Behaviorism perspectives group reporting

PowerPoint presentation about behaviorist perspective

1. Unit 3.1 The behaviorist Perspective

2. Learning Outcomes : Explain the basic principles of behaviorism Make a simple plan applying the primary laws of learning Determine how to use rewards in the learning process more effectively

3. The theory of behaviorism focuses on the study of observable and measurable behavior. It emphasizes that behavior is mostly learned through conditioning the reinforcement ( reward and punishment) . It does not give us much attention to the mind and possibility of thought processes occurring in the mind. Contributions in the development of the behaviorist theory largely came from Pavlov, Watson, Thorndike and Skinner.

4. Ivan Pavlov Pavlov, a Russian physiologist, is renowned for his work on classical conditioning. In his famous experiments with dogs, he discovered that pairing a neutral stimulus (bell) with a reflex-triggering stimulus (food) could lead to a conditioned response. This laid the foundation for understanding how environmental stimuli could influence and shape behavior.

5. Stimulus Generalization Stimulus generalization occurs when behavior becomes more probable in the presence of one stimulus or situation as a result of having been reinforced in the presence of another stimulus or situation’ (Martin & Pear, 1999, p. 145). This can occur due to physical similarity or due to conceptual learning.

6. Extinction The conditioned response to a cue that predicted food delivery decreased and eventually disappeared when food no longer followed the cue.

7. Spontaneous Recovery Spontaneous recovery is the reappearance of a Conditioned Response (CR) that has been extinguished. Pavlov and his classical conditioning experiments found that spontaneous recovery can occur after a period of not being exposed to the Conditioned Stimulus (CS).

8. Descrimination Pavlov’s dogs discriminated between the basic tone that sounded before they were fed and other tones (e.g., the doorbell), because the other sounds did not predict the arrival of food. Similarly, Tiger, the cat, discriminated between the sound of the can opener and the sound of the electric mixer

9. Higher Order Conditioning Higher order conditioning is commonly seen in animal learning. When Ivan Pavlov gave dogs food (unconditioned stimulus) and bell (neutral stimulus) together, he observed that dogs salivated (conditioned response) even when they only heard the bell (first order stimulus) without the sight of food.

10. Edward L. Thorndlike Thorndike, an American psychologist, introduced the concept of instrumental or operant conditioning. His “law of effect” stated that behaviors followed by satisfying consequences are more likely to be repeated, while those followed by discomforting consequences are less likely to recur. Thorndike’s work paved the way for future studies on the consequences of behavior.

11. Law of effect The law of effect principle developed by Edward Thorndike suggested that responses that produce a satisfying effect in a particular situation become more likely to occur again i that situation, and responses that produce a discomforting effect become less likely to occur again in that situation.

12. Law of Excercise The law of exercise stated that behaviour is more strongly established through frequent connections of stimulus and response. In 1932 Thorndike determined that the second of his laws was not entirely valid in all cases

13. Law of Readiness Edward Thorndike’s Law of Readiness refers to a preparatory set on the part of the subject to learn. It points out that learning only happens when one is physically and mentally ready for it. This law states that learning can only take place when a student is ready to learn.

14. John Watson Watson, a pioneer of behaviorism, emphasized the importance of studying observable behavior. He rejected the study of consciousness and focused on external behaviors. Watson’s famous “Little Albert” experiment demonstrated how emotions, like fear, could be conditioned. His influential ideas laid the groundwork for behaviorism’s dominance in psychology during the early 20 th century.

15. Experiment on Albert What happened in the Little Albert experiment? Little Albert entered the experiment without a fear of white rats. During the experiment, Watson paired the white rat with a loud bang repeatedly to create an association between the two unrelated stimuli, and little Albert began fearing the white rat without the noise.

16. Burrhus Frederick Skinner Skinner, an American psychologist, expanded on operant conditioning, introducing the concept of reinforcement. He demonstrated how behaviors could be shaped through positive reinforcement (reward) or negative reinforcement (removal of aversive stimuli). Skinner’s Skinner Box experiments with rats and pigeons revealed the principles of operant conditioning, emphasizing the role of consequences in behavior modification.

