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Behaviorism. Origin of Behaviorism Structure of Stimulus - Response (and Consequence) Types of Consequences Reinforcers & Punishment Task Analyses & Chaining. Evolution of Learning Theories. Early 1900s. 1920s to 1940s. 1960s +. Evolution of Behaviorism. Greek Philosophy Plato
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Origin of Behaviorism • Structure of Stimulus - Response (and Consequence) • Types of Consequences • Reinforcers & Punishment • Task Analyses & Chaining
Evolution of Learning Theories Early 1900s 1920s to 1940s 1960s +
Evolution of Behaviorism • Greek Philosophy • Plato • Emphasizes “Ideal Forms” • Knowledge is a rational search within the mind • We “know” and “learn” by what our mind constructs • Philosophy is “Rationalism” • Aristotle (Plato’s Student) • Knowledge derives from sensory experience with the environment • We “know” and “learn” through our experiences as we receive stimuli from the environment via our senses • Philosophy is “Empiricism”
Evolution of Behaviorism • Early philosophy (prior to 1600s) held children as separate entities than adults • Prior belief was that children were treated as mini-adults • Rooted belief was that children were by nature “corrupt(able)” and needed to be molded into well-behaving adults. • “The Depraved Child” - prone to mischief • Puritan Teaching - impose corporal punishment and rigidity • Two early philosophers of child psychology (during 1600s & 1700s): • John Locke (~ 1650) • Jean Rousseau (~1730)
Locke & Rousseau • John Locke: • Philosopher during England’s Civil War (mid 1600’s) • Philosophies of Government • Does this sound familiar?: - “We hold these truths to be self evident, that all men are created equal…..life liberty and the pursuit of property….” • Philosophies of Education
John Locke • Mechanistic World View • Belief that humans are analogous to machines • Viewed human psychology/development as inputs leading to outputs • To understand a human is to examine his/her working “parts”, including the mind • Mechanistic world view is consistent with the “new” science of Newton, Descarte, Kepler, etc. • Believed children are born neutral and are molded by society (environment) to become productive adults • Locke was an Empiricist (in the Aristotelian Sense) • We learn about a “real world” through what we perceive and experience through out senses • Children are a tabula rasa (blank slate) to which experience via the environment writes a story • Claimed people (children) passively react to environmental stimuli
Jean Rousseau • Organic World View • Belief that humans are organismal (a holistic view). • To understand a human is to view his/her interaction with the environment • Believed children are born good and negatively molded by society • Concerned with development of child as an unfolding process • Claimed people (children) actively engage with or to environmental stimuli • Concerned with how the mind reasons or rationalizes actively with sensory input • Rationalism is analogous to Plato’s views of the mind rationalizing about an external and real world.
John Watson • Developmental Psychologist • Believed in Locke’s view that children are shaped by their interaction with environment (born neutral and are molded through passive, conditional reaction to stimuli). • 1920’s - took work of Ivan Pavlov (conditioning in animals) and applied it to babies in humans • Developed “behaviorism”
Behavior Child uses regrouping for first time Student swears in class Child sorts rocks into categories
Behavior Response Child uses regrouping for first time Child solves problem correctly Student swears in class Classmates and teacher abruptly pay attention Child sorts rocks into categories Child recognizes patterns
Consequence • Reinforcers • or • Punishers Behavior Response Child uses regrouping for first time Child solves problem correctly Teacher says, “You’ve really caught on to this” Student swears in class Classmates and teacher abruptly pay attention Classmates give child look of disgust Child sorts rocks into categories Child recognizes patterns Teacher gives child a “gold star”
Behaviorists focus on establishing environments that maximize learning as measured via stimulus/response mechanism • Behaviorists do not consider as important: • Affective Domain • Processing Skills • Mental Knowledge Structures • Expert vs. Novice Solving
Common Misconceptions About Negative Reinforcement • Negative reinforcement is when a teacher gives negative attention. • Negative reinforcement is when a negative behavior is increased. • Negative reinforcement is a milder form of punishment.
Chaining &Task Analyses • Ways of reducing instruction to manageable “steps” for behavior/consequence examination • We’ll examine: • Chaining and Instructional Objectives
PBJ Sandwich • What behaviors need to be in place in order for me to make a peanut butter and jelly sandwich?
