BEHAVIORISM
B.F. Skinner
Edward Thorndike
Sigmund Freud
BEHAVIORISM
Behaviorism is a learning theory that only
focuses on objectively observable
behaviors and discounts any independent
activities of the mind. Behavior theorists
define learning as nothing more than the
acquisition of new behavior based on
environmental conditions.
Edward Thorndike
Experimental Psychologist(1898)
Famous in psychology for his work on
learning theory that lead to the
development of operant conditioning.
Developed the Law of Effect and other
laws
Law of Effect
Edward Thorndike put forward a “Law of
effect” which stated that any behavior
that is followed by pleasant consequences
is likely to be repeated, and any behavior
followed by unpleasant consequences is
likely to be stopped.
Law of Intensity
Increased stimulation of the
senses → Behaviour change
Makes full use of the senses
-Lecture to hands on
Students will learn more from real
life/world examples
-Perform task rather than just reading
about it
Conditions of the theory
Behaviorism does not account for all kinds of
learning, since it disregards the activities of the
mind.
Behaviorism does not explain some learning–such
as the recognition of new language patterns by
young children–for which there is no
reinforcement mechanism.
Research has shown that animals adapt their
reinforced patterns to new information. For
instance, a rat can shift its behavior to respond to
changes in the layout of a maze it had previously
mastered through reinforcements.
Impacts to learning
Motivational activities
Develop a system of rewards and
reinforcement
Use toys to aid in children learning
Drills, role play and varying student
centred methods are to be included in
the lessons
Student centred lesson
B.F. Skinner
(Burrhus Frederic Skinner)
American psychologist
Influential during 1930s-60s
He believed that behavior is sustained by
reinforcements or rewards, not by free
will.
Developed Operant Conditioning
He (a radical behaviorist, famous for his
assertion that there is no such thing as free
will) pioneered research on a different form
of learning - operant conditioning.
Operant Conditioning
This involves conditioning voluntary,
controllable behaviors, not the
automatic physiological responses in
Classical Conditioning.
With Operant Conditioning the
Response comes before the Stimulus
(the opposite of CC)
R S
Has 4 different consequences
4 Different Consequences
Positive Reinforcement
Negative Reinforcement
Positive Punishment
Negative Punishment
4 Different Consequences
1. Positive Reinforcement
Encouraging a behavior through
positive consequences.
Ex. Candy as prizes for reciting
2. Negative Reinforcement
Removing a negative stimulus as reward for
certain behavior.
Ex. No homework if everybody perfects the
quiz.
4 Different Consequences
3. Positive Punishment
Discouraging behavior through negative
consequences.
Ex. Doing the cleaning alone or weeding
for tardiness
4. Negative Punishment (extinction)
Discouraging behavior through removal
of positive stimulus.
Ex. No treats for unfinished work.
Impacts to learning
This theory is relatively simple to
understand because it relies only on
observable behavior and describes several
universal laws of behavior.
Its positive and negative reinforcement
techniques can be very effective– such as in
treatments for human disorders including
autism, anxiety disorders and antisocial
behavior. Behaviorism is often used by
teachers who reward or punish student
behaviors.
Sigmund Freud
Born on May 6, 1856, in Freiberg, Moravia,
which is now Pribor, in Czech Republic
He had two half-brothers, Emmanuel and
Philipp
His mother was the same age as his half
brothers. (this would later fuel some of
his ideas)
Three components of personality
Individuals feelings thoughts and behaviors are the result of
the interaction of the id, the ego, and the superego.
The Id operates largely according to the pleasure
principal where by its tow main goals are the seeking of
pleasure and the avoidance of pain.
The Ego is a where of reality and operates the reality
principal, it recognizes what is real and the behaviors
have consciences and it controls higher mental process
of reasoning and problem solving
The Superego contains our are values and social morals.
They come from the rules of right and wrong from our
childhood that our parents taught us.
Id, Ego & Superego
Another way of looking
Freud’s Psychosexual Stages
Age Name Pleasure source Conflict
Mouth: sucking, biting, Weaning away from
0-2 Oral
swallowing mother's breast
Anus: defecating or
2-4 Anal Toilet training
retaining faeces
Oedipus (boys),
4-5 Phallic Genitals
Electra (girls)
Sexual urges
sublimated into
sports and
6-puberty Latency hobbies. Same-sex
friends also help
avoid sexual
feelings.
Physical sexual
changes reawaken
repressed needs. Social rules
puberty onward Genital Direct sexual feelings
towards others
lead to sexual
(http://www.changin
gratification.
gminds.org/)
Conditions of the theory
Behaviorism does not account for all kinds of
learning, since it disregards the activities of the
mind.
Behaviorism does not explain some learning–such
as the recognition of new language patterns by
young children–for which there is no
reinforcement mechanism.
Research has shown that animals adapt their
reinforced patterns to new information. For
instance, a rat can shift its behavior to respond to
changes in the layout of a maze it had previously
mastered through reinforcements.
