Republic of the Philippines

MINDANAO STATE UNIVERSITY

Fatima, General Santos City
SCHOOL OF GRADUATE STUDIES
School Administration
Educ 203-A

Behaviorist Model
Prepared by:
Janice L. Comprendio
Terminal Objective:
At the end of the session, the participants will be able
to distinguish the major areas in behavioral learning theory.

Enabling Objectives:

1. Define behavioral learning theory

2. Determine the types of behaviorism
3. Discuss the three major areas in Behavioral Model
 What are the photos showing us?

Different behaviors How children

of learners inside behave when they
the classroom are with peers
What are the reasons of their misbehavior?
https://insightstobehavior.com/blog/children-misbehave-finding-root-classroom-misbehavior/

• Needs not being met

• Medical issues
• Relationship are not in place
• Seeking attention of adults or classmates
• Power needs
• Lack of confidence and skills
• Curriculum related issues
• Classroom environment
• Testing boundaries
• Bad behavior works for them
How do you deal with learners with different
behaviors?

• Get the root of the matter

• Reach out to colleagues support
• Remain calm
• Have a plan and stick with it
• Involve in administration when necessary

Also, you may try to use the different models of

learning created by the behaviorists.
What is Behaviorist

Behaviorist

• A person who specializes in the

study of behavior.
• A person who advocates or
practices behaviorism.
What is Behaviorism?

• Behaviorism is also called as behavioral

learning theory.
• It is a learning theory that studies
observable and measurable behavioral
changes, which result from stimulus-
response associations made by the
learner.
What is Behaviorism?

• It is a theory of learning based on

the idea that all behaviors are
acquired through conditioning, and
conditioning occurs through
interaction with the environment.
 History of Behaviorism

• Behaviorism started as a reaction against introspective psychology in the

19th century. It became the main idea in psychology between the periods
of 1920 to the mid-1950s.
1. Pavlov (1897) came up with his results of an experiment on conditioning
after originally analyzing digestion in dogs
2. Watson J (1913) published his article Psychology as the behaviorist views
it
3. Watson and Rayner (1920) did an experiment by conditioning an orphan
called Albert B (aka Little Albert) to fear a white rat
4. Thorndike’s Law of Effect (1905) (When satisfaction follows an
association, it is more likely to be repeated.)
 History of Behaviorism

5. Skinner (1938) published The Behavior of Organisms and

came up with the concepts of operant conditioning and shaping
6. Clark Hull’s (1943) published Principles of Behavior (reducing
the strength of the drive linking stimulus and response under
various experimental conditions)
7. B.F. Skinner (1948) came up with Walden Two that he used
for describing a utopian society founded upon behaviorist
principles
8. Skinner, B. F. (1957) published Verbal Behavior in New York:
Appleton-Century-Crofts
 History of Behaviorism

9. In the year 1958, the Journal of the Experimental Analysis

of Behavior started
10. Chomsky (1959) came up with his criticism of Skinner’s
behaviorism, “Review of Verbal Behavior”
11. Bandura’s book Social Learning Theory and Personality
Development which combines both cognitive and behavioral
frameworks was published in 1963
12. B.F. Skinner’s book Beyond Freedom and Dignity was
published in the year 1971
 Types of Behaviorism

Methodological Behaviorism?
• a strand of behaviorism which acknowledges the
reality of conscious events but suggests the only
way of studying them is through observing behavior.
• states that observable behavior should be studied
scientifically and that mental states and cognitive
processes don't add to the understanding of
behavior. Methodological behaviorism aligns with
John B. Watson's ideologies and approach.
 Types of Behaviorism

Radical Behaviorism
• rooted in the theory that behavior can be understood by
looking at one's past and present environment and the
reinforcements within it, thereby influencing behavior
either positively or negatively. This behavioral approach
was created by the psychologist Burrhus Frederic Skinner.
• According to radical behaviorism, what people think or
feel, or how they act, doesn’t exist independently but
rather is the result of their experiences and environments.
 Types of Behaviorism

Radical Behaviorism
• On one hand, the methodological behaviorism of Watson
suggests that the mind is a tabula rasa (a blank slate) at
birth while on the other hand, radical behaviorism has
the acceptance towards the fact that organisms are born
with innate behaviors. Hence, Skinner’s radical
behaviorism recognizes the role of genes and biological
components in human behavior.
Types of Behaviorism

Psychological Behaviorism
• refers to the new principles of human behavior
and human learning. It suggests that we human
beings learn through animal learning principles as
well as through special human learning principles.
Major Learning Theory in Behavioral Model

Classical Conditioning

Operant Conditioning

Observational Learning / Social Learning

Classical Conditioning

• First principle, Ivan Pavlov (1849–

1936), a Nobel-prize winning Russian
physiologist, who also studied dogs
and discovered the basic principles of
classical conditioning.
Classical Conditioning

Before conditioning, an unconditioned

stimulus (food) produces an unconditioned
response (salivation), and a neutral stimulus
(bell) does not produce a response. During
conditioning, the unconditioned stimulus
(food) is presented repeatedly just after the
presentation of the neutral stimulus (bell).
After conditioning, the neutral stimulus
alone produces a conditioned response
(salivation), thus becoming a conditioned
stimulus.
Classical Conditioning

• The second figure, was John B. Watson,

often regarded as the founder of
behaviorism. Watson’s ideas were
influenced by Pavlov’s work. According to
Watson, human behavior, just like animal
behavior, is primarily the result of
conditioned responses. And believed the
same principles could be extended to the
conditioning of human emotions (Watson,
1919).
Classical Conditioning

