Behaviorism Learning Theory

Introduction

Behaviorism learning theory is a foundational theory in psychology and education that focuses on the study of observable behaviors, ignoring the importance of internal mental states. This theory has significantly influenced educational practices and methodologies.

In this blog post, we will delve into the principles of behaviorism, its main figures, classical and operant conditioning, its application in teaching, and its criticisms.

We will also include a FAQ section to address common questions about behaviorism.

A Description of Behaviorism Learning Theory

Behaviorism is a learning theory that considers anything an organism does as behavior. According to behaviorists, these behaviors can be scientifically studied, regardless of what happens in the mind (psychological constructs such as thoughts and feelings).

As a theory, behaviorism focuses on observable behaviors and contends that there are no philosophical differences between publicly observable processes (such as actions) and privately observable processes (such as thinking and feeling).

Main Figures in Behaviorism

1. Ivan Pavlov: Investigated classical conditioning.
2. Edward Lee Thorndike: Developed the law of effect, a precursor to operant conditioning.
3. John B. Watson: Rejected introspective methods and sought to restrict psychology to experimental methods.
4. B.F. Skinner: Conducted research on operant conditioning.

Basic Assumptions of Behaviorism

Behaviorists believe in three basic assumptions:

1. Learning is manifested by a change in behavior.
2. The environment shapes behavior.
3. The principles of contiguity and reinforcement are central to explaining the learning process.

For behaviorists, learning is the acquisition of new behavior through conditioning.

Classical Conditioning

J.B. Watson, the father of Behaviorism, defined learning as a sequence of stimulus and response actions in observable cause-and-effect relationships.

For example, in Pavlov’s conditioning experiments on dogs, behavior becomes a reflex response to a stimulus. Pavlov noticed that the dog would salivate (response) upon hearing the ringing of a bell. This occurred because the dog had learned to associate its unconditional stimuli (normally feeding) with the neutral stimuli of the bell ringing simultaneously with the feeding process.

Watson believed that the stimuli humans receive may be generated internally (for example, hunger) or externally (for example, a loud noise).

Operant Conditioning (Radical Behaviorism)

B.F. Skinner expanded on the foundation of behaviorism established by Watson and the work of Edward Thorndike by focusing on operant conditioning.

According to Skinner, voluntary or automatic behavior is either strengthened or weakened by the immediate presence of reinforcement or punishment.

New learning occurs as a result of positive reinforcement, and undesirable behavior is discarded through negative reinforcement.

Teaching and Behaviorism Learning Theory

When applying the tenets of behaviorism to education, Skinner contends that teaching is the arrangement of contingencies of reinforcement under which students learn. Although students can learn without being taught in their natural environments, teachers can accelerate learning by arranging special contingencies. These contingencies speed up the emergence of behavior that would otherwise be acquired slowly or ensure the desired behavior appears, which might otherwise never occur.

Examples of Applications in Teaching

Here are some applications of Behaviorism Learning Theory:

1. Directed Instruction: A teacher provides the knowledge to the students either directly or through the setup of contingencies.
2. Exams: Used to measure observable behavior of learning.
3. Rewards and Punishments: Commonly used in school systems to reinforce desired behaviors, rewards and punishment were concepts developed by the behavioristic theory of learning.
4. Audiolingual Approach: The behaviorist theory of learning informed the Audiolingual Approach
5. Conditions of Learning: Robert Gagné’s instructional design was influenced by behaviorism. Gegné broke down the instruction process into specific conditions.

Criticism of Behaviorism

Despite its contributions, behaviorism has faced several criticisms:

1. Ignores Free Will and Internal Influences: Does not account for internal processes such as moods, thoughts, and feelings.
2. Language Acquisition: Behaviorism cannot fully explain language acquisition, as pointed out by Noam Chomsky, who argued that innate abilities play a crucial role.
3. Learning Without Reinforcement: Many instances of learning occur without the use of reinforcements or punishments.
4. Adaptation to New Information: People and animals can adapt their behavior when new information is introduced, even if a previous behavior pattern has been established.
5. Process of Learning: Behaviorism focuses on the product (observable behavior) rather than the process of learning, ignoring what happens between the stimulus and response (the black box).

Conclusion

Behaviorism learning theory focuses on observable behavior, claiming it must be the subject of scientific study. While this approach yields measurable results and is applicable in various contexts, such as treatments for human disorders, it fails to account for the learning process and how the mind and affective domain interfere in processing information.

In response to these shortcomings, new learning approaches and theories like cognitivism and constructivism have emerged.

FAQs

References

• N. Chomsky, (1957) “A Review of BF Skinner’s Verbal Behavior.”
• Skinner, B.F., Beyond Freedom & Dignity, Hackett Publishing Co, Inc 2002.
• Skinner, B.F. (1938). The behavior of organisms. New York: Appleton-Century-Crofts.
• Skinner, B.F. (1945). The operational analysis of psychological terms. Psychological Review. 52, 270–277, 290–294.
• Skinner, B.F. (1953). Science and Human Behavior.
• Skinner, B.F. (1957). Verbal behavior. Englewood Cliffs, NJ: Prentice-Hall.
• Skinner, B.F. (1969). Contingencies of reinforcement: a theoretical analysis. New York: Appleton-Century-Crofts.
• Skinner, B.F. (31 July, 1981). “Selection by Consequences”. Science 213 (4507): 501–504.
• Staddon, J. (2001) The new behaviorism: Mind, mechanism and society. Philadelphia, PA: Psychology Press. pp. xiii, 1–211.
• Watson, J.B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158–177.
• Watson, J.B. (1919). Psychology from the Standpoint of a Behaviorist.
• Watson, J.B. (1924). Behaviorism.