Advendo Zacarias

David Eleutério
Cristo Ribeiro Raso

Behaviorist Theory

Rovuma University
Nampula
2019
 Advendo Zacarias
David Eleutério
Christ Ribeiro Raso

Behaviorist Theory

Evaluative work of the

Psychology Chair of
learning from the Chemistry Course,
2nd year, taught by the teacher: MA:
Sónia DuarteGíguira.

Rovuma University
Nampula
2019
 ii

Index
Introduction

1. Basic Concepts ...............................................................................................................4

2. Concept of Behaviorism.................................................................................................5

3. Behaviorism or Human Behavior .....................................................................5

4. Types of conditioning (behaviors)...........................................................5

4.1. Classical Conditioning (reflex or respondent behavior) ..........................6

4.1.1. Implications of Classical Conditioning in Learning.....................................7

4.2. Operant Conditioning

4.2.1. Implications of operant conditioning in Learning ....................................9

5. Control of stimuli........................................................................................................10

Discrimination

5.2. Generalization

6. Behaviorist Theory: Its Application in Education

7. Limitations of behaviorism .............................................................................................12

Conclusion

Bibliografia...............................................................................................................................14
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Introduction

The behaviorist theory argues that it is possible to condition the behavior of human beings.
and animals based on conditioning strategies of external stimuli. This theory
developed in a context where Psychology was seeking its identity as a science,
emphasizing behavior in its relationship with the environment.

This theory has a wide range of applications in education, consequently, it has

important contribution to company training, influences the construction of climate and culture
organizational, as well as having a constant presence in situations that require changes
behavioral.

However, the work explains how some individuals behave in such ways and how
condition it, stimulate it in order to anticipate future responses, that is, the approach has
as objectives: Describe the mechanisms of conditioning; Analyze the application of
behaviorist theory in the teaching-learning process; Apply the reinforcement theory in
teaching-learning process.

Finally, the methodology for writing this work was based on listed bibliographic searches.
interpretation of texts, critical analysis and synthesis of contents that culminated in the compilation
the same.
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Basic Concepts

The concepts presented below were extracted from the psychology dictionary (STRATTON
and (HAVES 2003) and (FRANCOISE 1987) for better understanding of the subject discussed.

Learning is a relatively lasting change in knowledge, in

behavior or in the understanding that results from experience.
Behavior - a set of adaptive reactions to stimuli coming from the environment
exterior.

Classical conditioning - the procedure of pairing a stimulus

originally neutral with another stimulus that surely produces a response, so that
the neutral stimulus comes to produce its own version of the response.

Operant Conditioning - a stimulus-response learning process

voluntary behavior, which occurs as a result of the consequences of actions
produced by an organism, an animal or human.

Stimulus Discrimination - the form of discrimination displayed in stimulus learning -

response, in which the response occurs in the presence of a specific stimulus, but does not occur in the

presence of a similar stimulus.

Stimulus - a factor that causes excitement in a living being. Stimulus can be a physical agent,
or a situation that triggers a global response from the organism.

Extinction - a term used in classical conditioning and conditioning

operating to refer to the disappearance of a response as a result of the
absence of reinforcement.

Generalization - the process by which a learned response occurs in many other situations.
different situations from those in which she was initially apprehended: it will also be applied
to many similar situations.

Neo-Behaviorism – a rethought form of behaviorism, in which the role is recognized

of cognitive processes in determining behavior.

Punishment - application of some type of penalty or unpleasant event with the purpose of
eliminate an unwanted type of behavior.

Answer - We can define answer as a part, or the modification of a part,

behavior.
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2. Concept of Behaviorism

The word behaviorism comes from the English word behaviour, which means conduct, behavior, in
Portuguese Language (RODRIGUES & BILA 2012:107).

Behaviorism seeks to explain the formation of behavior based on the influence of

certain conditions. As CAPARROS (2004:57) says, 'Behaviorism is the part of the
psychology that is dedicated to the study of behavioral changes shaped by the environment
unique to each individual, and can vary significantly from person to person.