17. Operant Conditioning According to this principle, behavior that is followed by pleasant consequences is likely to be repeated, and behavior followed by unpleasant consequences is less likely to be repeated. Skinner introduced a new term into the Law of Effect – Reinforcement.

18. Reinforcement B.F Skinner’s work is built on the assumption that behaviour is influenced by its consequences. Reinforcement theory is the process of shaping behavior by controlling consequences of the behavior. Reinforcement theory proposes that you can change someone’s behaviour by using reinforcement, punishment, and extinction

19. Positive reinforcer Positive reinforcement refers to the introduction of desirable or pleasant stimuli after the performance of a behavior. This reward can be used to further encourage that behavior, or change a pre-existing one. There are four types of positive reinforcers : natural, tangible, social, and token

20. Negative reinforcer Skinner in his theories on operant conditioning, negative reinforcement is the removal of an unwanted outcome in order to strengthen a behavioral response. In simpler terms, if you want a person to behave in a certain way, then reward good behavior by taking away something that the person views as negative

21. Punishment Positive punishment is a type of operant conditioning, a theory proposed by psychologist B.F Skinner. Its main purpose is to reduce the future frequency of the behavior by applying an aversive stimulus after the behavior occurs. Positive punishment in psychology is what we refer to as “punishment” in everyday life

22. Extinction or none reinforcement Extinction is a means to stop someone from performing a learned behaviour . The technical term for these processes is called ‘operant conditioning’. The fundamental concepts of this theory are reinforcement, punishment, and extinction.

23. Shaping of behavior Shaping. In his operant conditioning experiments, Skinner often used an approach called shaping . Instead of rewarding only the target behavior, in shaping, we reward successive approximations of a target behavior. For instance, parents can break a task into smaller more “attainable” steps

24. Behavioral chaining When an individual puts on a t-shirt, placement of the shirt on top of the individual’s head is a cue for the individual to pull the shirt over the head; having the shirt around the individual’s neck is a cue for the individual to put each arm through the armholes, etc.

25. Reinforcement Schedules The most notable schedules of reinforcement presented by Skinner were interval (fixed or variable) and ratio (fixed or variable). Continuous reinforcement — constant delivery of reinforcement for an action; every time a specific action was performed the subject instantly and always received a reinforcement

26. Fix interval Schedule Actions that are followed by unfavorable outcomes become less likely to occur again in the future. It was noted psychologist B.F. Skinner who first described this operant conditioning process. By reinforcing actions, he observed, those actions became stronger.

27. Fixed interval Schedules Fixed-interval schedules are those where the first response is rewarded only after a specified amount of time has elapsed. This schedule causes high amounts of responding near the end of the interval but slower responding immediately after the delivery of the reinforcer

28. Variable interval Schedules Variable Interval Schedule (VI) : An operant conditioning principle in which behaviour is reinforced based on an average time that has expired since the last reinforcement.

29. Fixed Ratio Schedule The fixed ratio schedule involves using a constant number of responses. For example, if the rabbit is reinforced every time it pulls the lever exactly five times, it would be reinforced on an FR 5 schedule. Ratio schedules involve reinforcement after an average number of responses have occurred

30. Variable ratio Schedules variable ratio schedule is a schedule of reinforcement where a behavior is reinforced after a random number of responses. This kind of schedule results in high, steady rates of response. Organisms are persistent in responding because of the hope that the next response might be one needed to receive reinforcement.

