BEHAVIORISM

Cognitive
Is the process by which we acquire
knowledge and understanding through
thought, experience, and through our
senses.
Cognitive Development

Includes neurological and psychological

development or the growth in one’s ability to
think and to reason.

It is assessed by measuring the levels

of how we form concepts; perceive
things,
Process information and how we learn
and use language.
WHAT

?
IS

BEHAVIORISM ?
 BEHAVIORISM
Is a theory of learning that states all behaviors are
learned through conditioned interaction with the
environment. Thus, behavior is simply a response
to environmental stimuli.
KEYWORDS
• CONDITIONING – reaction to an object by a
subject that can be modified by ‘learning’.

• STIMULI – can be an object or event that can be

observed or experienced by the subject.

• RESPONSE- is a reaction to a stimulus, object or

event in the environment.

• REINFORCEMENT – the increase of the behavior

of the subject/s.

• BEHAVIOR - are learned through interaction with

the environment.
 CLASSICAL CONDITIONING

IVAN PAVLOV
1897
Pavlov said that learning is defined as the
process of acquiring, via experience, new
and enduring information or behaviors. This
can be done through association,
observation, or thinking. This allows us to
adapt to our environment and to survive.
 PAVLOV’S DOG EXPERIMENT

Pavlov paired the smell of food (unconditioned stimulus), which

dogs involuntary salivate to normally salivate to, (unconditioned
response), with things do not cause salivation like the sound of a
bell, since it does not mean anything to the dog (neutral
stimulus). After several pairings of the smell of
food with the sound of a bell,
the dog would salivate
( conditioned response)
just with the sound of the bell
(conditioned stimulus), even
When there was no food present.
 CLASSICAL CONDITIONING
This is called ASSOCIATIVE LEARNING , when a subject
associates or links certain stimuli, events, or behaviors together in
the process of conditioning. This explains how we are conditioned
by our environment.

This was later known as “Classical

Conditioning.” which is a type of
learning in which one learns to link
two or more stimuli and anticipate
events to happen.
CLASSICAL CONDITIONING

JOHN B. WATSON
1920
Just like Pavlov, He believe that all
behavior is learned through a process
of conditioning. Also known for his
Little Albert Experiment.
 LITTLE ALBERT EXPERIMENT
•Neutral Stimulus: A stimulus that
does not initially elicit a response He conditioned a child (Little Albert) to fear
(the white rat). a white rat. This was done by Pairing the rat
•Unconditioned Stimulus: A with a loud scary noise. This was also
stimulus that elicits a reflexive generalized to include other furry animals
response (the loud noise). and objects.
•Unconditioned Response: A
natural reaction to a given stimulus
(fear).
•Conditioned Stimulus: A stimulus
that elicits a response after
repeatedly being paired with an
unconditioned stimulus (the white
rat).
•Conditioned Response: The
response caused by the conditioned
stimulus (fear).
 OPERANT CONDITIONING

B.F. SKINNER
1948
Proposed that children “ operate” in their
environment, seek out rewards, and avoid
punishment. He presented another kind of
associative learning which is called operant
conditioning.
 OPERANT CONDITIONING
This type of associative learning is about associating
our own behavior with consequences. When you do
something, something happen. There is a
consequence.

This is type of learning in which

behavior is strengthened if followed by a
reinforcement (reward) or decreases if
followed by a punishment.
 OPERANT CONDITIONING

Situation Behavior
Situation Behavior

e nt
m
f orc e
n
Rei
Consequence
punishm Situation Behavior
e nt
 OPERANT CONDITIONING
Reinforcement increases behavior.

POSITIVE REINFORCEMENT: Is a Stimulus that, when

presented after a response, strengthens the response.

NEGATIVE REINFORCEMENT: Is any Stimulus that, when

removed after a response, strengthens the response, This means
taking away or removing an upsetting stimulus.
 OPERANT CONDITIONING
Punishment decreases behavior.

POSITIVE PUNISHMENT: Something is added to decrease the

likelihood of a behavior.

NEGATIVE REINFORCEMENT: Something is removed to

decrease the likelihood of a behavior.
 OPERANT CONDITIONING
PRIMARY REINFORCER : is an innately reinforcing stimulus:
it occurs naturally, like salivation in the sight of food. This does
not have to be learned. It is something that would satisfy a
biological need.

CONDITIONED REINFORCER: which gains its effectiveness

as a reinforcer through its association with a primary reinforcer.