• He came up with an experiment together with his

graduate student Rosalie Rayner in a series of
studies with a baby called Little Albert. Watson
and Rayner (1920) demonstrated how fears can be
conditioned in humans.
• Initially, little Albert was not afraid of any of the
various neutral stimuli presented, including a
rabbit, a dog, a monkey, masks, cotton wool, and
a white rat.
 Classical Conditioning

• With the help of Rayner, Watson handed Little Albert the

white rat, and Little Albert enjoyed playing with it
(neutral stimulus). Then Watson made a loud sound, by
striking a hammer against a metal bar hanging behind
Little Albert’s head, each time Little Albert touched the
rat. Little Albert was frightened by the sound—
demonstrating a reflexive fear of sudden loud noises—and
began to cry. Watson repeatedly paired the loud sound
with the white rat.
 Classical Conditioning

• Days later, Little

Albert demonstrated
stimulus
generalization, that
he became afraid not
just with the white
rat but of other furry
things: a rabbit, a
furry coat, and even a
Santa Claus mask.
 Operant Conditioning

• In operant conditioning, organisms learn to associate a

behavior with its consequence. A pleasant consequence
makes that behavior more likely to be repeated in the
future.
• It is sometimes referred to as instrumental conditioning, is
a method of learning that occurs through reinforcement
and punishment. Through operant conditioning, an
association is made between a behavior and a
consequence for that behavior.
Operant Conditioning

For example, if a child is acting

out in class and you scold him,
you are delivering a positive
punishment. The scolding is an
added stimulus. If you tell him
he has to stay in from recess
after acting out in class, you are
using negative punishment.
http://www.shsu.edu/~lls014/Chapter%20One/Learning%20Theory.html
 Operant Conditioning

• The goal of punishment is to decrease a behavior. Positive

punishment is an added stimulus designed to decrease a
behavior. A negative punishment would be taking
something away that the child wants.
• For example, if a child is acting out in class and you scold
him, you are delivering a positive punishment. The
scolding is an added stimulus. If you tell him he has to
stay in from recess after acting out in class, you are using
negative punishment.
Operant Conditioning

• The important thing to remember about

reinforcement and punishment is that the result
determines whether a stimulus serves as a
reinforcement or a punishment, regardless of the
intentions of the person delivering the stimulus.
This only mean that teacher’s action of child’s
behavior might be a punishment or a
reinforcement for them.
 Operant Conditioning

• Skinner’s idea that learning is the result of

consequences is based on the law of effect,
which was first proposed by psychologist
Edward Thorndike. The law of effect, is
behaviors engaged in by the organism
(instead of an external neutral stimulus)
that are followed by consequences that are
satisfying to the organism are more likely to
be repeated, and behaviors that are
followed by unpleasant consequences are
less likely to be repeated (Thorndike, 1911).
Operant Conditioning

• An example of the law of effect is in

employment. One of the reasons we show
up for work is because we get paid to do
so. If we stop getting paid, we will likely
stop showing up—even if we love our job.
 Operant Conditioning

• This makes reinforcement important in operant

conditioning. These can involve either continuous or
partial reinforcement.
• Continuous reinforcement involves rewarding
every single instance of a behavior. It is often used
at the beginning of the operant conditioning process.
Then, as the behavior is learned, the schedule might
switch to one of partial reinforcement.
Operant Conditioning

• Partial reinforcement involves offering a

reward after a number of responses or after
a period of time has elapsed. Sometimes,
partial reinforcement occurs on a consistent
or fixed schedule. In other instances, a
variable and unpredictable number of
responses or amount of time must occur
before the reinforcement is delivered.
 Observational Learning and Social Learning

• It paved the way to the

introduction of cognition into
behavioral theory, an approach
that is now termed social
learning theory (Bandura, 1977)
because of its emphasis on social
interactions and context.
Observational Learning and Social Learning

• Observational Learning and social learning describes

the process of learning by watching others, retaining
the information, and then later replicating the
behaviors that were observed.
• Psychologist Albert Bandura is the researcher
associated with learning through observation.
• Observational learning hinges on the presence of
others referred to as social models.
Observational Learning and Social Learning

• Social models are typically of higher status or authority

compared to the observer, examples of which include
parents, teachers, and police officers.
• In the example, the children who already know how to
play the game could be thought of as being authorities—
and are therefore social models—even though they are
the same age as the observer. By observing how the
social models behave, an individual is able to learn how
to act in a certain situation.
 Observational Learning and Social Learning

• There are stages in observational Learning. These are attention,

retention, reproduction, and motivation which can be used in
observational learning.
• Drawing on the behaviorists’ ideas about reinforcement, Bandura
suggested that whether we choose to imitate a model’s behavior
depends on whether we see the model reinforced or punished, a
process he called vicarious reinforcement. Through observational
learning, we come to learn what behaviors are acceptable and
rewarded in our culture, and we also learn to inhibit deviant or
socially unacceptable behaviors by seeing what behaviors are
punished.
 Observational Learning and Social Learning
• For example, a young boy may watch his father go out and
mow the lawn several times. His parents later buy him a toy
lawnmower, and the next time his father goes out to mow, the
boy takes his toy mower and follows his father who laughs and
smiles at him (reinforcer). The boy had learned the behavioral
pattern for mowing the lawn even though he could not use the
equipment, was not given formal instruction in what to do,
and received no rewards for mowing behavior. However, given
an opportunity later with his toy, he successfully imitated the
behavior which was now reinforced through play/fun and his
father’s attention.