Download
1 / 102
1.12k likes | 1.77k Views
Behaviourism. Behaviourism. All things should be looked at from the perspective of behaviour. Behaviourism argues that there is no mind, no thoughts, no feelings, and the only important thing to consider is behaviour. Failure is no accident. We teach people how to treat us.
E N D
Behaviourism • All things should be looked at from the perspective of behaviour. • Behaviourism argues that there is no mind, no thoughts, no feelings, and the only important thing to consider is behaviour.
Failure is no accident. We teach people how to treat us. Awareness without action is worthless. The most you get is what you ask for.
Failure is no accident. Awareness without action is worthless. We teach people how to treat us. The most you get is what you ask for.
Behaviourists (before Dr. Phil) • Ivan Pavlov • Edward Thorndike • John B. Watson • B.F. Skinner
Behaviourists (before Dr. Phil) Classic Conditioning (stimulus-response) • Ivan Pavlov • Edward Thorndike • John B. Watson • B.F. Skinner
Behaviourists (before Dr. Phil) Classic Conditioning (stimulus-response) • Ivan Pavlov • Edward Thorndike • John B. Watson • B.F. Skinner Experimental approach only
Behaviourists (before Dr. Phil) Classic Conditioning (stimulus-response) • Ivan Pavlov • Edward Thorndike • John B. Watson • B.F. Skinner Experimental approach only Operand Conditioning
Ivan Petrovich Pavlov • Born Sept 14, 1849 • Died Feb 27, 1936 • born in Ryazan, Russia • physiologist, psychologist, and physician • awarded the Nobel Prize in Physiology or Medicine in 1904 for research on the digestive system
Edward Lee Thorndike • Born August 31, 1874 • Died August 9, 1949 • Born in Williamsburg, Massachusetts • Studied animal behaviour and the learning process • led to the theory of connectionism • Laying the foundation for modern educational psychology.
Cats in Puzzle Boxes • Thorndike looked at how cats learned to escape from puzzle boxes • The puzzle box experiments were motivated by Thorndike's dislike for statements that animals made use of extraordinary faculties such as insight in their problem solving.
Cats in Puzzle Boxes • Thorndike's instruments in answering this question were learning curves revealed by plotting the time it took for an animal to escape the box each time it was in the box • if the animals were showing insight, then their time to escape would suddenly drop to a negligible period, which would also be shown in the learning curve as an abrupt drop; • while animals using a more ordinary method of trial and error would show gradual curves.
Cats in Puzzle Boxes • His finding was that cats consistently showed gradual learning.
Cats in Puzzle Boxes • So it was trial-and-error • These led Thorndike to formulate first his Principles of Learning and then his Theory of Learning that became the foundation of modern educational psychology.
Principles of Learning • Thorndike specified three conditions that maximizes learning: • The Law of Effect states that the likely recurrence of a response is generally governed by its consequence or effect generally in the form of reward or punishment. • The Law of Recency states that the most recent response is likely to govern the recurrence. • The Law of Exercise stated that stimulus-response associations are strengthened through repetition.
Law of Effect • "Of several responses made to the same situation, those which are accompanied or closely followed by satisfaction to the animal will, other things being equal, be more firmly connected with the situation, so that, when it recurs, they will be more likely to recur; those which are accompanied or closely followed by discomfort to the animal will, other things being equal, have their connections with that situation weakened, so that, when it recurs, they will be less likely to occur" • Thorndike, E. L. (1911). “Animal intelligence: Experimental Studies”. p. 244
Theory of Learning • Thorndike created 13 basic rules • I want us to pause after each one and check if you think this is a universal principle. • Also see if there is some technology or teaching approach you can imagine that might help support this rule
Theory of Learning 1. The most basic form of learning is trial and error learning.
Theory of Learning 2. Learning is incremental not insightful.
Theory of Learning 3. Learning is not mediated by ideas.
Theory of Learning 4. All mammals learn in the same manner.
Theory of Learning 5. Law of Readiness: Interference with goal directed behaviour causes frustration and causing someone to do something they do not want to do is also frustrating. • a. When someone is ready to perform some act, to do so is satisfying. • b. When someone is ready to perform some act, not to do so is annoying. • c. When someone is not ready to perform some act and is forced to do so, it is annoying.
