: Mohamed Adel El-Hadidy
Theory of Learning
4. All mammals learn in the same manner.
Dr: Mohamed Adel El-Hadidy
Theory of Learning
5. Law of Readiness:
Interference with goal directed behaviour
causes frustration
causing someone to do something they
do not want to do is also frustrating.
a. When someone is ready to perform some act +
become able to do so is satisfying.
b. When someone is ready to perform some act +
prevented to do so is annoying.
c. When someone is not ready to perform some act
+ and is forced to do so it is annoying.
Dr: Mohamed Adel El-Hadidy
Theory of Learning
6. Law of Exercise: We learn by
doing. We forget by not doing.
a. Connections between a stimulus and a
response are strengthened as they are
used. (law of use)
b. Connections between a stimulus and a
response are weakened as they are not
used. (law of disuse)
Dr: Mohamed Adel El-Hadidy
Theory of Learning
7. Law of Effect:
If the response in a connection is
followed by a satisfying state of
affairs, the strength of the connection
is considerably increased
whereas if followed by an annoying
state of affairs, then the strength of
the connection is marginally
decreased.
Dr: Mohamed Adel El-Hadidy
Theory of Learning
8. Multiple Responses: A learner would keep
trying multiple responses to solve a
problem before it is actually solved.
Dr: Mohamed Adel El-Hadidy
Theory of Learning
9. Set or Attitude: What the learner already
possesses, like prior learning
experiences, present state of the learner,
etc., while it begins learning a new task.
Dr: Mohamed Adel El-Hadidy
Theory of Learning
10. Prepotency of Elements:
a learner could filter out irrelevant aspects
of a situation and respond only to
significant (proponent) elements in a
problem situation
The aspects of a situation that will be noticed
depend upon the learner's species
membership and past experience.
Dr: Mohamed Adel El-Hadidy
Theory of Learning
11. Response from analogy: New problems
are solved by using solution techniques
employed to solve analogous problems.
Dr: Mohamed Adel El-Hadidy
Theory of Learning
12. Associative Shifting:
Let stimulus S be paired with response R.
Now, if stimulus Q is presented
simultaneously with stimulus S repeatedly,
then stimulus Q is likely to get paired with
response R.
Dr: Mohamed Adel El-Hadidy
Theory of Learning
13. Belongingness: If there is a natural
relationship between the need state of an
organism and the effect caused by a
response, learning is more effective than if
the relationship is unnatural.
Dr: Mohamed Adel El-Hadidy
John B. Watson
1878 - 1958
Dr: Mohamed Adel El-Hadidy
John Broadus Watson
Born Jan 9, 1878
Died Sept 25, 1958
Born in Greenville,
South Carolina
American psychologist
established the
psychological school
of behaviourism
“Little Albert”
experiment
Dr: Mohamed Adel El-Hadidy
John B. Watson
Watson changed the focus of psychology
from introspection, to environmentalism.
He believed that environmental shaping of
behavior began prenatally, and focused
his studies on infants and children.
Dr: Mohamed Adel El-Hadidy
John B. Watson
He demonstrated the conditioned response
in the case of “Little Albert” (Watson, 1925),
who was exposed to an alarming noise and
a rat at the same time, and developed not
only a fear of rats, but transferred the fear
to all furry(‫ )ﻟﻪ ﻓﺮﺍء ﺍﻭ ﺷﻌﺮ‬objects.
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
"Little Albert" experiment
Occurred in 1920
One of the most
controversial
experiments in the
history of psychology
It was an experiment
showing empirical
evidence of classical
conditioning in humans
Dr: Mohamed Adel El-Hadidy
Rosalie Rayner
Albert B.
John B. Watson
"Little Albert" experiment
Watson and Rayner selected
an infant named Albert, at
approximately 9 months of age,
he was tested and was judged
to show no fear when
successively observing a
number of live animals (e.g., a
rat, a rabbit, a dog, and a
monkey), and various
inanimate objects (e.g., cotton,
human masks, a burning
newspaper).
