John B. Watson B. F. Skinner Benjamin Bloom Behaviorism John B. Watson B. F. Skinner Benjamin Bloom

Behaviorism Definition: Behaviorism is primarily concerned with observable and measurable aspects of human behavior Behaviorists learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner Behavior is directed by stimuli Behaviorists believe that our behavior is determined by forces in the environment that shape our behavior Behaviorism stresses the importance of having a particular form of behavior reinforced by someone, other than the student, to shape or control what is learned Frequent, positive reinforcement and rewards accelerate learning. This theory provides the instructor with ways to manipulate students with stimuli, induce the desired behavior or response, and reinforce the behavior with appropriate rewards.

John B. Watson 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, even beggarman and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors" –John Watson, Behaviorism, 1930

John B. Watson The principal originator of behavioristic psychology First claimed that human behavior consisted of specific stimuli that resulted in certain responses 1915 – Served as the President of the American Psychological Association (APA) 1925 – Published Behaviorism 1928 – Published Psychological Care of Infant and Child 1957 – Received the APA’s award for contributions to psychology Watson put the emphasis on the external behavior of people and their reactions in given situations, rather than on their internal, mental state. In his opinion, the analysis of behaviors and reactions was the only objective method to gain insight in the human actions

The “Little Albert” Experiment Watson and assistant Rosalie Rayner conditioned a small child to fear a white rat Accomplished this by repeatedly pairing the white rat with a loud, frightening clanging noise able to demonstrate that this fear could be generalized to other white, furry objects The ethics of the experiment are often criticized today, especially because the child's fear was never deconditioned In 1920, John B. Watson and Rosalie Rayner performed a conditioning experiment on an infant by the name of Albert B. He was given a white rat and his reaction was noted to be playful. He had no fear of the white rat and was even comfortable picking the rodent up while playing with it. The next time the rat was given to Albert, he did exactly the same thing. This time, the psychologists made a loud noise using a metal pipe and a hammer. The noise was so sudden and loud that it made little Albert cry. They did the same thing multiple times. Finally, when they gave Albert the rat without the noise, the child would cry at the mere sight of the animal. Next, they introduced a white rabbit and as soon as Albert saw the animal, he began to cry. They gave him a Santa Claus mask which also made him cry. Little Albert was conditioned to cry at the sight of the white rat, but in the process, he made the connection to anything that was white and furry would lead to a loud noise. Video: http://www.youtube.com/watch_popup?v=Xt0ucxOrPQE#t=32 http://notaland.com/jaki/15512 http://www.savevid.com/video/john-watson-little-albert.html http://www.psychexchange.co.uk/videos/view/20017/

B. F. Skinner 1904-1990 1968 - National Medal of Science from President Lyndon B. Johnson 1971 - Gold Medal of the American Psychological Foundation 1972 - Human of the Year Award 1990 - Citation for Outstanding Lifetime Contribution to Psychology

B. F. Skinner Operant conditioning: Method of learning that occurs through rewards and punishments for behavior “Shaping and maintaining behavior by making sure that reinforcing consequences follow” Believed that internal thoughts and motivations could not be used to explain behavior Skinner developed the theory of “operant conditioning,” the idea that we behave the way we do because this kind of behavior has had certain consequences in the past. For example, if your girlfriend gives you a kiss when you give her flowers, you will be likely to give her flowers when you want a kiss. You will be acting in expectation of a certain reward. Like Watson, however, Skinner denied that the mind or feelings play any part in determining behavior. Instead, our experience of reinforcements determines our behavior.

Classical Conditioning Ivan Pavlov The dogs he used showed a salivation response when they where offered food (unconditional stimulus). The food was offered a number of time with the sound of a bell (conditional stimulus). After this, the sound of the bell alone could produce the salivation response.

Key Concepts in Operating Conditioning Reinforcer: any event that strengthens or increases the behavior it follows Positive Reinforcers: favorable events or outcomes that are presented after the behavior Negative Reinforcers: removal of an unfavorable events or outcome after the display of a behavior Positive reinforcers are favorable events or outcomes that are presented after the behavior. In situations that reflect positive reinforcement, a response or behavior is strengthened by the addition of something, such as praise or a direct reward. Negative reinforcers involve the removal of an unfavorable events or outcomes after the display of a behavior. In these situations, a response is strengthened by the removal of something considered unpleasant.

