Behaviorist Theory e Book 49 Davis Cognition and Learning

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Chapter 2 Behaviorist Theory

Behaviorist approaches to learning seek scientific, demonstrable ways to control and explain behaviors. The task is approached from the standpoint of natural science and manipulation of external observable behavior. Since humans are considered to resemble machines, behaviorist explanations tend not to consider mental attitudes. “They make use of one or both of two principal classes of explanations for learning: those based on contiguity simultaneity of stimulus and response events and those based on the effects of behavior reinforcement and punishment” Lefrancois 1988:29. Important themes Researchers like E. L. Thorndike 1905, 1931, 1949 came to view learning as the formation of connections, or “bonds,” between stimuli and responses 1905:202. Ivan Pavlov 1927 found that animals learn through repetition and rewards. After repeatedly having been given food just after a bell rang, Pavlov’s dog salivated whenever he heard a bell, anticipating the food even though it had not yet appeared. This simple form of conditioned reflexes was called classical conditioning. Pavlov and subsequent researchers became experts at programming a consistently applied learning progression with small, concrete, progressively sequenced steps. Extending the concept further, J. B. Watson 1913, 1930 developed the theory of behaviorism. For him, when strong connections were built through constant—and consistent—repetition, a learner would automatically produce the desired response for any given item as soon as the appropriate stimulus for example, a question or a problem was presented. Watson even guaranteed that given twelve infants and the appropriate environment, he could train any one to become the kind of specialist he chose—doctor, lawyer, artist…beggar-man or thief 1930:82. E. R. Guthrie 1935 also limited learning to descriptions of stimulus events and responses. B. F. Skinner 1953, 1968, 1969, 1971, in his system of operant conditioning identified pleasant experiences such as rewards or praise as positive reinforcers which help the desired connections to be formed, while unpleasant experiences punishment cause subjects to avoid actions that provoke undesired consequences. Skinner also found that a continuous schedule of reinforcement increases the rate of learning but that an intermittent schedule of reinforcement contributes to longer retention of what is learned. Behavior can also be shaped by negative reinforcement—i.e., ignoring an action completely. Thus, behavior, good or bad, will likely be suppressed if—over a period of time—the person receives no acknowledgement of hisher action. Extinction eradication of an undesirable response can be attained by removing all the positive reinforcers connected with it. Educational usefulness For many years, these concepts formed the basis of most of the learning theory applied in child rearing and in classrooms. Even today, although parents and teachers may not adhere to Skinner’s mechanistic belief system, they still find that in many instances individuals do learn when consistently provided with the appropriate blend of repeated practice, stimuli, rewards, negative reinforcement, and punishments. Especially with small children and simpler tasks, behavioral principles are often effective. For example, we use stimulus-response to teach very young children to come when we say “Come” and not to touch things when we say “No.” In school, stimulus-response techniques are employed to teach beginning reading: beginners learn to respond to the symbol a, for example, with the sound “ah.” In math classes, flash cards the stimulus are used to elicit answers to addition, subtraction, multiplication, or division questions until responses become automatic. In history reviews, teachers give a date, and students name the event which occurred. In spelling bees, the teacher gives a word, and students spell it. Reaction Eventually, however, educators began to feel that although stimulus-response does explain many human behaviors and has a legitimate place in instruction, behaviorism alone was not sufficient to explain all the phenomena observed in learning situations. The cognitive approach began to gain attention, while the behaviorist theorists went on to explore the possibilities of programmed learning for the computer age. Today, all Computer Assisted Instruction is solidly planted on the foundation laid by behaviorist researchers. When you have opportunity, observe how classes taught by computer use repetition and reinforcements to stimulate learning. Application From the Behaviorist Approach we learn: • The value of repetition. • The value of small, concrete, progressively sequenced steps. • The value of positive and negative reinforcement. • The value of consistency in the use of reinforcers during the teaching-learning process. • That habits and other undesirable responses can be broken by removing the positive reinforcers connected with them. • That immediate, consistent, positive reinforcement increases the speed of learning. • That once an item is learned, intermittent reinforcement will promote retention. • To expect to find stimulus-response techniques in computer courses. 18

Chapter 3 Information Processing Theories