shina Baculi - Topic 6.1 Behaviorsim.pdf

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1. Behaviorism:
Pavlov,
Thorndike,
Watson, Skinner

2. In this lesson, challenge yourself to attain the
following 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. How do you feel upon looking on the pictures?

4. •Thetheoryofbehaviorismfocusesonthe
studyofobservableandmeasurable
behavior.Itemphasizesthatbehavioris
mostlylearnedthroughconditioningand
reinforcement(rewardsandpunishment).
•Itdoesnotgivemuchattentiontothe
mindandthepossibilityofthought
processesoccurringinthemind.

5. Shaping of
Behavior
Law of Readiness
Law of Exercise
Law of Effect
Primary Laws
Operant Conditioning
(Skinner)
Connectionism
(Thorndike)
Classicial
Conditioning
(Pavlov/ Watson)
Behaviorism
Reinforcement

7. »Stage 1-Before Conditioning
»Stage 2-During Conditioning
»Stage 3-After Conditioning
Bell
(neutral stimulus)
No Response
Bell
(conditioned stimulus)
Salivation
(conditioned stimulus)
Bell
(neutral stimulus)
Meat (unconditioned
stimulus)
Salivation (unconditioned
response)
Paired with
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9. •STIMULUSGENERALIZATION
-Oncethedoghaslearnedtosalivateatthe
soundofthebell,itwillsalivateattheother
similarsounds.
•EXTINCTION
-Ifyoustoppairingthebellwiththefood,
salivationwilleventuallyceaseinresponsetothe
bell.

10. •SPONTANEOUS RECOVERY
-Extinguishedresponsescanbe“recovered”
afteranelapsedtime,butwillsoonextinguish
againifthedogisnotpresentedwithfood.
•DISCRIMINATION
-Thedogcouldlearntodiscriminate
betweensimilarbells(stimuli)anddiscernwhich
bellwouldresultinthepresentationoffoodand
whichwouldnot.

11. •HIGHER-ORDERCONDITIONING
-Oncethedoghasbeenconditionedto
associatethebellwithfood,another
unconditionedstimulus,suchasalightmay
beflashedatthesametimethatthebellis
rung.Eventually,thedogwillsalivateatthe
flashofthelightwithoutthesoundofthe
bell.

12. John
Watson

13. •Heconsideredthathumansarebornwithafew
reflexesandtheemotionalreactionsofloveand
rage.Allotherbehaviorislearnedthroughstimulus-
responseassociationsthroughconditioning.He
believedinthepowerofconditioningsomuchthat
hesaidthatifheisgivenadozenhealthyinfants
hecanmakethemintoanythingyouwantthemto
be,basicallythroughmakingstimulus-response
connectionsthroughconditioning.

14. •EXPERIMENTONALBERT.Watsonappliedclassical
conditioninginhisexperimentconcerningAlbert,a
youngchildandawhiterat.Inthebeginning,Albertwas
notafraidoftherat;butWatsonmadeasuddenloud
noiseeachtimeAlberttouchedtherat.BecauseAlbert
wasfrightenedbytheloudnoise,hesoonbecame
conditionedtofearandavoidtherat.Later,thechild’s
responsewasgeneralizedtoothersmallanimals.Now,
hewasalsoafraidofsmallanimals.Watsonthen
“extinguished”ormadethechild“unlearned”fearby
showingtheratwithouttheloudnoise.

16. •Thorndike'stheoryonconnectionism,states
thatlearninghastakenplacewhenastrong
connectionorbondbetweenstimulusand
responseisformed.

17. •LAW OF EFFECT
-Thelawofeffectstatesthataconnectionbetweena
stimulusandresponseisstrengthenedwhenthe
consequenceispositive(reward)andtheconnection
betweenthestimulusandtheresponseisweakenedwhen
theconsequenceisnegative.Thorndikelateron,revised
this“law”whenhefoundthatnegativerewards
(punishment)donotnecessarilyweakenbonds,andthat
someseeminglypleasurableconsequencesdonot
necessarilymotivateperformance.

18. •LAWOFEXERCISE
-ThistellsthatthemoreS-R(stimulus-
response)bondispracticedthestrongeritwill
become.“Practicemakesperfect”seemtobe
associatedwiththis.However,likethelawof
effect,thelawofexercisealsohadtobe
revisedwhenThorndikefoundthatpractice
withoutfeedbackdoesnotnecessarilyenhance
performance.

19. •LAWOFREADINESS
-Thisstatesthatthemorereadinessthe
learnerhastorespondtothestimulus,the
strongerwillbbethebondbetweenthem.
Whenapersonisreadytorespondtoa
stimulusandisnotmadetorespond,it
becomesannoyingtotheperson.

