Behaviorism and Neobehaviorism, Assignments of Philosophy

Download Behaviorism and Neobehaviorism and more Assignments Philosophy in PDF only on Docsity! BEHAVIORISM Behaviorists and Neo-behaviorism Presented by: Visico, Nellene Cabuag, Louie BSE-English 3 Before we set sail: ► What comes to your mind after seeing the lesson title? ► What do you think are the applications of behaviorism? ► Is behaviorism only applicable to humans? Why or why not? BEHAVIORISM: Definitions ► It is an area of psychological study that focuses on observing and analyzing how controlled environmental changes affect behavior. ► The goal of behavioristic teaching methods is to manipulate the environment of a subject — a human or an animal — in an effort to change the subject’s observable behavior. BEHAVIORISM: Definitions ► It is based on observable behaviors. It describes how all learning and behaviors are directly correlated with environmental stimuli. ► It can be a stimulus causing a response by having with it put with a trigger. An example of this would be a dog salivating when they hear a bell that he correlates with food. ► Another concept of this theory is to reward a reaction with having a stimuli. A dog pushing a button to release food would be a good example for this. ► In addition, behaviorists do not believe that there is any difference between humans and animals because both can be trained by using positive and negative rewards. Lesson Contents > Definitions >Behaviorists > Criticisms and Limitations > Neo-behaviorism BEHAVIORISTS: Ivan Pavlov ► Pavlov’s work with conditional reflexes was extremely influential in the field of behaviorism. His experiments demonstrate three major tenets of the field of behaviorism: 1. Behavior is learned from the environment. ► The dogs learned to salivate at the sound of a tone after their environment presented the tone along with food multiple times. 2. Behavior must be observable. ► Pavlov concluded that learning was taking place because he observed the dogs salivating in response to the sound of a tone. 3. All behaviors are a product of the formula stimulus-response. ► The sound of a tone caused no response until it was associated with the presentation of food, to which the dogs naturally responded with increased saliva production. BEHAVIORISTS ► born on August 31, 1874, in Williamsburg, Massachusetts, into a Methodist minister family. ► Edward was raised in an environment marked by sternness and religious exhortation, but as a young adult chose to eschew religion and pursue a personal code derived from his commitment to inductivism. ► Thorndike grew up in a household where excellence was expected, for the children of a minister were to be models for the congregation in all matters. ► But in an era when science was challenging religion as a source of truth, when inquiry and universal education threatened dogmatism and sectarian inculcation, and when a career in the church was becoming less attractive than life in the laboratory, he rejected even his father's liberal brand of Methodism for an agnostic secularism. Edward Lee Thorndike BEHAVIORISTS: Edward Thorndike ►  Edward Lee Thorndike is regarded as the first to study operant conditioning, or learning from consequences of behaviors. ► He demonstrated this principle by studying how long it took different animals to push a lever in order to receive food as a reward for solving a puzzle. BEHAVIORISTS: Edward Thorndike ► His two major theories are the basis for much of the field of behaviorism and psychology studies of animals to this day. ► His results that animals can learn to press levers and buttons to receive food underpin many different types of animal studies exploring other behaviors and created the modern framework for the assumed similarities between animal responses and human responses (Engelhart, 1970). BEHAVIORISTS: Edward Thorndike ► In addition to his work with animals, Thorndike founded the field of educational psychology and wrote one of the first books on the subject, Educational Psychology, in 1903. ► Much of his later career was spent overhauling the field of teaching by applying his ideas about the law of effect and challenging former theories on generalized learning and punishment in the classroom. His theories and work have been taught in teaching colleges across the world. BEHAVIORISTS ► John Broadus Watson was born in 1878 in Greenville, South Carolina, to Emma and Pickens Watson. ► His family was poor, and his father left them in 1891. A precocious but troublesome student, he entered Furman University in 1894, and graduated with a master’s degree at the age of 21. ► After spending a year teaching grade school, he entered the University of Chicago to study philosophy with John Dewey. ► However, after studying with Dewey, Watson claimed not to understand his teaching, and he soon sought out a different academic path.  John Broadus Watson BEHAVIORISTS: John Watson ► He is remembered as the first psychologist to use human test subjects in experiments on classical conditioning. Famous for the Little Albert experiment, in which he applied Pavlov’s ideas of classical conditioning to teach an infant to be afraid of a rat, he exposed the nine-month old Albert to several unfamiliar stimuli: a white rat, a rabbit, a dog, a monkey, masks with and without hair, cotton wool, burning newspapers, etc. to which the infant showed no fear in response. BEHAVIORISTS: John Watson ► The experiment. ► During the experiment, Albert was presented with the white rat that had previously produced no fear response. Whenever Albert touched the rat, the steel bar was struck, and Albert fell forward and began to whimper. Albert learned to become hesitant around the rat and was afraid to touch it. Eventually, the sight of the rat caused Albert to whimper and crawl away. Watson concluded that Albert had learned to be afraid of the rat (Watson & Rayner, 1920). BEHAVIORISTS ► Burrhus Frederic Skinner was born on March 20, 1904, in the small town of Susquehanna, Pennsylvania, where he also grew up. His father was a lawyer and his mother stayed home to care for Skinner and his younger brother. At an early age, Skinner showed an interest in building different gadgets and contraptions. ► As a student at Hamilton College, B.F. Skinner developed a passion for writing. He tried to become a professional writer after graduating in 1926, but with little success. Two years later, Skinner decided to pursue a new direction for his life. He enrolled at Harvard University to study psychology. Burrhus Frederic Skinner BEHAVIORISTS: B. F. Skinner ► Skinner expounded on Thorndike’s law of effect by breaking down reinforcement and punishment