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Page 1: Science.theory
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BehaviorismBehaviorismLet’s contemplate the ensuing Let’s contemplate the ensuing

challenges:challenges:

1.1. Explain the basic of principles of BEHAVIORISMExplain the basic of principles of BEHAVIORISM

2.2. Make a simple plan applying the primary laws of Make a simple plan applying the primary laws of learninglearning

3.3. Determine how to use rewards in the learning process Determine how to use rewards in the learning process more effectivelymore effectively

WHAT IS WHAT IS BEHAVIORISM?BEHAVIORISM?

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Which is which … Which is which … (YOU’RE A WITCH!!! (YOU’RE A WITCH!!!

))

BEHAVIORISM is an attitude.

BEHAVIORISM is a doctrine.

CHOOSE WISELY!CHOOSE WISELY!

(All is fair in (All is fair in LOVELOVE and and WARWAR.) .)

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Loosely speaking … Loosely speaking …

BEHAVIORISM is a philosophy of BEHAVIORISM is a philosophy of psychology based on the psychology based on the proposal, states that all things proposal, states that all things that organisms do– including that organisms do– including acting, thinking, and feeling, can acting, thinking, and feeling, can should be regarded as behaviors.should be regarded as behaviors.

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Strictly speaking …Strictly speaking … Let’s consider the following three Let’s consider the following three

sets of claims:sets of claims:

1.1. Psychology is the science of behavior.Psychology is the science of behavior.

2.2. The source of behavior is external, not The source of behavior is external, not internal.internal.

3.3. Mental terms can be replaced by Mental terms can be replaced by behavioral terms.behavioral terms.

(Psychological disorders are best treated by altering (Psychological disorders are best treated by altering behavior patterns or modifying the environment.)behavior patterns or modifying the environment.)

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Individuals behind Individuals behind BEHAVIORISMBEHAVIORISM

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Individuals behind Individuals behind BEHAVIORISMBEHAVIORISM

Ivan PavlovIvan Pavlov– 1849-19361849-1936

Pavlov wanted to see if external stimuli could affect Pavlov wanted to see if external stimuli could affect the salivation processthe salivation process– he rang a bell at the same time he gave the he rang a bell at the same time he gave the

experimental dogs food. experimental dogs food. – After a while, the dogs -- which before only salivated After a while, the dogs -- which before only salivated

when they saw and ate their food -- would begin to when they saw and ate their food -- would begin to salivate when the bell rang, even if no food were salivate when the bell rang, even if no food were present.present.

– Classical ConditioningClassical ConditioningA type of learning in which a neutral stimulus becomes A type of learning in which a neutral stimulus becomes conditioned by being associated with an unconditioned conditioned by being associated with an unconditioned stimulus.stimulus.

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Classical ConditioningClassical Conditioning

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Pavlov also had the Pavlov also had the following conclusions:following conclusions:

Stimulus Generalization Stimulus Generalization – Once the dog – Once the dog has learned to salivate at the sound of the has learned to salivate at the sound of the bell, it will salivate at other similar sounds.bell, it will salivate at other similar sounds.

ExtinctionExtinction – If you stop pairing the bell – If you stop pairing the bell with the food, salivation will eventually with the food, salivation will eventually cease in response to the bell.cease in response to the bell.

Spontaneous discovery Spontaneous discovery – Extinguished – Extinguished responses can “recovered” after an responses can “recovered” after an elapsed time, but will soon extinguish elapsed time, but will soon extinguish again if the dog is not presented with food.again if the dog is not presented with food.

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DiscriminationDiscrimination – The dog could learn to – The dog could learn to discriminate between similar bells and discern discriminate between similar bells and discern which bell would result in the presentation of which bell would result in the presentation of food and which wouldn’t.food and which wouldn’t.

Higher-Order Conditioning Higher-Order Conditioning – Once the dog – Once the dog has been conditioned to associate the bell has been conditioned to associate the bell with food, another unconditioned stimulus, with food, another unconditioned stimulus, such as light may be flashed at the same time such as light may be flashed at the same time that the bell is rung. Eventually, the dog will that the bell is rung. Eventually, the dog will salivate at the flash of the light without the salivate at the flash of the light without the sound of the bell.sound of the bell.

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Individuals behind Individuals behind BEHAVIORISMBEHAVIORISM

Edward Thorndike (1874 – 1949) Edward Thorndike (1874 – 1949) – One of the most influential non-pavlovian One of the most influential non-pavlovian

American psychologistsAmerican psychologists– Theory consisted of research with animalsTheory consisted of research with animals

Placed cats into a puzzle box so the cat would Placed cats into a puzzle box so the cat would have to try to escape in order to get food.have to try to escape in order to get food.

Concluded that cats obtained food only through Concluded that cats obtained food only through “trial and error”.“trial and error”.

– Theory was later modified by his most Theory was later modified by his most famous student, B.F. Skinnerfamous student, B.F. Skinner

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Thorndike’s theory of Thorndike’s theory of ConnectionismConnectionism

Learning has taken place when a Learning has taken place when a strong connection or bond strong connection or bond between stimulus and response is between stimulus and response is formed.formed.