Dr: Mohamed Adel El-Hadidy
"Little Albert" experiment
He was, however, judged to show fear
whenever a long steel bar was
unexpectedly struck with a claw hammer
just behind his back.
Dr: Mohamed Adel El-Hadidy
"Little Albert" experiment
Watson and Rayner attempted to condition
him to fear a white rat.
This was done by presenting a white rat to
Albert, followed by a loud clanging sound (of
the hammer and steel bar) whenever Albert
touched the animal.
After seven pairings of the rat and noise (in two
sessions, one week apart), Albert reacted with
crying and avoidance when the rat was
presented without the loud noise.
Dr: Mohamed Adel El-Hadidy
The Behaviorist Manifesto
In 1913, Watson published the article
"Psychology as the Behaviorist Views It"
— sometimes called "The Behaviorist
Manifesto".
In this article, Watson outlined the major
features of his new philosophy of
psychology, called "behaviorism".
Dr: Mohamed Adel El-Hadidy
The Behaviorist Manifesto
The first paragraph of the article concisely
described Watson's behaviorist position:
“Psychology as the behaviorist views it is a purely objective experimental branch of
natural science. Its theoretical goal is the prediction and control of behavior.
Introspection forms no essential part of its methods, nor is the scientific value of its
data dependent upon the readiness with which they lend themselves to
interpretation in terms of consciousness. The behaviorist, in his efforts to get a
unitary scheme of animal response, recognizes no dividing line between man and
brute. The behavior of man, with all of its refinement and complexity, forms only a
part of the behaviorist's total scheme of investigation.”
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
Burrhus Frederic Skinner
Born March 20, 1904
Died August 18, 1990
Born in Susquehanna,
Pennsylvania
American
psychologist, author,
inventor, advocate for
social reform and
poet.
Innovated his own
philosophy of science
called Radical
Behaviorism
Dr: Mohamed Adel El-Hadidy
Radical Behaviorism
Skinner views (Radical behaviourism)
differed from other behaviourists
(Methodological behaviourism) in that he
felt that thoughts and feelings could be
taken into account when considering that
psychology of the individual
Dr: Mohamed Adel El-Hadidy
Radical Behaviorism
Radical behaviourism seeks to understand
behaviour as a function of environmental
histories of reinforcing consequences.
Reinforcement processes were
emphasized by Skinner, and were seen as
primary in the shaping of behaviour.
A common misconception is that negative
reinforcement is some form of punishment.
Dr: Mohamed Adel El-Hadidy
Radical Behaviorism
Positive reinforcement is the strengthening
of behaviour by the application of some event
(e.g., praise after some behaviour is performed),
Negative reinforcement is the
strengthening of behaviour by the removal or
avoidance of some aversive event (e.g.,
opening and raising an umbrella over your head
on a rainy day is reinforced by the cessation of
rain falling on you).
Both types of reinforcement strengthen
behaviour, or increase the probability of a
behaviour reoccurring.
Dr: Mohamed Adel El-Hadidy
Radical Behaviorism
Punishment and extinction have the effect
of weakening behaviour, or decreasing the
probability of a behaviour reoccurring, by
the application of an aversive event
(punishment) or the removal of a rewarding
event (extinction).
Dr: Mohamed Adel El-Hadidy
Operant Conditioning Learning
In terms of observable responses that change in
frequency or duration as the result of
consequences, events that occur following
behaviours. (B.F. Skinner, 1953, 1954)
In summary, behaviours are largely controlled
by consequences rather that by stimuli
preceding the behaviour.
The consequence of an action results in the
behaviour portrayed.
Dr: Mohamed Adel El-Hadidy
Reinforcements
The process of applying reinforcers to
increase behaviour
Dr: Mohamed Adel El-Hadidy
Positive reinforcements
Process of increasing the frequency or
duration of a behaviour as the result of
presenting a reinforcer. Sometimes,
reinforcing of undesirable behaviour may
result.
Dr: Mohamed Adel El-Hadidy
Negative reinforcements
Process of increasing behaviour by
avoiding or removing an aversive stimulus
(Baldwin & Baldwin, 2001; B.F. Skinner,
1953)
Dr: Mohamed Adel El-Hadidy
Shaping
Reinforced succecssive
approximation of the desired
behaviour through a process called
shaping.