According to behaviorist theory, certain conditions, certain stimuli from the environment
environment can produce certain behaviors. Thus, behaviorism
consider that a connection can be established between a certain situation, condition or
stimulus and the individual's behavior, that is, the behavioral approach analyzes the
learning process, disregarding the internal aspects that occur in the mind of
social agent, focusing on observable behavior.

3. Behaviorism or Human Behavior

Behaviorism, or S-R theory (from Latin Stimulus-Response), originated with the American
John Watson (1878-1958), and it develops in America due to practical applications,
it became important for having defined the psychological fact concretely based on the notion
on behavior. In 1913, the American John Watson in a magazine article
titled "psychology as behaviorists see it", inaugurates the term Behaviorism. And it is
with this article, Watson is considered the father of Behaviorism who declared psychology
as a purely objective and experimental branch of science that had as its purpose
to foresee and control the behavior of any individual.

4. Types of conditioning (behaviors)

The behavioral perspective considers that learning results from association.

Stimulus-response (S-R) means that in order for learning to occur, it is necessary to stimulate.
the individual who learns.

The authors (RODRIGUES & BILA 2012:107; BOCK, FURTADO & TEIXEIRA 1992:47-
48) we consider two types of conditioning: Classical conditioning (Behavior
Reflex or respondent and operant conditioning (Operant Behavior):
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4.1. Classical Conditioning (reflexive or respondent behavior)

The research on conditioning was conducted by Ivan Pavlov (1889 – 1936), a Russian physiologist.
who earned merit after conducting investigations that led to the theory of
classical conditioning.

For BOCK, FURTADO & TEIXEIRA (1992:47) "The reflex or respondent behavior
it is what is usually called 'non-voluntary' and includes the responses that are elicited
("produced") by antecedent stimuli from the environment.

These reflexive or respondent behaviors are stimulus interactions.

unconditional responses (environment-subject), in which certain events
environmental factors reliably elicit certain responses from the organism that

independent of 'learning'. But interactions of this kind can also

to be provoked by stimuli that originally did not elicit responses in
determined organism. When such stimuli are temporally paired
with eliciting stimuli can, under certain conditions, elicit responses
similar to these. We also refer to these new interactions as
reflexes, which are now conditioned due to a history of pairing,
to which led the organism to respond to stimuli it previously did not respond to
(BOCK, FURTADO & TEIXEIRA, idem).

To better understand what classical conditioning consists of (RODRIGUES &

In 2012:107) Pavlov presented a starving dog with a piece of meat and found that the
the dog drooled and approached to eat the meat. In this experiment, the meat is a stimulus.
unconditional (Ei), because it is linked to the satisfaction of instinctive needs, to
vital needs, being therefore a significant stimulus. Salivation is a reflex.
unconditional (Ri), an automatic reaction linked to instincts.

Then, Pavlov conducted the following experiment: He rang a bell followed by

presentation of a piece of meat to the hungry dog, having seen that the dog salivated and
approached to eat the meat. In this experience, the doorbell is a stimulus
not significant for the dog, it is a neutral stimulus, because it is not linked to the satisfaction of its
vital needs. Meat is a significant stimulus and salivation is an unconditioned reflex.

After repeated ringing of the doorbell, followed by a presentation of a

piece of meat, where the dog drooled and approached to eat the meat, Pavlov conducted the
another experience which consisted of ringing the bell for the hungry dog, without, however,
present the meat, having verified that the dog drooled and approached. The sound of the bell.
became a sign of unconditioned stimulus, that is, became significant for the animal. The dog
 7

learned that the doorbell is a sign of meat. The salivation reaction and consequent
the resulting approach from the doorbell is a conditioned reflex. We say here that
the animal learned through conditioned reflexes. In this context, the human also
learns through conditioned reflexes.

4.1.1. Implications of Classical Conditioning in Learning

The results obtained by Pavlov seemed to go against the great assumptions of the ideological framework.
behaviorist. They pointed to the idea that it is the environment, that is, the stimuli from the surroundings that

are at the base of all learning, showed that innate reflexes can be
conditioned by experience, automatically, and translate into learnings
new ones and, finally, seemed to clearly indicate that complex learning and training
Habits arise from elementary associations between stimuli and responses.