SHAPING: A procedure in operant conditioning in

which reinforcers guide behaviors closer and closer to
successive approximations of the
desired behavior.
 OPERANT CONDITIONING
PRIMARY REINFORCER : is an innately reinforcing stimulus:
it occurs naturally, like salivation in the sight of food. This does
not have to be learned. It is something that would satisfy a
biological need.

CONDITIONED REINFORCER: which gains its effectiveness

as a reinforcer through its association with a primary reinforcer.

SHAPING: A procedure in operant conditioning in

which reinforcers guide behaviors closer and closer to
successive approximations of the
desired behavior.
 OPERANT CONDITIONING
EXTINCTION: Is when the conditioned stimulus and
the unconditioned stimulus no longer elicits the
conditioned response.

PARTIAL REINFORCEMENT: Is when reinforcement

is given only part of the time. This results in a slower
acquisition of a response behavior. However, this is also
less susceptible to extinction.
 OPERANT CONDITIONING

LEE CANTER
1976
Lee Canter speaks of classroom behavior
management. He explains how to implement a
behavior management cycle in the classroom.
 Give Clear
Directions

Behavioral
narration

Corrective Action Student Model

 OPERANT CONDITIONING

The behavior management cycle consist of effectively

giving clear directions, using behavioral narration, and
taking corrective action.

Canter explains how to use this in

classroom behavior management, which
is done by teachers so students can learn
w/o disruptive behavior.
 LEVEL 1

Is “Teacher-Managed Level” (Highly teacher-

directed). Which is used at the beginning of the
school year, or when trying to turn around a
disruptive classroom. Its primary focus is teaching
students responsible behavior.
 LEVEL 2

Is “Transitioning to Student Self- Management”.

This is done when around 90% of the class have
mastered the teacher’s behavioral expectation for
appropriate behavior.
 LEVEL 3

Is “Student Self-Management Level,”. In other

words, self-regulation, which is the ultimate goal
of any behavior management program. At this
level, students rarely need behavioral direction,
and the teachers can now focus only on teaching
academic content.
 OPERANT CONDITIONING
Behavior Modification Operant Conditioning
-Is used to change human behavior. This is commonly
applied in psychotherapy and in special education
classroom. Token economy can be used as
reinforcement.

-It is important to note, however, that the preferred or

choice object of the subject should be used as a
reinforcement.
DIRECT INSTRUCTION

A method of academic teaching, is based on

operant condition. In direct instruction, teachers
follow a certain sequence of event.
I.e. (a) stating the goals of the lesson, (b)
reviewing the previous topic, (c) presenting new
material in a small chunks.
 COGNITIVE BEHAVIORISM

EDWARD TOLMAN
1929,1930,1948
He suggested that the effect of reinforcement is
not on learning but on motivation to engage in a
certain behavior, which was learned by other
means.
COGNITIVE BEHAVIORISM
LATENT LEARNING
Latent learning is a type of learning which
is not apparent in the learner’s behavior at
the time of learning, but which manifests
later when a suitable motivation and
circumstances appear. This shows that
learning can occur without any
reinforcement of a behavior.
COGNITIVE BEHAVIORISM
RAT EXPERIMENT
Rats were placed in a maze which they memorize where to go and not to go, in
order to get food at the end of the maze. There are rats that were given food each
time they go through the maze faster than those who were not rewarded at all.
However when Tolman started giving
food at the end of the maze, they started
going through the maze much faster than the
rats who were rewarded all the time. The
rats who spent more time in the maze but
did not move fast before because they had
no reason to do so. Now there is food at the
end of the maze, they already knew where to
go and they did it very fast.
 ?
Implication

of

BEHAVIORISM
for

TEACHING?
 IMPLICATIONS
• Teachers can model correct behaviors and provide extrinsic motivation to
increase or maintain classroom engagement or participation of students

• Teachers could set clear boundaries, offer incentives, use token

economies, tickets, star or other desired behavior

• Teachers should be consistently use consequences or corrections when

students are not doing task or not doing them correctly
 IMPLICATIONS
• Behaviorism can be used in teaching life skills, like how to brush teeth,
wash hands, or do homework among others.

• Teaching kids to ask for help when they get frustrated in doing homework
or other task is also another skill that can be taught using this method.
BEHAVIORISM
 Secondary sources:

https://www.simplypsychology.org/behaviorism.html - Behaviorist Approach

To Psychology

https://ebtl-uoit.weebly.com/behaviorism.html - Behaviorism

https://www.verywellmind.com/the-little-albert-experiment-2794994#:~:text=Th
e%20story%20does%20not%20have,had%20suffered%20from%20since%20birth
. - The Little Albert Experiment

https://www.simplypsychology.org/tolman.html - Latent Learning In

Psychology And How It Works