Dr: Mohamed Adel El-Hadidy
Punishment
Use of punishers to weakens behaviour.
Dr: Mohamed Adel El-Hadidy
OPERANT CONDITIONING TECHNIQUES
POSITIVE REINFORCEMENT = increasing a
behavior by administering a reward
NEGATIVE REINFORCEMENT = increasing
a behavior by removing an aversive stimulus
when a behavior occurs
PUNISHMENT = decreasing a behavior by
administering an aversive stimulus following a
behavior OR by removing a positive stimulus
EXTINCTION = decreasing a behavior by not
rewarding it
Dr: Mohamed Adel El-Hadidy
Type of
stimulus
Action
Desirable
Behaviour
Concept
Strengthen
Positive
Reinforcement
Present
Strengthen
Aversive
Remove
Negative
Reinforcement
Weaken
Aversive
Type 1 punishment
Present
Dr: Mohamed Adel El-Hadidy
Type of
stimulus
Action
Desirable
Behaviour
Concept
Weaken
Type 2 punishment:
Time out
Remove
Desirable
Weaken
Withheld
Dr: Mohamed Adel El-Hadidy
Extinction
Dr: Mohamed Adel El-Hadidy
Inventor
Operant
Conditioning Chamber
(“Skinner Box”)
Cumulative Recorder
Teaching Machine
Air Crib
Dr: Mohamed Adel El-Hadidy
Operant
Conditioning
Chamber
Dr: Mohamed Adel El-Hadidy
Skinner Box
Subject segregated from all irrelevant
environmental influences
Only stimuli were controlled by experimenter
Reinforcement rates & schedule were
measured
Positive-food, negative-electro shock
Evolved into teaching machines and self-paced
teaching regimens
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
Operant Conditioning Chamber
(“Skinner Box”)
A box large enough to easily accommodate
the animal being used as a subject (including
lab rats, pigeons, and primates).
It is often sound-proof and light-proof to avoid
distracting stimuli.
It contains one or more levers which an
animal can press
one or more stimulus lights and one or more
places in which reinforcers like food can be
delivered. Dr: Mohamed Adel El-Hadidy
Operant Conditioning Chamber
(“Skinner Box”)
In one of Skinner’s experiments a hungry rat
was introduced into the box. When the lever
was pressed by the rat a small pellet of food
was dropped onto a tray.
The rat soon learned that when he pressed
the lever he would receive some food.
In this experiment the lever pressing
behaviour is reinforced by food.
Dr: Mohamed Adel El-Hadidy
Operant Conditioning Chamber
(“Skinner Box”)
Dr: Mohamed Adel El-Hadidy
Operant Conditioning Chambers
Dr: Mohamed Adel El-Hadidy
Operant Conditioning Chamber
(“Skinner Box”)
Skinner also used pigeons in his experiments
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
Operant Conditioning Chambers
pigeons would peck to receive food if a light
was on, but not receive food when a light
was off.
Extinction of the operant behavior occurs
when you stop giving the rat a food pellet
as a reward for pushing the pedal.
Cumulative recorder –records the rate of
response of the animal in the operant
conditioning chamber
Dr: Mohamed Adel El-Hadidy
Cumulative Recorder
an instrument used to
automatically record
behaviour graphically
The needle would start
at the bottom of the
page and the drum
would turn the roll of
paper horizontally. Each
response would result in
the marking needle
moving vertically along
the paper one tick.
Dr: Mohamed Adel El-Hadidy
Teaching Machine
Dr: Mohamed Adel El-Hadidy
Teaching Machine
In 1954 B.F. Skinner embarked
upon a series of studies designed
to improve teaching methods for
spelling, math, and other school
subjects by using a mechanical
device that would surpass the usual
classroom experience.
He believed the classroom had
disadvantages because the rate of
learning for different students was
variable and reinforcement was also
delayed due to the lack of individual
attention.