There are many reasons why children miss school and drop out.
school, but it is evident that some of them are related to the type of
associations that children make between school and the effect that it
in them. For some children, school is associated with hostility,
cruelty and indifference; and for this reason, many students prefer not to go to
school; on the other hand, if children experience school as a place
friendly where they are treated kindly, with love and affection, should not
there is no reason for them not to want to stay in school for as long as
for necessary (MWAMWENDA (2005:166).

Woolfolk & McCune (1989) cited in GONSALVES (2007:47) present some of the principles
pedagogical methods derived from classical conditioning that the teacher can adopt in their
practices.

. Associate positive and pleasant events with learning activities;

. Encourage students to voluntarily face the situations they fear, but
do it only when you are sure that the results will not be negative;
. Define partial goals (successive approximations) if the students' fears are
too strong for me to participate immediately;
. Help the student recognize similarities and differences between situations, in order to
facilitate discrimination and generalization.

In the classroom, any stimulus (what the teacher says, a piece of material, a colleague, a
a certain environment) may be enough to provoke positive emotions and affections, of pleasure and
satisfaction, which are facilitators of academic learning, or emotions and affects
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negatives, such as fear, anguish, and anxiety, capable of severely harming well-being
the student's state and their learning conditions

4.2. Operant Conditioning

Another American psychologist named Skinner (1904 - 1991) developed the

operant conditioning, based on which all learning can be explained in
basis of identifiable stimulus. From your perspective, are there other forms of learning that
they occur independently of any identifiable stimulus.

From the perspective of RODRIGUES & BILA (2012:107) Skinner placed a hungry rat
in a cage, where to obtain food it would have to step on a lever that would release food.
The hunger acted as an unconditioned stimulus. The rat started to jump blindly in
cage for a long time, having accidentally stepped on the lever and obtained food. The hopping
Blindly through the cage was the reaction, the behavior of the animal and the food as the reward.
received. These blind attempts have been verified several times, leading to the obtaining of
I randomly obtain food. Over time, attempts to step on the lever and get food.
they were decreasing, until the animal began to move directly towards the lever and step on it.
One could say that the rat learned that pressing the lever leads to obtaining food.
the effect of 'stepping on the lever' led to the learning of the behavior of 'stepping on the

lever to obtain food," with the effect of pressing the lever being the reinforcing stimulus.
Food is, in this way, a reinforcement. Thus, learning occurred through the mechanism.
stimulus, reaction and reinforcement. The animal learned that it has to act, operate, in this case, it has to

pressing the lever to obtain food. Hence, this conditioning is referred to as

operant conditioning.

In their approaches according to BOCK, FURTADO & TEIXEIRA (1992:50-54), Skinner

emphasizes the reinforcement (any consequence that, following a response, alters the probability
future occurrence of this response) as a basic element for learning and identified
four types:

a) Positive Reinforcement

It is any event that increases the future probability of the response it produces. For example: the

Reactions that are rewarded tend to be repeated: a compliment received by a

the student who presented well a project reinforces his behavior of committing to
presentation of works. Or even, a good receptiveness from the teacher to the questions asked
In the classroom, it reinforces student participation through questioning during lessons.
 9

b) Negative Reinforcement

It is any event that increases the future probability of the response that removes or alleviates it.

The reactions that free the body from a distressing situation tend to be
repeated: When an individual steps into the shadow after running barefoot on very hot ground
the feeling of pain is relieved and consequently reinforced the behavior of seeking
a shadow whenever you are barefoot on the hot ground.

In negative reinforcement, two important processes deserve attention: avoidance and escape.

Aesquiva is a process in which conditioned and unconditioned aversive stimuli

are separated by a considerable time interval, allowing the individual to perform a
behavior that prevents the occurrence or reduces the magnitude of the second stimulus. Ex.: the
lightning (first stimulus) precedes thunder (second stimulus).

