behaviourism presentation new
TRANSCRIPT
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BEHAVIOURISM
Presented by -
Meghna Vanjani
Meher Sharma
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CONTENTSIntroduction
Emergence
Watsonian behaviorism
Other varieties of behaviorismNeo behaviourism
Edward Chance Tolman
Clark Leonard HullTolman vs. Hull
Positivism and Logical Positivism
Behaviorism vs. Neo Behaviorism
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WHAT IS
BEHAVIOURIS
M?
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Behaviourism, also known asbehavioural psychology, is a theory
of learning based upon the ideathat all behaviors are acquiredthrough conditioning. Conditioningoccurs through interaction with theenvironment. Behaviorists believethat our responses toenvironmental stimuli shapes our
behaviors.
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According to behaviourism
All behaviours are acquired throughconditioning
Conditioning occurs through interaction
with the environmentResponses to environmental stimuli
shapes behaviour
Behaviour should be studied in asystematic and observable manner
Only observable behaviours are studied;internal states such as cognitions,
emotions and moods are too subjective
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EMERGENCE OF
BEHAVIOURISM
Psychology changed dramatically during the
early 20th-century as another school of thought
known asbehaviourismrose to dominance.
Behaviourism was a major change from previous
theoretical perspectives, rejecting the emphasison both the conscious and unconscious mind.
Instead, behaviourism strove to make psychology
a more scientific discipline by focusing purely on
observable behavior.John B Watson(1878-1958) founded the school
of behaviourism. He proposed that psychologists
should abandon the study of the consciousness
altogether.
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Watson wanted psychology to be a science with
reliable, exact knowledge, which would replace
vague speculation and personal
opinion. He argued in the Nature vs.Nurture debate that people were made, not born.
He called for a radical revisioning of the scope
and method of psychological research.
Introspection was to be abandoned in favour ofthe study of behaviour.
Behaviour was to be evaluated in its own right,
independent of its relationship to any
consciousness that might exist. The concept of"consciousness" was to be rejected as an
interpretive standard and eschewed as an
explanatory device.
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As an objective, natural science, psychology was
to make no sharp distinction between human and
animal behavior; and its goal was to develop
principles by which behavior could be predictedand controlled.
Watson stated that psychology is a purely
objective branch of natural science with an
oretical goal of prediction and control ofbehaviour. According to him, introspection
formed no essential part of its methods nor the
scientific value of its data dependent on the
readiness with which they lend interpretation interms of consciousness.
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J. B. Watson faulted introspection on empirical,
philosophical and practical grounds. Empirically, it failed to define questions it could
convincingly answer. Philosophically, Watson condemned mentalistic
psychology for its use of non-scientific method of
introspection.
Finally on practical grounds, in the laboratory , it
demanded that animal psychologists find some
behavioural criterion of consciousness, an issue that
involved Watson as he reviewed it several times.
On Watsons account, then, introspective
psychology had nothing to recommend and muchto condemn it.
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Therefore, as a starting point, Watsons
behaviourist manifesto proposed that psychology
would be the study of adjustive behaviour.
Description of behaviour would lead to theprediction of behaviour in terms of stimulus and
response.
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JOHN BROADUS WATSON
(1878-1958)
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Give me a dozen healthy infants, well-formed, and
my own specified world to bring them up in and I'll
guarantee to take any one at random and train him
to become any type of specialist I might select
doctor, lawyer, artist, merchant-chief and, yes, evenbeggar-man and thief, regardless of his talents,
penchants, tendencies, abilities, vocations, and race
of his ancestors.
-John B Watson,1913
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DEFINITION OF PSYCHOLOGY
He defined psychology as that division of natural
science which takes human behaviour the
doings and saying, both learned and unlearned,
of people as its subject matter
He considered the psychic life or consciousness as
pure assumptions
He also included verbalisation as a kind of
behaviour.
Watsons behaviourism had two specific
objectives-
1. To predict the response, knowing the stimulus
2. To predict the stimulus, knowing the response
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THE MIND BODY PROBLEMBehaviourists did not wish to study consciousness
or mind and therefore wished to deny itsimportance.
Most behaviourists adopted one of these two views
1.An epiphenomenal view implying that
consciousness had no causal efficacy & littleinterest for science
2.A completely physical monism which denied
existence of mind & served the purposes of
behaviourismWatson adopted a less extreme view. He believed
that conscious processes are real but cannot be
studied as they are not observable.
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WATSONS EXPERIMENTAL
PROGRAM
Conducted extensive study of behaviour during
the foetal and early postnatal period in animals.
Began the comparable study of human infants to
determine the kind and variety of congenital
behaviour which could be reliably identified and
which was presumably inherited.
Studied emotional life of the infant and child.