31. Module 8: Neo Behaviorism: Tolman and Bandura Certainly! Tolman and Bandura were influential figures in the development of Neo-Behaviorism, a psychological perspective that expanded upon traditional behaviorism by incorporating cognitive processes. Let’s briefly explore their contributions:

32. Edward Chace Tolman Edward Chace Tolman (April 14, 1886 – November 19, 1959) was an American psychologist and a professor of psychology at the University of California, Berkeley.[1][2] Through Tolman’s theories and works, he founded what is now a branch of psychology known as purposive behaviorism. Tolman also promoted the concept known as latent learning first coined by Blodgett (1929).[3] A Review of General Psychology survey, published in 2002, ranked Tolman as the 45 th most cited psychologist of the 20 th century.[

33. Introduced the concept of “latent learning,” suggesting that learning can occur without immediate reinforcement and might only become evident later.
Emphasized the importance of cognitive maps, mental representations of spatial relationships, in guiding behavior.
Argued for the existence of intervening variables (cognitive processes) that mediate between stimuli and responses

34. Significance Tolman’s work challenged strict behaviorist views by highlighting the role of cognitive factors in learning and behavior.
Paved the way for cognitive psychology, as his ideas laid the foundation for studying mental processes alongside observable behaviors.

35. Albert Bandura Bandura was responsible for contributions to the field of education and to several fields of psychology, including social cognitive theory, therapy, and personality psychology, and was also of influence in the transition between behaviorism and cognitive psychology. He is known as the originator of social learning theory (also known as the social cognitive theory)[2] and the theoretical construct of self-efficacy, and is also responsible for the influential 1961 Bobo doll experiment. This Bobo doll experiment demonstrated the concept of observational learning.

36. Developed the social learning theory, suggesting that individuals learn from observing others (modeling) and the consequences of their actions.
Introduced the concept of self-efficacy, the belief in one’s ability to perform tasks, influencing motivation and behavior.
Proposed reciprocal determinism, emphasizing the dynamic interplay between individual factors, behavior, and the environment.

37. Significance Bandura’s work expanded behavioral theories to include cognitive processes, acknowledging the role of mental states in learning and behavior.
Contributed to the understanding of how observational learning and modeling play a crucial role in shaping behavior.

38. Commonalities Both Tolman and Bandura shifted the focus from strict behaviorism to a more inclusive perspective that recognized the significance of cognitive processes in understanding behavior.
Emphasized the importance of considering internal mental representations, intervening variables, and observational learning in explaining human behavior.
In summary, Tolman and Bandura played pivotal roles in the evolution of Neo-Behaviorism, incorporating cognitive elements into the traditional behaviorist framework. Their ideas laid the groundwork for a more comprehensive understanding of learning and behavior, influencing subsequent developments in psychology.

39. Module 9 Gestalt Psychology ( The Cognitive Perspective) The Cognitive Perspective
This approach focuses on how internal thoughts and feelings influence one’s behavior. The cognitive approach emphasizes the importance of memory, perception and attention, language, decision-making and problem-solving. This approach often compares the human mind to that of a computer.

40. Gestalt psychology, school of psychology founded in the 20 th century that provided the foundation for the modern study of perception. Gestalt theory emphasizes that the whole of anything is greater than its parts. That is, the attributes of the whole are not deducible from analysis of the parts in isolation.

41. Gastalt principles

42. Law of proximity The principle of proximity states that things that are close together appear to be more related than things that are spaced farther apart.

43. Law of similarity The law of similarity states that we perceive elements as a group if they’re similar in shape, size, color, or other characteristics. Take this image, for example. Image Source. When you group items with certain characteristics, our brains naturally draw links to help us try and understand the relationship.Jun 3, 2022

44. Law of closure The principle of closure states that people will fill in blanks to perceive a complete object whenever an external stimulus partially matches that object. Even when we’re missing information, we tend to make sense of our environment by filling in the gaps to see a complete object.

45. Law of good Continuation The Gestalt Principle of Continuity states that we are more likely to see continuous and smooth flowing lines rather than broken or jagged ones. This is because once our eyes begin to follow something, they will continue to travel in that direction until it encounters another item or object.

46. Thank you for Listening Prepared by: Jullemar Gulada BTLED-AFA 3