into five discrete categories ► Positive reinforcement is adding a positive stimulus to encourage behavior. ► Escape is removing a negative stimulus to encourage behavior. ► Active avoidance is preventing a negative stimulus to encourage behavior. ► Positive punishment is adding a negative stimulus to discourage behavior. ► Negative punishment is removing a positive stimulus to discourage behavior. BEHAVIORISTS: B. F. Skinner ► Reinforcement encourages behavior, while punishment discourages behavior. Those who use operant conditioning use reinforcement and punishment in an effort to modify the subject’s behavior. BEHAVIORISTS: B. F. Skinner ► Positive and negative reinforcements can be given according to different types of schedules and Skinner developed five schedules of reinforcement: a. Continuous reinforcement is applied when the learner receives reinforcement after every specific action performed. ► For example, a teacher may reward a student with a sticker for each meaningful comment the student makes. b. Fixed interval reinforcement is applied when the learner receives reinforcement after a fixed amount of time has passed. ► For example, a teacher may give out stickers each Friday to students who made comments throughout the week. BEHAVIORISTS: B. F. Skinner ► Skinner points out that teachers need to be better educated in teaching and learning strategies (Skinner, 1968). ►He addresses the main reasons why learning is not successful and this biggest reasons teachers fail to educate their students are because they are only teaching through showing and they are not reinforcing their students enough. BEHAVIORISTS: B. F. Skinner ► Skinner points out that teachers need to be better educated in teaching and learning strategies (Skinner, 1968). ►He addresses the main reasons why learning is not successful and this biggest reasons teachers fail to educate their students are because they are only teaching through showing and they are not reinforcing their students enough. BEHAVIORISTS: B. F. Skinner ► Skinner gave examples of steps teachers should take to teach properly.  A few of these steps include the following: 1. Ensure the learner clearly understands the action or performance. 2. Separate the task into small steps starting at simple and working up to complex. 3. Let the learner perform each step, reinforcing correct actions. 4. Regulate so that the learner is always successful until finally the goal is reached. 5. Change to random reinforcement to maintain the learner’s performance (Skinner, 1968). CRITICISMS and LIMITATIONS ► Principles of behaviorism can help us to understand how humans are affected by associated stimuli, rewards, and punishments, but behaviorism may oversimplify the complexity of human learning. ► Behaviorism assumes humans are like animals, ignores the internal cognitive processes that underlie behavior, and focuses solely on changes in observable behavior. CRITICISMS and LIMITATIONS ► From a behaviorist perspective, the role of the learner is to be acted upon by the teacher-controlled environment. ► The teacher’s role is to manipulate the environment to shape behavior. Thus, the student is not an agent in the learning process, but rather an animal that instinctively reacts to the environment. ► The teacher provides input (stimuli) and expects predictable output (the desired change in behavior). More recent learning theories, such as constructivism, focus much more on the role of the student in actively constructing knowledge. CRITICISMS and LIMITATIONS ► Behaviorism also ignores internal cognitive processes, such as thoughts and feelings. ► Skinner’s radical behaviorism takes some of these processes into account insofar as they can be measured but does not really try to understand or explain the depth of human emotion. ► Without the desire to understand the reason behind the behavior, the behavior is not understood in a deeper context and reduces learning to the stimulus-response model. Neobehaviorism ► Like Thorndike, Watson, and Pavlov, the neobehaviorists believed that the study of learning and a focus on rigorously objective observational methods were the keys to a scientific psychology. ► Unlike their predecessors, however, the neobehaviorists were more self-consciously trying to formalize the laws of behavior. Neobehaviorism ► They were also influenced by the Vienna Circle of logical positivists, a group of philosophers led by Rudolph Carnap (1891–1970), Otto Neurath (1882–1945), and Herbert Feigl (1902–1988), who argued that meaningful statements about the world had to be cast as statements about physical observations. Anything else was metaphysics or nonsense, not science, and had to be rejected. ► Knowledge, according to the logical positivists, had to be built on an observational base, and could be verified to the extent that it was in keeping with observation. Neobehaviorism: EDWARD C. TOLMAN • (Born April 14, 1886, West Newton, Massachusetts, U.S.—died November 19, 1959, Berkeley, California), American psychologist who developed a system of psychology known as purposive, or molar, behaviourism, which attempts to explore the entire action of the total organism. Neobehaviorism: ALBERT BANDURA Professor Albert Bandura is an innovative scholar whose pioneering work in social cognitive theory has served as a rich resource for academics, practitioners, and policy makers alike across disciplinary lines. His seminal research on social modeling expanded our view of human learning and the growing primacy of this mode of learning in this electronic era. His later research on self-regulatory mechanisms, and the influential role of perceived self-efficacy in self-development, adaptation and change, laid the theoretical foundation for his theory of human agency. Neobehaviorism: ALBERT BANDURA ► People can learn by observing the behaviours of others and the outcomes of those behaviours. ► Learning can occur without change in behaviour. ► Cognition plays a role in learning. ► Social learning can be considered a bridge a transition between behaviourist learning theories and cognitive theories. REFERENCES ► https://educationresearch.pressbooks.com/chapter/behaviorism/ ► https://www.nobelprize.org/prizes/medicine/1904/pavlov/biographical/ ► https://education.stateuniversity.com/pages/2509/Thorndike-Edward-L-1874 -1949.html ► https://www.newworldencyclopedia.org/entry/John_B._Watson ► https://www.biography.com/scientist/bf-skinner ► https://science.jrank.org/pages/8448/Behaviorism-Neobehaviorism-1930-195 5.html ► https://www.slideshare.net/MaryMaeHero/neo-behaviorism-facilitating. ► http://lezeinyoljen.blogspot.com/2017/03/neo-behaviorism-tolman-and-band ura.html