Another similar process is defugation. In this case, the reinforced behavior is the one that
ends with an ongoing aversive stimulus. Ex.:

c) Extinction

It is a procedure in which a response abruptly stops being reinforced, that is, the
Unrewarded reactions tend to disappear.

d) Punishment

It is another important procedure that involves the consequence of a response when there is
presentation of an aversive stimulus or removal of a present positive reinforcer, that is,
the reactions that lead to undesirable or painful consequences tend to be
suppressed.

Skinner guarantees, however, that despite being widely spread in the traditional model of
education, punishment is much less effective than reinforcement in modifying
behavior towards the desired behavior for the student and in the modification of
behavior of individuals in general. This happens because the individual punished by a
determined undesirable behavior will probably not repeat such behavior
just to avoid punishment, resuming the same behavior if deemed
light punishment or if the executor of the punishment is not present.

4.2.1. Implications of operant conditioning in Learning

The techniques e teaching-learning strategies derived from the principles of

operant conditioning, behaviorism, and experimental analysis of behavior
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they originated in Skinner's work (1950) and generated two fields of application
educational: the foundations for the Processes of Educational Programming and the Techniques of

Modification of Conduct. ANDRADE (2009:66):

Skinner lays the foundations of Programmed Instruction, essentially supported by a framework

(4) principles:

. A new behavior is more easily acquired if the subject emits responses to

He, does not simply expose himself to stimuli.
. A new behavior is more easily acquired if appropriate reinforcements are provided.
are promoted.
. In teaching, the subject should be presented in fragments of difficulties
progressive.
. The teaching of contemplating individual differences.

Skinner in his theory placed greater emphasis on operant behaviors, which would be the
voluntary behaviors, through which we operate on the world. The
Operant behaviors would be learned through operant conditioning.
Operant conditioning can be performed voluntarily through control.
the consequences that immediately follow behaviors. Such
consequences can be punitive or reinforcing, (ANDRADE (same):

The implications of operant conditioning are related to reinforcement. Without reinforcement

At school, students will achieve less than their potential allows. Teachers can
empowering students through good lesson preparation and making them interesting,
recognizing the student's effort, being friendly, and providing students with attention
that the situation justifies. The presence of students in class or at school is a response to their
part, and goes through the teachers to see if this response receives the reinforcement it deserves.

5. Stimulus Control

The discussion about the nature or extent of the control that the environment has been controversial.

exerts on us, but there is no denying that there is some control. Acknowledge the existence of this
controlling and studying it allows for a greater understanding of the means by which stimuli act.
Thus, when the frequency or the form of the response is different under different stimuli, it is said
that behavior is under the control of stimuli. If the driver stops or accelerates the
bus at the intersection of streets where the traffic light is sometimes green, sometimes red, we know

that driving behavior is under the control of stimuli. According to BOCK, FURTADO
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Two important processes must be presented: Discrimination

The Generalization.

5.1.Discrimination

It is said that stimulus discrimination developed when a response is maintained.

in the presence of one stimulus, there is a certain degree of extinction in the presence of another. That is, a

stimulus acquires the possibility of being recognized as discriminative of the reinforcing situation.
Whenever he is introduced and the response is given, there will be reinforcement. Thus, our driver of
the bus will stop the vehicle when the traffic light is red, or rather, we hope that,
the traffic light red has become a discriminative stimulus for the emission of
behavior of stopping.

5.2. Generalization

In the generalization of stimuli, a stimulus gains control over a response due to the
reinforcement in the presence of a similar but different stimulus. Often, generalization
depends on common elements to two or more stimuli. We could play around with the
traffic light colors: if they were pink and red, we would run the risk of drivers speeding up
your vehicles at the red light, as they could generalize the stimuli. But that does not
it happens with green and red, which are very distinct colors and, besides that, they are
situated at opposite ends of the traffic light, allowing for the discrimination of stimuli.
generalization, therefore, we respond similarly to a set of stimuli
perceived as similar. This principle of generalization is fundamental when
we think about school learning. In everyday life, we also learn how to behave
in different social situations, given our ability to generalize in learning
rules and social norms.

