Download Learning Theories in Art Education A variety of

Learning Theories in Art Education A variety of research approaches and methods have evolved in studying how human learns. The curriculum developer is interested in knowing how organization of the curriculum can enhance learning. While there is a great deal of interest in studying human learning, anyone involved in curriculum work should also be aware that there are many different explanations of human learning. There are four psychological perspective or school thought that have had an impact on curriculum; classified as behaviourism, cognitivism, humanism and constructivism. However in this parts I will shared information about behaviourism (Pavlov,Thorndike, Skinner and Watson). Pavlov Thorndike Connectionism Classical Conditioning The Law of Effect BEHAVIOURISM Watson Classical Conditioning •
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Skinner Operant Conditioning Behaviorist theories: • Focuses on stimulus response and reinforces • Studies conditioning, modifying, or shaping behavior through reinforcement and rewards IVAN PAVLOV EDWARD THORNDIKE (1849-­‐1936) (1874-­‐1949) Father o
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sychology & founder of behavioral psychology Pavlov was the first to demonstrate • Started his research with animals using Classical Conditioning. stimulus-­‐response (classic conditioning) and He is best known for his experiment with developed the idea of Connectionism. salivating dogs. • 1928-­‐Thordike conducted his first major Classical Conditioning study with adults. a. Eliciting an unconditioned response by using previously neutral stimuli. Connectionism b. Unconditioned stimuli create reflexes • Defined learning as a connection or that are not “learned,” but are instinctual. association of an increasing number of c. Neutral and unconditioned stimuli are habits. (More complicated associations introduced at the same time. means higher levels of understanding.) Unconditioned stimuli are gradually • Three Laws of Learning removed, and the neutral stimuli elicit the same reflex. •
Pavlov’s experiment with salivating dogs best demonstrated the principle of Classical Conditioning. •
Dogs were trained to salivate at the sound of a bell. a. Dogs naturally salivated with food. (Unconditioned response) b. A bell (neutral stimuli) was rung every time the dogs were fed over a period of time creating the association/connection of the bell with food. c. After time, the dogs salivated at the sound of the bell alone. 1. Law of Readiness • Deals with attitudes and focus. “Why should I do this?” • If nervous system is ready, conduction is satisfying and lack of conduction is annoying. 2. Law of Exercise • Strength of connections is proportional to frequency, duration, and intensity of its occurrence. • Justifies drill, repetition and review. • Seen today in behavior modification and basic skill instruction. 3. Law of Effect • Responses that cause satisfaction strengthen connections and discomfort weakens connections. • Justifies use of rewards and punishments, especially Skinner’s operant model. Thorndike’s Influence • Thorndike and other followers believed that rote memorization does not necessarily strengthen connections. v There has to be some sort of meaning associated with it in order to be transferred to other situations. • Thorndike broke the traditional thinking about hierarchy of subject matter. v One subject was no more important to meaningful learning than another. v Until then, math and science were seen as more important to teaching structure. JAMES WATSON (1878-­‐1958) vs • Watson took Pavlov’s findings to another level. • Emphasized that learning was observable or measurable, not cognitive. • Believed the key to learning was in conditioning a child from an early age based on Pavlov’s methods • Nurture vs. Nature Watson’s theories strengthened the argument for the influence of experiences as opposed to genetics. SKINNER (1904-­‐1990) •
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B.F. Skinner was one of the most influential American psychologists. He began his research with rats at Harvard and pigeons during WWII. His work led to the development of the Theory of Operant Conditioning. “Behaviorism is the scientific study of human behavior. Its real goal is to provide the basis for prediction and control of human beings: Given the situation, to tell what the human being will •
do; given the man in action, to be able to say why he is reacting in that way”. -­‐ Watson 1928-­‐ •
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• Watson is best known for taking his theory of behaviorism and applying it to child development. • He believed strongly that a child's environment is the factor that shapes behaviors over their genetic makeup or natural temperament. • Watson is famous for saying that he could take a 'dozen healthy infants... and train any one of them to become any type of specialist he might select -­‐ doctor, lawyer, artist, merchant-­‐chief and, yes, even beggar-­‐man and thief.' • In other words, he believed that you can expose the child to certain environmental forces and, over time, condition that child to become any type of person you want. • This was radical thinking and a type of behavioral control that many people were not comfortable with at that time. The Little Albert Experiment a. It involved an 11-­‐month-­‐old boy who was allowed to play with various animals, such as rats and rabbits, that he was not initially afraid of. b. With repeated exposure, Watson and his assistant and wife, Rosalie Rayner, began pairing the animal contact with a loud clanging noise. c. When he touched an animal, the frightening noise sounded. Over time, they conditioned 'Little Albert' to be afraid of the animals. d. Watson believed that this proved that emotions could become conditioned responses. a. The idea that behavior is determined or influenced by its consequence. Respondent vs. Operant behavior a. Respondent behavior is the elicited response tied to a definite stimulus. b. Operant behavior is the emitted response seemingly unrelated to any specific stimuli Elicited – a response identified with a definite stimulus. Emitted – a response that is apparently unrelated to an identifiable stimulus. When the response is emitted, the behavior is Operant. That is NO observable or measurable stimuli explain the appearance of the response. Operant Conditioning • Types of reinforcers (stimuli) a. Primary – stimuli fulfilling basic human drives such as food and water. b. Secondary – personally important, such as approval of friends or teachers, winning money, awards, or recognition. c. Secondary reinforcers can become primary. Due to the wide range of secondary reinforcers, Skinner referred to them as generalized. • Operant behavior will “extinguish” without reinforcement. a. Positive reinforcer – presenting a reinforcing stimulus. b. Negative reinforcement – removing/withdrawing a stimulus or reinforcer but it is not punishment. c. Punishment – presenting harmful stimuli (rejected by Skinner because he felt it interfered with learning) d. “Reinforcers always strengthen behavior.” “Punishment is used to suppress behavior.” Positive Reinforcement : is a stimulus that increases the probability of a particular behaviour occuring in the future. Negative Reinforcement: is a stimulus which when removed increases the probability of a particular behaviour occuring in the future Unfortunately, Watson did not remove the conditioning he instilled in 'Little Albert' and many wondered how the experiment affected the boy as he grew up. Many years later it was discovered that 'Little Albert' died at the age of six from hydrocephalus, a condition where fluid builds up inside the skull. In looking back, psychologists today view Watson's experiment as unethical because of the fear he instilled in the child in conducting the experiment and his lack of effort to undo the conditioned fear. Ethical guidelines in place today would never permit such an experiment to be performed. Punishment: decreases the probability of a particular behaviour occuring “Education is what survives when what has been learned has been forgotten” B.F. Skinner 1. Desired operant behaviors must be reinforced in a timely manner. Delay of reinforcement hinders performance. 2. By selecting which behavior to reinforce, we can direct the learning process in the classroom. 3. Learners can acquire new operants. a. As behavior is shaped, new and more complex concepts can be introduced and desired behavior again reinforced. Nurul Fasheha 26/3/2017