2. Stimulus-Response Paradigm
Stimulus-Response is a relation between the external phenomenon stimulus and response human behavior. The dynamic relation between stimulus and response
is the key element in understanding human relationship. In this research, understanding clearly what Vygotsky 1978 meant by stimulus and response is
important in order to understand the paradigm. In general, stimulus refers to external phenomenon, which can be from nature or social environment which need to be
responded. In this part, the researcher wants to reveal about the development of stimulus and response, the application in the classroom, the elements of stimulus, the
pattern of stimulus-response paradigm, and the stages of response paradigm in a
child. a.
The Development of Stimulus-Response Paradigm
Vygotsky 1978 was the pioneer of Stimulus-Response paradigm. He was inspired by Ivan Pavlov’s theory 1927 about salivating dog as a natural response to
stimuli such as food. In his laboratory, Pavlov created a situation where a bell rang a
few seconds before a hungry dog was fed. After several attempts repeating the same process of ringing a bell before feeding, the dog began to salivate simply at the sound
of the bell. Pavlov called the process by which the dog learned to respond to an artificial stimulus to provoke natural responses classical conditioning. The bell that
originally had no meaning to the dog was referred to as conditioned stimulus because of its association with food, and the salivation as the response to the sound of the bell
13 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
as conditioned
response. http:edschool.csueastbay.edudepartmentsChapter5Social.
In this 20
th
century, Stimulus-Response paradigm from Vygotsky has been developed by Feuerstein, an educationalist and psychologist. His paradigm can be
patterned in a simple way namely Stimulus S- Human H – Learner L – Human
H –
Response R
of S-H-L-H-R
http:www.icelp.orgfilesresearchdemingfeuerstein.pdf. In
the Feuerstein
approach the teacher is replaced by a mediator, whose task is to help the learner learns. The task is not aimed at placing a specified body of knowledge into the
learners head. The mediator is represented in the figure by the letter H symbolizing “Human Mediator”, to indicate that mediation is done by a warm human being who
works with the learner in such a way that both of them discover how the learner learns and how to improve the learners learning process. The mediators intention is
not to help the learner to solve the problem posed by the stimulus, but the mediator is the partner of the learner in the process of learning.
In the classroom, this paradigm can be explained that Human H is the teacher who gives stimulus to the Learner L who is students. The teacher is not
testing the student. The teacher and the students are, together, evaluating the learners learning process. They are seeking ways to improve it. Together they examine the
strategies of the learner and the learner will be advised to try a different strategy. Together
they will
consider if
the improvement
occurred http:www.icelp.orgfilesresearchdemingfeuerstein.pdf.
14 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
b. Elements of Stimulus and Response in the Classroom
The dynamic relation between stimulus and response is the key element in understanding human relationship. However, in order to understand this paradigm,
we should understand clearly what Vygotsky meant by stimulus and response. In general, stimulus refers to external phenomenon, which can be from nature or social
environment which need to be responded. Vygotsky 1978 divides stimulus in two different elements. First, stimulus
refers to a certain physical object which appears in front of us and needs a response. In a classroom, it can be a task from the teacher to the student in its physical forms.
For example, a teacher asks the student to draw something, to answer greeting and many other things. Second, stimulus also refers to psychological tools of the
instrumental act which includes ability to memorize, compare, choose, asses, considering something Vygotsky, 1978. Psychological tool also includes language.
Vygotsky sees that human language functions not only as a communicative tool, but it
also becomes
a vehicle
for thinking
and planning
http:edschool.csueastbay.edudepartmentsChapter5Social. Vygotsky explains that in the stimulus element, there are several tasks called
initial task or initiation Vygotsky, 1978. What is meant by teacher initiation here is statement or question or commands which are given to the students in order to help
and guide them to give appropriate responses. Initiation is given as a primary rules 15
without any additional rules that the students have to follow in order to succeed Vygotsky, 1978.
c. The Medium of Stimulus and Response Paradigm
Stimulus-response paradigm is always mediated by auxiliary stimulus symbolized with X Vygotsky, 1978. Auxiliary stimulus represents the fact that
human person is always mediated in relating with reality outside which can be language, cultural values, memory, and many other psychological tools. The pattern
of stimulus-response paradigm will be as shown in figure 2.1
S --------R
X
Figure 2.1 The Pattern of Stimulus-Response Paradigm
Vygotsky views auxiliary stimuli as highly diverse which include several things Vygotsky, 1978.
1. Tools of the culture Tools of the culture are a set of attitude or concept where the child is born. It
can be cultural values, like respect toward parents, respect toward nature, and many other things.
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2. Language Language is the mean to relate to the child. Language is important because it
carries more than a tool to communicate, but it determines the message itself. The use of different words clearly will impact the meaning of the message itself.
3. Ingenious Mean Ingenious mean is a personal attitude which uniquely is produced by the child
itself. Each of children has different attitude in understanding the commands from the teacher because they have different set of background, like psychological
background, economical background, etc. d.
Response Paradigm in a Child
Responses paradigm in the child happens in two principles: first, on the social level, and later, on the individual level; first, between people inter-psychological
and then inside the child by using their sense intra-psychological http:www.lucs.lu.seLUCS094Lindblom.pdf. These two processes happen when
a child receive the stimulus and analyze it in order to give appropriate responses.
Because of the close relation between stimulus-response, any responses mirror the given stimulus. According to Vygotsky 1978, learning process in the children is
not just imitation or pantomime where the children simply follow teacher’s commands or actions. Learning process is a process where the children try to
understand, analyze and internalize stimulus by using their inner ability of 17
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