6. Behaviorist Theory: Its Application in Education

An area of application of the concepts presented has been education, through it (theory
behaviorists), the programmed teaching methods, control and organization are known
the learning situations as well as the development of teaching technology. However
other areas have also received contributions from the techniques and concepts developed by
behaviorists, such as corporate training, psychological clinic, educational work of
exceptional children, advertising and others. Therefore, we will address only the
application of behaviorist theory in the educational context.
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Behaviorist theories support an optimistic and omnipotent perspective of education, in

that the basis is the organization of situations, through the selection and association of stimuli. To

level of education, explain the students' acquisitions based on external events, such as
the teaching methods and the stimulating characteristics of the school and family environment.
They still emphasize reinforcement as a determinant of learning.

Skills such as automated actions result from repetition and reinforcement(...):

The child makes many combinations of letters, many copies whenever
You have to repeat; Habits such as combing, washing hands before
eating and wearing clean clothes are the result of the imposition of parental demands

and education guardians, teachers and respective reinforcement through the

praise when observed by the child or verbal reprimand when not
observed; The child learns qualities of behavior, such as
respect for others' property, respect for other people, punctuality to
measure that undergoes the appreciation of parents, adults, and teachers (RODRIGUES

& BILA (2012:110).

Based on operant conditioning, Skinner proposed a scientific revolution and

technological teaching (basis of programmed instruction), based on the programming of sequences
of acquisitions, in order to ensure the minimum of losses and the maximum of rewards:
gradual presentation of the subject, through successive approximations, allowing to reach the
Objectives; immediate provision of feedback, with an emphasis on reinforcement (learning without

errors). Allows for individualized progression.

7. Limitations of behaviorism

The need for demarcation regarding the psychology of consciousness led to the
behaviorists to a limited and simplistic conception of behavior, not encompassing
many complex human behaviors (thinking, language, emotions) e
sentiments). Classical behaviorist theories focused more on animal learning.
than in humans, and in laboratory situations, more than in real life. On the other hand,
they sought to produce a uniform behavioral result with education, in a way
manipulative, forgetting the role of the individual and the variability of the human response to the
situations. The criticisms were taken into account in the evolution of behaviorist theories, originating

the emergence of neo-behaviorist theories.

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Conclusion

The behaviorist theory explains the formation of behavior based on conditioning in

influence of specific stimuli that provoke specific behaviors. According to the
behaviorists, behaviors can be shaped through the selection of certain
stimuli and reinforcement. Behavioral theories of learning explain the formation of
habits, skills and qualities of behavior.

This theory is based on the defense of the objective nature of psychology, in the application of
principles, from animal psychology to human beings and completely renounces the whole concept and
mentalistic explanation. Therefore, Thorndike is the forerunner of behaviorism. He developed a
the theory of conduct, based on learning with a framework of its own tradition
associationist and on which all theories that were developed later were based.
 14

Bibliography
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of psychology. São Paulo, Saraiva, 13th revised and expanded edition, 1999.

CAPARROS, A. History of Psychology. Plátano. São Paulo. 2004.

GONÇALVES, S. Learning theories, teaching practices. Collection of texts.

ESEC. Coimbra. 2007.

FRANÇOISE, M. Dictionary of psychology. Modern. São Paulo. 1978.

MWAMWENDA, T. Educational Psychology: An African Perspective. Maputo:

TextoEditora, 2005.

RODRIGUES, A; BILA, L. V. Module of Developmental Psychology and

Learning. sd. UP. Maputo. 2012.

STRATTON, P. HAYES, N. Dictionary of Psychology. Pioneira. São Paulo, 2003.

Complementary:

ANDRADE, L. S. Education Psychology.

CORIA-SABINI, M. A. Psychology applied to education. EPU. (Basic Themes Collection of

Education and Essay). São Paulo. 1986.

DAVIDOFF, L. Introduction to Psychology.

SANTOS, R. S. Developmental and Learning Psychology. Coursepack.

Castelo Branco University.