One of the well known studies was the
controversial Little Albert experiment.
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He was first presented with a white
rat. Whenever he reached out to touch
it, a loud noise was made and littleAlbert cried. After this conditioning
process, every time he was presented
with the rat he cried.
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POSTULATES
1. Behaviour is composed of responseelements&can be analysed by natural scientific methods
2. Behavior is composedentirelyofglandular
secretions& muscular movements. It is reducible
ultimately to physiochemical processes3. There is an immediate response of some sort to
every effective stimulus & every response has
some stimulus. Thus, there is strict cause &
effectdeterminismin behaviourism
4. Conscious processes if they exist cannot be
studiedscientifically, allegations concerning
consciousness represent supernatural tendencies
must be ignored
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SECONDARY
CHARACTERISTICS
Language Development
Watson considered thinking to be implicit, or covert,
behaviour. Such behaviour consists of tendencies
toward muscular movements or glandular secretions
that are no directly observable by the usual techniquesof observation but play an important role in activating
or mediating other, more overt behaviour.
According to him, motor activity in you children is
accompanied by a more or less complete language
description. For example, the child will tend to sayJohnny eats while eating. Over time, due to parental
pressure, this tends to turn into silent speech or
thinking in adulthood.
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CONTRIBUTIONS
Watson contributed to making psychology more
scientific.
He emphasised on the noninteraction of the mind
and body within an individual.
Heuristic value
Mysticism removed intelctual sounding
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METHODOLOGICAL
CRITICISMS
Watsons extreme formulation left out important
components of psychology. For example, Woodworth
argued that the emphasis on strict objectivity hindered
research into sensory and & perceptual processes.
McDougall argued that behaviourism lacks the following
1. the functional relations of conscious experiences
2. accuracy of verbal reports
3. the meaningfulness of the verbal report
Woodworth argued that although Watson postulated
implicit behaviour, he restricted his own research to
directly observable aspects of behaviour. For example, in
his study of emotions.
Tolman criticised the molecular approach to behaviour.
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METAPHYSICAL CRITICISMS
Watson considered thinking to be a matter of
language mechanisms and emotion to be a set of
glandular responses. However, he failed to explain the
terms thinking and emotion.
Heidbreder criticised behaviourism for rejectingawareness of ones own personal and private
sensations (interoreceptors) but accepting observable
evidence of bodily reactions (exteroreceptors).For example, one does not to look at oneself in the mirror
or undergo tests in order to be aware that he is angry.
Bergmann criticised Watson for adopting an extreme
position (that the mind does not exist) in order to
establish psychology as a science.
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OTHERVARIETIES OF
BEHAVIORISM
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EDWIN BISELL HOLT
(1873-1946)
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EDWIN BISELL HOLT
(1873-1946)
Born in Winchester, MassachusettsBachelors degree and Ph.D. from Harvard
Agreed with Watson - psychology should study
behaviour
Gave a broader and philosophical view of behaviourArgued organisms are goal oriented and movement is
based on purposes, wishes & plans
Behaviour is not random
Attempted new explanation to consciousnessConsciousness linked with neurophysical processes &
physical objects
Emphasis on molar behavior
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ALBERT PAUL WEISS
(1879-1931)
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ALBERT PAUL WEISS
(1879-1931)
Ph.D. from university of Missouri
Proposed strict behaviorism
Believed behavior should be understood in terms
of social & physiological components
No reasonable bias in invoking consciousness
Argued psychologists shouldnt employ psychical
explanatory principle until all mechanical
explanations are exhausted
A radical & uncompromising behaviorist
Committed to physical monism
Pioneer in study of human-machine interaction
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WALTER SAMUEL HUNTER
(1889-1954)
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WALTER SAMUEL HUNTER
(1889-1954)
Born in IllinoisBachelors from university of Texas
Avoided extreme positions by use of nothing but, all &
every
Called behavioristic point as anthroponomy, the
science of human behavior
Anthroponomy- law of man
Open to variety of methods-observation, experimental
methods
Stressed on studies related to workplace, everyday
adjustment, military
Famous work-delayed reaction in animals & children
Contributed to perception that behaviorism is not
restricted to laboratory
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BEHAVIORISM
VS. NEO
BEHAVIORISM
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Behaviourism:
The system of objective psychology was founded
by J. B. Watson and its major goal was to study
behaviour and processes that were totally
objective and fully observable.
They wanted to study behaviour making no
assumption beyond what was available to the
senses.
Behaviourism was a narrow field of interest that
dictated that all mentalistic concepts were
useless. For e.g.: behaviourism had rejected both
consciousness and unconsciousness as useless
myths.
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The distinction between behaviourism
and neo-behaviourism rested on the
distinction between positivism and
logical positivism.