Theory of Learning 6. Law of Exercise: We learn by doing. We forget by not doing, although to a small extent only. • a. Connections between a stimulus and a response are strengthened as they are used. (law of use) • b. Connections between a stimulus and a response are weakened as they are not used. (law of disuse)
Theory of Learning 7. Law of Effect: If the response in a connection is followed by a satisfying state of affairs, the strength of the connection is considerably increased whereas if followed by an annoying state of affairs, then the strength of the connection is marginally decreased.
Theory of Learning 8. Multiple Responses: A learner would keep trying multiple responses to solve a problem before it is actually solved.
Theory of Learning 9. Set or Attitude: What the learner already possesses, like prior learning experiences, present state of the learner, etc., while it begins learning a new task.
Theory of Learning 10. Prepotency of Elements: Different responses to the same environment would be evoked by different perceptions of the environment which act as the stimulus to the responses. Different perceptions would be subject to the prepotency of different elements for different perceivers.
Theory of Learning 11. Response from analogy: New problems are solved by using solution techniques employed to solve analogous problems.
Theory of Learning 12. Associative Shifting: Let stimulus S be paired with response R. Now, if stimulus Q is presented simultaneously with stimulus S repeatedly, then stimulus Q is likely to get paired with response R.
Theory of Learning 13. Belongingness: If there is a natural relationship between the need state of an organism and the effect caused by a response, learning is more effective than if the relationship is unnatural.
John Broadus Watson • Born Jan 9, 1878 • Died Sept 25, 1958 • Born in Greenville, South Carolina • American psychologist • established the psychological school of behaviourism • “Little Albert” experiment
The Behaviorist Manifesto • In 1913, Watson published the article "Psychology as the Behaviorist Views It" — sometimes called "The Behaviorist Manifesto". In this article, Watson outlined the major features of his new philosophy of psychology, called "behaviorism".
The Behaviorist Manifesto • The first paragraph of the article concisely described Watson's behaviorist position: • “Psychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness. The behaviorist, in his efforts to get a unitary scheme of animal response, recognizes no dividing line between man and brute. The behavior of man, with all of its refinement and complexity, forms only a part of the behaviorist's total scheme of investigation.”
"Little Albert" experiment • Occurred in 1920 • One of the most controversial experiments in the history of psychology • It was an experiment showing empirical evidence of classical conditioning in humans Rosalie Rayner Albert B. John B. Watson
"Little Albert" experiment • Watson and Rayner selected an infant named Albert, at approximately 9 months of age, he was tested and was judged to show no fear when successively observing a number of live animals (e.g., a rat, a rabbit, a dog, and a monkey), and various inanimate objects (e.g., cotton, human masks, a burning newspaper).
"Little Albert" experiment • He was, however, judged to show fear whenever a long steel bar was unexpectedly struck with a claw hammer just behind his back.
"Little Albert" experiment • Two months after testing Albert's apparently unconditioned reactions to various stimuli, Watson and Rayner attempted to condition him to fear a white rat. This was done by presenting a white rat to Albert, followed by a loud clanging sound (of the hammer and steel bar) whenever Albert touched the animal. After seven pairings of the rat and noise (in two sessions, one week apart), Albert reacted with crying and avoidance when the rat was presented without the loud noise.
Ben Harris in “Whatever Happened to Little Albert?” 1979 says that “critical reading of Watson and Rayner's (1920) report reveals little evidence that Albert developed a rat phobia” However
Little Albert Video • http://www.youtube.com/watch?v=pVt0k9IPQ-A
Burrhus Frederic Skinner • Born March 20, 1904 • Died August 18, 1990 • Born in Susquehanna, Pennsylvania • American psychologist, author, inventor, advocate for social reform and poet. • Innovated his own philosophy of science called Radical Behaviorism
Radical Behaviorism • Skinner views (Radical behaviourism) differed from other behaviourists (Methodological behaviourism) in that he felt that thoughts and feelings could be taken into account when considering that psychology of the individual
Radical Behaviorism • Radical behaviourism seeks to understand behaviour as a function of environmental histories of reinforcing consequences. • Reinforcement processes were emphasized by Skinner, and were seen as primary in the shaping of behaviour. • A common misconception is that negative reinforcement is some form of punishment.
Radical Behaviorism • Positive reinforcement is the strengthening of behaviour by the application of some event (e.g., praise after some behaviour is performed), • Negative reinforcement is the strengthening of behaviour by the removal or avoidance of some aversive event (e.g., opening and raising an umbrella over your head on a rainy day is reinforced by the cessation of rain falling on you). • Both types of reinforcement strengthen behaviour, or increase the probability of a behaviour reoccurring.
