Week 7-8: Behaviorist Perspective 5.

Higher-Order Conditioning – Once the dog has been

conditioned to associate the bell with food, another
unconditioned stimulus, such as a light may be flashed
Behaviorism at the same time that the bell is rung. Eventually, the
dog will salivate at the flash of the light without the
 Focuses on the study of observable and sound of the bell.
measurable behavior.
 Emphasizes that behavior is mostly learned
through conditioning and reinforcement Skinner’s Operant Conditioning
Pavlov’s Classical Conditioning It was formulated by Burrhus Frederick Skinner.
 Sometimes you were conditioned to associate
particular objects with your teacher. So, at Operant conditioning is a learning process through
which organisms learn to repeat behavior that yields
present, when you encounter the objects, you
positive outcomes or permits them to avoid or escape
are also reminded of your teacher. This is an
from negative consequences. Operant conditioning
example of classical conditioning. employs reward and punishment for behavior to
Ivan Pavlov – Russian physiologist, well known for his facilitate learning.
work in classical conditioning or stimulus substitution. - A voluntary response (R) is followed by a
reinforcing stimulus (SRF)
Pavlov’s Experiment - To test his theory, Pavlov set up
an experiment in which he rang a bell shortly before Reinforcements
presenting food to dogs.
Reinforcement means strengthening the desired
Key Concepts: response or response strength. Reinforcements
Stimulus - something that exist in the surroundings or increase the likelihood of a particular response.
that is presented
Positive Reinforcements
- Neutral stimulus (NS) – brings about no or - it is a pleasant experience given after the
minimal response response occurs and this increases the
- Unconditioned stimulus (US) – elicits a probability that the response will occur again. A
response automatically (ex. Food) response or behavior is strengthened by
rewards, leading to the repetition of desired
- Conditioned stimulus (CS) – was neutral, now
behavior.
elicits conditioned response after being paired
with an unconditioned stimulus. Negative Reinforcements
Response – how the animal (or person) responds to the - is an unpleasant experience in withdrawal from
stimulus the situation and this increases the probability
of the occurrences of the response. The
- Unconditioned response (UR) – reflexive termination of an unpleasant state following a
response to a stimulus; automatically produced. response.
(ex. Salivation, being shocked)
- Conditioned Response (CR) – a response Schedule of Reinforcement:
elicited by the conditioned stimulus. Occurs Continuous Schedule
- reinforcement is given every time after the
after the CS is associated with the US.
desired behavior.
Findings of Pavlov through his experiment:
Partial Reinforcement
1. Stimulus Generalization - Once the dog salivates to - Reinforcement is given occasionally or
the sound of the bell, it will salivate to other similar irregularly after the desired behavior.
sounds.
Punishments
2. Extinction – If you stop pairing the bell with food,
salivation will eventually cease in response to the bell.
The main aim is to weaken the response. But it does
3. Spontaneous Recovery – Extinguished responses can not necessarily eliminate the behavior. It is designed to
be recovered after an elapsed time. weaken or eliminate a response rather than increase it.

4. Discrimination – The dog could learn to discriminate Positive Punishment

between similar bells (stimuli) and discern which bell - adding/doing unpleasant things to decrease the
would result in the presentation of food and which behavior.
would not.
Negative Punishment
- taking away a desired thing, removal of
 something desirable to decrease the unwanted • John Watson's theory is greatly influenced by
behavior. Pavlov, which states that emotions can be learned
and unlearned through conditionings.
• The "Little Albert" experiment was conducted by
Edward Lee Thorndike
Watson and his assistant Rosalie Rayner to a nine-
- wrote the book entitled, Educational Psychology month-old infant named Albert. He was
conditioned to be afraid of a lab rat with loud
- explained that learning is the result of
sounds to make him fear the said animal. As a
associations forming between stimuli and
result, he became afraid of furry objects (e.g. teddy
responses (S-R)
bears). This shows that the boy's fear not only was
Connectionism theory - gave us the original S-R sustained but became generalized.
framework of behavioral psychology.
• Alongside other behaviorists, Watson believed
- The model for S-R theory was trial and error that intelligence, personality, and temperament
learning. are determined by the child's environment and
upbringing.
-The main principle of connectionism was that
learning could be adequately explained without
considering any unobservable internal states.
Neo-Behaviorism
Three primary laws:
Tolman's Purposive Behaviorism
Law of Effect - emphasizes that if a response by a • Purposive behaviorism is linked to behaviorism
"satisfying" state of affairs the S-R connection is and cognitive theory, combining the works of
strengthened. Gestalt psychology and John Watson.
-If a response is followed by an "annoying" state of • Tolman believed that learning is a cognitive
affairs, the S-R connection is weakened. process, and it is acquired through meaningful
Law of Readiness - states that if one is prepared to behavior. His form of behaviorism stressed the
act, to do so is rewarding, and not to do so is relationships between stimuli rather than stimulus-
punishing. response.

