Download An Overview to the Behavioral Perspective

Educational Psychology course
An Overview to the Behavioral Perspective
Overview
According to the behaviorists, learning can be defined as the relatively permanent change in
behavior brought about as a result of experience or practice. [Note: an internal event displayed
by overt behavior; contrasted with biological maturation or genetics as an explanation for
relatively permanent change.] In fact, the term "learning theory" is often associated with the
behavioral view. Researchers who affiliate with this position do not generally look with favor
on the term "behavior potential" (i.e., may be capable of performing but did not for some
reason such as illness, situation, etc.) that was included in a definition accepted by those with
a cognitive or humanistic viewpoint. The focus of the behavioral approach is on how the
environment impacts overt behavior. The psychomotor domain is associated with overt
behavior when writing instructional objectives. Cunia (2005) provides an excellent overview
of the behavioral approach applied to learning.
As we discuss the behavioral approach, for the most part we will assume that the mind is a
"black box" that we cannot see into. The only way we know what is going on in the mind,
according to most behaviorists, is to look at overt behavior. The feedback loop that connects
overt behavior to stimuli that activate the senses has been studied extensively from this
perspective.
There are three types of behavioristic learning theories:
1. Contiguity -- any stimulus and response connected in time and/or space will tend to be
associated (a baseball player wearing a certain pair of socks on the day he hits three
home runs; a student making a good grade on a test after trying several different study
techniques)
ASSOCIATED TERMINOLOGY:
1. stimulus = environmental event
2. response = action = behavior = overt behavior
2. Classical (Respondent) Conditioning -- association of stimuli (an antecedent stimulus
will reflexively elicit an innate emotional or physiological response; another stimulus
will elicit an orienting response)
ASSOCIATED TERMINOLOGY:
1. conditioning = learning
2. antecedent = a stimulus occuring "before" a response
3. reflexive = involuntary (e.g., involuntary responses cannot be consciously
stopped once they start)
4. innate = inborn
5. elicits = causes (to bring forth)
3. Operant (Instrumental) Conditioning -- connection of emitted behavior and its
consequences (reinforcement and punishment)
ASSOCIATED TERMINOLOGY:
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Educational Psychology course
1. emitted = voluntary (e.g., voluntary responses can be consciously stopped)
2. consequent or consequences = a stimulus occuring "after" a response that
changes the probability the response will occur again
Note: Observational (Social) learning (learning through observing and modeling) is
sometimes considered a behavioral learning theory but is covered with social cognition in
these pages
Additional Terminology: Return to Top
There are several terms associated with the behavioral approach that deserve further
explanation.
Extinction -- the breaking of the stimulus-stimulus or stimulus-response connection
1. contiguity theory -- if the stimulus is no longer paired with the response, the
association will be discontinued.
2. classical conditioning -- if the conditioned stimulus (CS) is repeatedly presented by
itself (without pairing with the unconditioned stimulus [US]) the conditioning /
association process is reversed, and the CS will become an NS.
3. operant conditioning -- if the response is no longer followed by a consequence (it is
not reinforced or punished), it will cease to be emitted.
4. social learning theory -- if the observed response is no longer followed by a
consequence (it is not reinforced or punished), or if the model begins to display an
incompatible behavior, the response will cease to be emitted.
Spontaneous recovery: Sometimes, after extinction in classical conditioning, if the
conditioned stimulus (CS) is again presented, it will "spontaneously" elicit the conditioned
response (CR).
Higher (or second) order conditioning: Classical conditioning does not have to involve
pairing an neutral stimulus (NS) with an unconditioned stimulu (US). If an NS is paired with
an existing conditioned stimulus (CS), the NS will also become a CS.
Stimulus generalization and discrimination


generalization -- behaviors learned in one context or situation are transfered to another
(e.g., studying hard in Ed Psyc is transfered to studying hard in other classes)
discrimination -- behaviors reward or punished in one context or situation have a
different contingency in another (e.g., spending 5 hours per week in most courses is
OK, but must spend 10 hours per week in Ed Psyc)
References

Cunia, E. (2005). Behavioral learning theory. Principles of Instruction and Learning:
A Web Quest. Retrieved April 2006, from
http://suedstudent.syr.edu/~ebarrett/ide621/behavior.htm
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