Since personal tutors for every
student was usually unavailable,
Skinner developed a theory of
programmed learning that was to be
implemented by teaching machines.
Dr: Mohamed Adel El-Hadidy
Teaching Machine
The teaching machine is composed of mainly a
program, which is a system of combined teaching and
test items that carries the student gradually through
the material to be learned.
The "machine" is composed by a fill-in-the-blank
method on either a workbook or in a computer. If the
subject is correct, he/she gets reinforcement and
moves on to the next question.
If the answer is incorrect, the subject studies the
correct answer to increase the chance of getting
reinforced next time.
Dr: Mohamed Adel El-Hadidy
Teaching Machine
The teaching machine is merely a device for presenting the
set of frames of which the program is composed.
However, it is not supplementary but all-inclusive. The
program will do all the teaching through a response/reward
mechanism.
Skinner also noted that the learning process should be
divided into a large number of very small steps and
reinforcement must be dependent upon the completion of
each step.
Skinner suggested that the machine itself should not teach,
but bring the student into contact with the person who
composed the material it presented. He believed this was the
best possible arrangement for learning because it took into
account the rate of learning for each individual student.
Dr: Mohamed Adel El-Hadidy
Skinner on Education
People have a fear of
failure.
1.
2.
The task is not broken down
into small enough steps.
2.
3.
There is a lack of directions.
3.
4.
There is also a lack of clarity
in the directions.
4.
5.
Positive reinforcement is
lacking.
5.
1.
Give the learner immediate
feedback.
Skinner
Break down the task into
small steps.
says that
Repeat thethere
directionsare
as
many times as possible.
five main
Work fromobstacles
the most simple
to the most complex tasks.
to learning
Give positive
reinforcement.
Dr: Mohamed Adel El-Hadidy
Skinner on Education
1.
People have a fear of failure
feedback.
Give the learner immediate
2.
The task is not broken down into small enough steps.
the task into small steps
3.
There is a lack of directions
possible.
4.
There is also a lack of clarity in the directions.
simple to the most complex tasks.
5.
Positive reinforcement is lacking.
Break down
Repeat the directions as many times as
Work from the most
Give positive reinforcement.
Dr: Mohamed Adel El-Hadidy
Air Crib
Dr: Mohamed Adel El-Hadidy
Air Crib
To help his wife cope with
the day-to-day tasks of
child rearing, Skinner
improved upon the
standard crib with the 'aircrib' to meet this challenge.
An 'air-crib' (also known as
a 'baby tender' or
humorously as an 'heir
conditioner') is an easily
cleaned, temperature and
humidity-controlled box
Skinner designed to assist
in the raising of babies.
Dr: Mohamed Adel El-Hadidy
Did you know?
Opening Skinner's Box: Great Psychological
Experiments of the Twentieth Century by Lauren
Slater (2004)
In this book Slater reveals that B.F. Skinner raised
his daughter Deborah in an operant conditioning
chamber and subjected her to psychological
experiments
“. . . caged for two full years, placing within her cramped
square space bells and food trays and all manners of
mean punishments and bright rewards, and he tracked
her progress on a grid. And then, when she was thirtyone and frankly psychotic, she sued him for abuse in a
genuine court of law, lost the case, and shot herself in a
bowling alley in Billings, Montana.”
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
It is totally
untrue
Dr: Mohamed Adel El-Hadidy
Deborah Skinner is alive and
well, living in the UK.
She was understandably
distress about these stories
and wrote an article in The
Guardian
The Guardian, Friday 12 March 2004
“I was not a lab rat”
By Deborah Skinner Buzan
Dr: Mohamed Adel El-Hadidy
Dr: Mohamed Adel El-Hadidy
Therapeutic techniques based on
Operant conditioning
Behavior modification
Aversion therapy
Dr: Mohamed Adel El-Hadidy
w w112
w.Drmohamedelhadidy.com www.nooralhya.com
www.facebook/maelhadidy
www.facebook/elhadidyy
www.Drmohamedelhadidy.com www.nooralhya.com
www.facebook/maelhadidy
www.facebook/elhadidyy