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Neo behaviourism :The main goal of the neo behaviourists was to
study somewhat mentalistic concepts like
learning, memory, but there was a condition that
only if the concepts were defined in terms of
directly observable behaviour.
Therefore, the neo behaviourists had adopted
logical positivism.
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EDWARDCHANCETOLMAN
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EDWARD CHANCE TOLMAN
(1886-1959)
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INTRODUCTION
Well known for concept ofpurposive
behaviourism
1886 Born in Newton, Massachusetts
1911 Bachelors degree in electrochemistry
1912 Exposed to Gestalt Psychology Koffka
1923 Studied gestalt psychology
1932 Purposive Behaviourism in Animals and
Men1942 There is more than one kind of learning
1959 Died.
HIGHLIGHTSOFHIS
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HIGHLIGHTS OF HIS
SYSTEM
Formulated atheory of stimulus-responseand
explained it through a series of non-observable
intervening variables.
Defined stimulus as a kind of perception of the
environment and response as a collection of muscletwitches and glandular secretions.
Suggested that learntbehaviour is directed and
goal oriented.
Rejected reinforcement and instead proposed thatanimals learned connections between stimuli
and therefore did not need any explicit biologically
significant event to make learning occur.
This was known aspurposive behaviourism.
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DEPENDENT VARIABLES
Dependent Variables refer to those behaviours
which are observable, active, and selective.
Observable behaviour not a mechanistic
stimulus-response affairPurposive & cognitive
Hierarchy of demands, sign gestalt, readiness &
expectation
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3 situations give strong
support for S-S pattern of
behaviour-
Reward expectancy Theorganism has some
representation of the
expectedreward at the time it
responds.
Place Learning Rats
remember theplacewhere theyhave been rewarded, rather
than the particular movements
required to get to the food box.
Latent Learning Learning
occurs in the absence of reward,
but is not demonstrated untilthe appropriate motivational
conditions are
obtained/provided.
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Gave 6 types of learningCathexis Affective properties acquired by objects
Equivalence Beliefs Cognitive representations ofsubgoals , secondary reinforcers, or impending
disturbances.
Field Expectancies representations of the
environment that make possible latent learning
Field Cognition Modes higher order functions,
modes of perceiving, remembering & inferring which
are acquired in the course of usual learning.
Drive Discrimination demonstrated abilities of
animals to behave differently under differentdeprivational conditions.
Motor Patterns response & combinations of
responses.
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CLARK LEONARD HULL
(1884-1952)
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CONCEPTSAND
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CONCEPTS AND
CONTRIBUTIONS
Hull proposed that since we cannot observe themediating events inside the organism, it does not
mean that they do not exist.
In order to study these mediating events we need
to operationally define them. In other wordsoperational definitions are those that can quantify
these events.
stimulus mediating events response
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CRITICISMSTheory had little value beyond laboratory.
Lack of internal inconsistency in the theory.
Theory not revised in the face of contradictory
data.
Criticised because he assumed that his laws of
behaviour, which were derived from experiments
with rats (drugs, effect on motor activity, sexual
motivation and performance), would account for
all human behavior, including social behavior.
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The difference between
the Tolmans cognitive
& Hulls S-R theories
can be better explained
through theirapproaches toward the
maze experiment with
rats.
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According toHull, The choice point presents stimuli (S) to
which three responses (Rs) corresponding to each path have
been conditioned during initial training. Path 1 is preferred to
Path 2, which is preferred to Path 3. That is, connection S-R1is stronger than S-R2, which is stronger than S-R3. This is
called adivergent family hierarchy.
When a block is placed at Point 1, the rat will run into it, back up,
and choose Path 2. The connection S-R1is weakened by the block, so
S-R2becomes stronger and is acted on. If a second block is placed atPoint 2, the rat will retreat to the choice point and again choose Path
2 as S-R1is again blocked and S-R2becomes stronger. However, the
block will again be met, S-R2will weaken, and finally S-R3will be
strongest and the rat will choose Path 3.
S
R1
R2
R3
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Tolmandenied that what is learned is a set of responses
triggered to differing degrees by the stimuli at the choicepoint. Instead, he held that the rat learns a mental map of
the maze that guides its behaviour.
According to this view the rat encountering the first block
will turn around and choose Path 2, as in the S-R approach,
because Path 2 is shorter than Path 3. However, if it
encounters Block 2, the rat will know that the same block ill
cut off Path 2 as well as Path 1. Therefore, the rat will show
insight: it will return and choose Path 3, ignoring Path 2
altogether.
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2. Relative InfluenceTolman could inspire students but he could not teach
them a systematic viewpoint. As such, he had no
disciples.
Hull, on the other hand, constructed a set ofpostulates and derived theorems from them. This
helped him gain disciples and also made him more
influential than Tolman.
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