Law of Exercise - is divided into two parts: the law Key Concepts:
of use and the law of disuse. • Learning is always purposive and goal-directed
Other Laws of learning Individuals act more on beliefs, attitudes, changing
Law of Primacy - The first thing learned has the conditions, and goals.
strongest S-R bond and is almost inerasable. • Cognitive maps in rats
- implies that learning a concept or skill again is Tolman's experiment on rats showed that when
more difficult than the first time one has learned it. they were able to learn the location of the food,
Law of Intensity- implies that exposing the they formed cognitive maps that helped them find
students in real-world application skills and an easy and short way to reach their goal.
concepts makes them most likely to remember the
experience.
• Latent learning
Law of Recency- The concept or skill most recently
learned are least forgotten. A kind of learning that remains or stays with the
individual until needed.
Principle of Associative Shifting - stated that
humans tend to show an almost similar response to • The concept of intervening variable
an entirely different stimulus.
Learning is mediated or is influenced by
expectations, perceptions, representations, needs,
and other internal or environmental variables.
Watson's Theory of Behaviorism
• Reinforcement not essential for learning
Reinforcement is an incentive and not essential for 2. Reinforcement and punishment influence
learning. the extent to which an individual exhibits a
behavior that has been learned.
Albert Bandura’s Social Learning Theory
3. The expectation of reinforcement
 Focuses on the learning that occurs within a influences cognitive processes that promote
social context. learning.
 Considers that people from one another
including such concepts as observational Cognitive factors in social learning
learning, imitation, and modeling. 1. Learning without performance
- Bandura makes a distinction between
learning through observation and the actual
Albert Bandura imitation of what has been learned.
2. Cognitive processing during learning
 Canadian-American Psychologist
- Social learning theorists contend that
 Was a professor of social science in
attention is a critical factor in learning.
psychology at Stanford University.
3. Expectations
- As a result of being reinforced, people
form expectations about the consequences
General Principles of Social Learning
that future behaviors are likely to bring.
Theory:
4. Reciprocal causation
1. People can learn by observing the
- Bandura proposed that behavior can
behavior of others and the outcomes of
influence both the environment and the
those behaviors.
person. The person, the behavior, and the
2. Learning can occur without a change in
environment can have an influence on each
behavior.
other.
3. Cognition plays a role in learning.
5. Modeling
4. Social learning theory can be considered
 Live model: an actual person demonstrating
a bridge or a transition between behaviorist
the behavior.
learning theories and cognitive learning
 Symbolic model: can be a person or action
theories.
portrayed in some other medium (ex. TV,
Videotape, computer programs)
How the environment reinforces and
punishes modeling:
1. The observer is reinforced by the model.
Behaviors that can be learned through modelling
2. The observer is reinforced by a third
person. - Many behaviors can be learned at least partly,
3. The imitated behavior itself leads to through modeling.
reinforcing consequences. Many behaviors
-Aggression can be learned through models.
that we learn from others produce
satisfying or reinforcing result. Conditions necessary for effective modeling to
4. Consequences of the model’s behavior occur
affect the observer’s behavior vicariously.
1. Attention- The person must first pay attention to
This is known as vicarious reinforcement.
the model.
2. Retention- The observer must be able to
remember their behavior that has been observed.
3. Motor reproduction- the third condition is the
ability to replicate the behavior that the model has
Contemporary social learning perspective of
just demonstrated.
reinforcement and punishment:
4. Motivation- the final necessary ingredient for
1. Contemporary theory proposes that both
modeling to occur is motivation.
reinforcement and punishment have
indirect effects on learning. Effects of modeling on behavior:
1. Modeling teaches new behaviors.
2. Modeling influences the frequency of previously
learned behaviors.
3. Modeling may encourage previously forbidden
behaviors.
Modeling increases the frequency of similar
behaviors.
Educational implications of social learning theory
Social learning theory has numerous implications
for classroom use.
1. Students often learn a great deal simply by
observing other people.
2. Describing the consequences of behavior can
effectively increase the appropriate behaviors and
decrease inappropriate ones.
3. Modeling provides an alternative to shaping for
teaching new behaviors.
4. Teachers and parents must model appropriate
behaviors and take care that they do not model
inappropriate behaviors.
5. Teachers should expose students to a variety of
other models.

Discussants:
Jemina, Kenneth M.
Apalla, Jolan Mae
Gliponeo, Micah Andrea
Jao, Janell Reese