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LawsLaws

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Law of Readiness 

The Law of Readiness means a person can learn when physically and mentally adjusted (ready) to receive stimuli. Individuals learn best when they are ready to learn, and they will not learn much if they see no reason for learning. If trainees have a strong purpose, a clear objective and a sound reason for learning, they usually make more progress than trainees who lack motivation. When trainees are ready to learn, they are more willing to participate in the learning process, and this simplifies the instructor's job. If outside responsibilities or worries weigh heavily on trainees' minds or if their personal problems seem unsolvable, they may have little interest in learning.

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Law of Exercise

The Law of Exercise stresses the idea that repetition is basic to the development of adequate responses; things most often repeated are easiest remembered. The mind can rarely recall new concepts or practices after a single exposure, but every time it is practiced, learning continues and is enforced. The instructor must provide opportunities for trainees to practice or repeat the task. Repetition consists of many types of activities, including recall, review, restatement, manual drill and physical application. Remember that practice makes permanent, not perfect unless the task is taught correctly.

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Law of Effect 

This law involves the emotional reaction of the learner. Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process. Learning is strengthened when it is accompanied by a pleasant or satisfying feeling and that it is weakened when it is associated with an unpleasant experience. An experience that produces feelings of defeat, frustration, anger or confusion in a trainee is unpleasant. Instructors should be cautious about using negative motivation. Usually it is better to show trainees that a problem is not impossible, but is within their capability to understand and solve.

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PrinciplesPrinciples

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Learning requires both practice and rewards (laws of effect /exercise)

A series of S-R connections can be chained together if they belong to the same action sequence (law of readiness).

Transfer of learning occurs because of previously encountered situations.

Intelligence is a function of the number of connections learned.

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Individuals behind Individuals behind BEHAVIORISMBEHAVIORISM

Who am I?Who am I?

(perhaps, the fusion of DODENG (perhaps, the fusion of DODENG DAGA and MOJO JOJO … hmmm DAGA and MOJO JOJO … hmmm

:D):D)

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History of BehaviorismHistory of Behaviorism

John B. Watson (1878 – John B. Watson (1878 – 1958)1958)– American “Founding Father American “Founding Father

of Behaviorism”of Behaviorism”– ““Little Albert”Little Albert”

Application of Classical Application of Classical

Conditioning to induce Conditioning to induce

learned fear in baby Albertlearned fear in baby Albert

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Presuppositions of Presuppositions of BehaviorismBehaviorism

Man has no soul or Man has no soul or mindmind

Behavior is a product Behavior is a product of conditioningof conditioning

We do not consciously We do not consciously actact

We are not We are not responsible for our responsible for our actionsactions

Learning is getting Learning is getting new behaviornew behavior

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History of BehaviorismHistory of Behaviorism

B.F. Skinner (1904 – 1990)B.F. Skinner (1904 – 1990)– American student of ThorndikeAmerican student of Thorndike

He created the principles of Operant He created the principles of Operant Conditioning, which include:Conditioning, which include:1.1.Positive ReinforcementPositive Reinforcement2.2.Negative ReinforcementNegative Reinforcement3.3.Punishment Punishment 4.4.ExtinctionExtinction

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Operant ConditioningOperant Conditioning

Positive reinforcement: Good job! Positive reinforcement: Good job! Here, have some candy.Here, have some candy.

Negative reinforcement: Good job! No Negative reinforcement: Good job! No chores for you today.chores for you today.

Punishment: Bad boy! No dessert for Punishment: Bad boy! No dessert for you.you.

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Jose has been a bad boy. He shouts out answers Jose has been a bad boy. He shouts out answers in class instead of raising his hand like everyone in class instead of raising his hand like everyone else.else.–The teacher tolerates this for 2-3 days but then The teacher tolerates this for 2-3 days but then decides to ignore Jose whenever he does this.decides to ignore Jose whenever he does this.–When Jose continues this behavior, the teacher When Jose continues this behavior, the teacher makes a greater effort to ignore Jose.makes a greater effort to ignore Jose.–Soon, Jose stops the behavior.Soon, Jose stops the behavior.

(Wolfgang, 2001)(Wolfgang, 2001)

ExtinctionExtinction

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Shaping of BehaviorShaping of Behavior

Behavioral ChainingBehavioral Chaining

Reinforcement SchedulesReinforcement Schedules

Fixed Interval SchedulesFixed Interval Schedules

Variable Interval SchedulesVariable Interval Schedules

Fixed Ratio SchedulesFixed Ratio Schedules

Variable Ratio SchedulesVariable Ratio Schedules

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Implications of Implications of Operant ConditioningOperant Conditioning

Practice should take the form of Practice should take the form of question – answer frames which question – answer frames which expose the student to the subject expose the student to the subject in gradual steps.in gradual steps.

Require that the learner makes a Require that the learner makes a response for every frame and response for every frame and receives immediate feedback.receives immediate feedback.

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Try to arrange the difficulty of the Try to arrange the difficulty of the questions so the response is questions so the response is always correct and hence, a always correct and hence, a positive reinforcement.positive reinforcement.

Ensure the good performance in Ensure the good performance in the lesson is paired with secondary the lesson is paired with secondary reinforcers such as verbal praise, reinforcers such as verbal praise, prizes and good grades.prizes and good grades.

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