behaviorism

Behaviorism

Review of Behaviorism and its applications to student

behavior

A. Classical Behaviorism1. Behaviorists believe that we should

examine only what can be directly observed and measured (Santrock, 2004).

2. Traditional behaviorist view: child is passive being whom adults can model by carefully controlling stimulus-response associations: development is continuous process, consisting of gradual increase with age in number and strength of associations

A. Classical Behaviorism

1. Watson: concluded that environment is supreme force in development

2. Skinner (1904-1990): rejected Hull’s idea; child's desirable behavior can be increased by following it with a wide variety of reinforcers; can be decreased through punishment.

A. Classical Behaviorism

3. Two versions of the behavioral approach that are prominent today re the view of B.F. Skinner and social learning theory.

4. Skinner (1904-1990): behaviorism emphasizes the scientific study of observable responses and their environmental determinants (Santrock, 2004).

A. Classical Behaviorism

As a result of Skinner’s work, operant conditioning became a broadly applied learning principle in child psychology.

* Brainstorm examples of classical behaviorism in your classroom and school today.

Four Techniques in Behaviorism

Negative reinforcement Positive reinforcement Response cost (reinforcement

removal) Punishment

Positive Reinforcement Positive Reinforcement--the

term reinforcement always indicates a process that strengthens a behavior; the word positive has two cues associated with it. First, a positive or pleasant stimulus is used in the process, and second, the reinforcer is added (i.e., "positive" as in + sign for addition).

Positive Reinforcement R + (+S) + R

In positive reinforcement, a positive reinforcer is added after a response and increases the frequency of the response.

Negative Reinforcement Negative Reinforcement-- the term

reinforcement always indicates a process that strengthens a behavior; the word negative has two cues associated with it. First, a negative or aversive stimulus is used in the process, and second, the reinforcer is subtracted (i.e., "negative" as in a "-" sign for subtraction).

R – (-S) + R

Negative Reinforcement In negative reinforcement, after the

response the negative reinforcer is removed which increases the frequency of the response. (Note: There are two types of negative reinforcement: escape and avoidance. In general, the learner must first learn to escape before he or she learns to avoid.)

Response Cost Response Cost--if positive

reinforcement strengthens a response by adding a positive stimulus, then response cost has to weaken a behavior by subtracting a positive stimulus. After the response the positive reinforcer is removed which weakens the frequency of the response.

R – (+S) = R

Punishment Punishment--if negative reinforcement

strengthens a behavior by subtracting a negative stimulus, than punishment has to weaken a behavior by adding a negative stimulus. After a response a negative or aversive stimulus is added which weakens the frequency of the response

R + (- S) = R

B. Social Learning Theory Built on the principles of

conditioning and reinforcement offering expanded views of how children and adults acquire new responses.

1950’s: social learning theory became a major force in child development research

B. Social Learning Theory Bandura demonstrated that

modeling, otherwise known as imitation or observational learning is basis for wide variety of children’s behaviors; children acquire many favorable and unfavorable responses by watching and listening to people around them.

B. Social Learning Theory Most recent revision of Bandura’s

theory places so much emphasis on how children think about themselves and other people that he calls it social-cognitive theory, rather than social learning theory.

C. Contributions of behaviorism “applied behavior analysis” refers

to procedures that combine conditioning and modeling to eliminate undesirable behaviors that increase socially acceptable responses.

(aggression, language difficulties and extreme fears)

D. Criticisms of behaviorism Behaviorism and social learning

theory have been criticized for underestimating children’s role in their own development.

E. Applications of behaviorism

1. Language2. Foundations of morality3. Aggression4. Role of punishment5. Gender development

E. Applications of Behaviorism 1. Language

Acquired through operant conditioning

Imitation explains how children rapidly acquire complex utterances

E. Applications of Behaviorism

2. Foundations of Morality Operant conditioning is regarded as

important way in which children pick up new responses

OC is not enough Social learning: children largely learn to

act morally through modeling Once moral response is acquired,

reinforcement in form of praise increases its frequency

E. Applications of Behaviorism

3. Aggression Studies of aggression and its

relationship to viewing violence

E. Applications of Behaviorism

4. Role of punishment: promotes only momentary compliance, not lasting changed in child’s behavior

If used, can increase effectiveness by:1. Consistency2. Warm adult-child relationship3. explanations

E. Applications of Behaviorism

5. Gender development1. Both social learning theory

(modeling and reinforcement) and cognitive-development theory (children as active thinkers) offer approaches to explaining children’ gender typing

2. Emergence of gender schema theory

Behaviorism Grading student work and behavior

What products do you grade? What work habits do you look for? What is problem solving behavior?

Social learning theory In 1997 work, Bandura outlines

important aspects of developing self-efficacy in children & adolescents. Self-efficacy: the expectation that one

can master a situation and produce positive outcomes

Acquiring Self - Efficacy Bandura (1982, 1997) suggested

four principal sources by which people gain information to influence their self-efficacy beliefs.

Enactive Mastery

“a learner’s own previous success at a task.”

Driscoll, M. P. (2007) Psychology of learning for instruction (3rd ed). Boston: Allyn & Bacon. p. 318

Vicarious Experiences

“the learner’s observation of a role model attaining success at a task.”

Driscoll, M. P. (2007) Psychology of learning for instruction (3rd ed). Boston: Allyn & Bacon. p. 318

Verbal persuasion

“others persuading a learner that he or she is capable of succeeding at a particular task.”

Driscoll, M. P. (2007) Psychology of learning for instruction (3rd ed). Boston: Allyn & Bacon. p. 318

Physiological States

“their ‘gut feeling’ convinces them of probably success for failure”

Driscoll, M. P. (2007) Psychology of learning for instruction (3rd ed). Boston: Allyn & Bacon. p. 318

Infants Infants need a stimulating

environment that encourages them to sense that their actions produce outcomes.

Self efficacy in young children Young children are developing self-

efficacy Young children’s requirements for

extensive monitoring by competent adults

Parental role in self-efficacy Over-protective parents constrain

children’s master capabilities. Secure parents are more likely to

encourage children’s exploratory efforts and give them an opportunity to experience a feeling of mastery.

The school’s role in developing self-efficacy A basic goal of education is to

equip children with the self-control that enables children to educate themselves;

as children master cognitive skills they develop a growing sense of intellectual self-efficacy

Self-efficacy in adolescence As children move into adolescence,

they have to assume increasing responsibility for their behavior.

The way in which adolescents develop and exercise their self-efficacy can be critical in setting the courses that their life paths take.

Self-efficacy, in summary When children have high self-

efficacy, they are more likely to do well in school and be more competent in a number of areas of life than when they have low self-efficacy (Bandura, 1997, 1998)

References Berk, L. (1999). Infants, and children: Infancy

through middle childhood. Boston: Allyn & Bacon

Kail, R. (1998). Children and their development. Upper Saddle River, NJ: Prentice Hall.

Santrock, J. (2000). Children (6th ed.). McGraw Hill.