20. 1.Learningrequiresbothpracticeandrewards(lawof
effectiveness/exercise)
2.AseriesofS-Rconnectionscanbechainedtogetherif
theybelongtothesameactionsequence(lawof
readiness)
3.Transferoflearningoccursbecauseofpreviously
encounteredsituations.
4.Intelligenceisafunctionofthenumberofconnections
learned.

21. OPERANT
CONDITIONING
(BurrhusFrederick
Skinner)

22. •LikePavlov,WatsonandThorndike,Skinner
believedinthestimulus-responsepatternof
conditionedbehavior.Histheoryzeroedinonlyon
changesinobservablebehavior,excludingany
likelihoodofanyprocessestakingplaceinthemind.
•Skinner'sworkdiffersfromthatofthethree
behavioristbeforehiminthathestudiedoperant
behavior(voluntarybehaviorsusedinoperatingon
theenvironment.Thushistheorycametobeknown
asOPERANT CONDITIONING .

23. •OperantConditioningisbaseduponthenotion
thatlearningisaresultofchangeinovertbehavior.
Changesinbehavioraretheresultofanindividual's
responsetoevents(stimuli)thatoccurinthe
environment.Aresponseproducesaconsequence
suchasdefiningaword,hittingaball,orsolvinga
mathproblem.WhenaparticularStimulus-
Response(S-R)patternisreinforced(rewarded),the
individualisconditionedtorespond.

24. •Reinforcementisthekeyelementin
Skinner'sS-Rtheory.Areinforceris
anythingthatstrengthensthedesired
response.
•Apositivereinforcerisanystimulusthat
isgivenoraddedtoincreasetheresponse.

25. •Anegativereinforcerisanystimulusthat
resultsintheincreasedfrequencyofaresponse
whenitiswithdrawnorremoved.Anegative
reinforcementisnotapunishment,infactit
isareward.
•Anegativereinforcementisdifferentfroma
punishmentbecauseapunishmentisa
consequenceintendedtoresultinreduced
responses.

26. •SHAPINGOFBEHAVIOR
-Ananimalonacagemaytakeaverylong
timetofigureoutthatpressingaleverwillproduce
food.Toaccomplishsuchbehavior,successive
approximationsofthebehaviorarerewardeduntil
theanimallearnedtheassociationbetweenthe
leverandthefoodreward.Tobeginshaping,the
animalmayberewardedforsimplyturninginthe
directionofthelever,thenformovingtowardthe
lever,forbrushingagainstthelever,andfinallyfor
pressingthelever.

27. •Behavioralchainingcomesaboutwhena
seriesofstepsareneededtobelearned.The
animalwouldmastereachstepinsequence
untiltheentireislearned.Thiscanbe
appliedtoachildbeingtaughttotiea
shoelace.Thechildcanbegiven
reinforcement(rewards)untiltheentire
processoftyingtheshoelaceislearned.

28. •REINFORCEMENT SCHEDULES
-Oncethedesiredbehavioralresponseis
accomplished,reinforcementdoesnothavetobe
100%;infact,itcanbemaintainedmore
successfullythroughwhatSkinnerreferredtoas
partialreinforcementschedules.Partial
reinforcementschedulesincludeinterval
schedulesandratioschedules.

29. •FIXEDINTERVALSCHEDULES
-Thetargetisreinforcedafterafixed
amountoftimehaspassedsincethelast
reinforcement.
•VARIABLEINTERVALSCHEDULES
-Thisissimilartofixedintervalschedules
buttheamountoftimethatmustpassbetween
reinforcementvaries.

30. •FIXEDRATIOSCHEDULES
-Afixednumberofcorrectresponses
mayoccurbeforereinforcementmay
occur.
•VARIABLERATIOSCHEDULES
-Thenumberofcorrectrepetitionsof
thecorrectresponseforreinforcement
varies.

31. Implications of Operant Conditioning
1.Practiceshouldtaketheformofquestion
(stimulus)-answer(response)frames
whichexposethestudenttothesubjectin
gradualsteps.
2.Requirethatthelearnermakesaresponse
foreveryframeandreceivesimmediate
feedback.

32. 3.Trytoarrangethedifficultyofthe
questionssotheresposeisalways
correctandhence,apositive
reinforcement.
4.Ensurethatgoodperformanceinthe
lessonispairedwithsecondary
reinforcerssuchasverbalpraise,prizes
andgoodgrades.

33. Principles derived from Skinner's Operant
Conditioning:
1.Behaviorthatispositivelyreinforcedwillreoccur,
intermittentreinforcementisparticularlyeffective.
2.Informationshouldbepresentedinsmallamounts
sothatresponsescanbereinforced(“shaping”).
3.Reinforcementswillgeneralizeacrosssimilar
stimuli(“stimulusgeneralization”)producing
secondaryconditioning.