Key Concepts in Operating Conditioning Punishment: presentation of an adverse event or outcome that causes a decrease in the behavior it follows Positive Punishment: referred to as punishment by application involves the presentation of an unfavorable event or outcome in order to weaken the response it follows Negative Punishment: known as punishment by removal occurs when an favorable event or outcome is removed after a behavior occurs

POSITIVE (Something is added) NEGATIVE (Something is removed) REINFORCEMENT (Behavior Increases) PUNISHMENT (Behavior Decreases) POSITIVE (Something is added) Positive Reinforcement Something is added to increase desired behavior Ex: Smile and compliment student on good performance Positive Punishment Something is added to decrease undesired behavior Ex: Give student detention for failing to follow the class rules NEGATIVE (Something is removed) Negative Reinforcement Something is removed to increase desired behavior Ex: Give a free homework pass for turning in all assignments Negative Punishment Something is removed to decrease undesired behavior Ex: Make student miss their time in recess for not following the class rules

Skinner Box This illustration illustrates operant conditioning. The mouse pushes the lever and receives a food reward. Therefore, he will push the lever repeatedly in order to get the treat. To determine whether external stimuli had an affect on this process, Pavlov rang a bell when he gave food to the experimental dogs. He noticed that the dogs salivated shortly before they were given food. He discovered that when the bell was rung at repeated feedings, the sound of the bell alone (a conditioned stimulus) would cause the dogs to salivate (a conditioned response). Pavlov also found that the conditioned reflex was repressed if the stimulus proved "wrong" too frequently; if the bell rang and no food appeared, the dog eventually ceased to salivate at the sound of the bell.

Benjamin Bloom 1913-1999 Joined the Department of Education at the University of Chicago in 1940 Attained a PhD in Education in 1942, during which time he specialized in examining Develop the Learning Taxonomy model through the 1960's Appointed Charles H Swift Distinguished Service Professor at Chicago in 1970

Benjamin Bloom Taxonomy Cognitive domain: intellectual capability Affective domain: feelings, emotions and behavior Psychomotor domain: manual and physical skills Bloom's Taxonomy was primarily created for academic education, however it is relevant to all types of learning In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. This became a taxonomy including three overlapping domains; the cognitive, affective and psychomotor. Bloom's Taxonomy has therefore since 1956 provided a basis for ideas which have been used (and developed) around the world by academics, educators, teachers and trainers, for the preparation of learning evaluation materials, and also provided the platform for the complete 'Bloom's Taxonomy' (including the detail for the third 'Psychomotor Domain') as we see it today. Collectively these concepts which make up the whole Bloom Taxonomy continue to be useful and very relevant to the planning and design of: school, college and university education, adult and corporate training courses, teaching and lesson plans, and learning materials; they also serve as a template for the evaluation of: training, teaching, learning and development, within every aspect of education and industry

Cognitive Learning Cognitive learning is demonstrated by knowledge recall and the intellectual skills: comprehending information, organizing ideas, analyzing and synthesizing data, applying knowledge, choosing among alternatives in problem-solving, and evaluating ideas or actions. Six levels within the cognitive domain: Knowledge Comprehension Application Analysis Synthesis Evaluation His taxonomy follows the thinking process. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. KNOWLEDGE remembering; memorizing; recognizing; identification and recall of information Who, what, when, where, how ...? Describe COMPREHENSION interpreting; translating from one medium to another; describing in one's own words; organization and selection of facts and ideas Retell... APPLICATION problem solving; applying information to produce some result; use of facts, rules and principles How is...an example of...? How is...related to...? Why is...significant? ANALYSIS subdividing something to show how it is put together; finding the underlying structure of a communication; identifying motives; separation of a whole into component parts What are the parts or features of...? Classify...according to... Outline/diagram... How does...compare/contrast with...? What evidence can you list for...? SYNTHESIS creating a unique, original product that may be in verbal form or may be a physical object; combination of ideas to form a new whole What would you predict/infer from...? What ideas can you add to...? How would you create/design a new...? What might happen if you combined...? What solutions would you suggest for...? EVALUATION making value decisions about issues; resolving controversies or differences of opinion; development of opinions, judgements or decisions Do you agree...? What do you think about...? What is the most important...? Place the following in order of priority... How would you decide about...? What criteria would you use to assess...?

Affective Learning Affective learning is demonstrated by behaviors indicating attitudes of : Awareness Interest Attention Concern and responsibility Ability to listen and respond in interactions with others Ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study This domain relates to: emotions attitudes Appreciations Values such as: enjoying conserving respecting supporting Verbs applicable to the affective domain include: accepts attempts Challenges defends disputes joins judges praises questions shares supports volunteers

Psychomotor learning Demonstrated by physical skills Coordination Manipulation Grace Strength Speed Actions which demonstrate the fine motor skills such as use of precision instruments or tools, or actions which evidence gross motor skills such as the use of the body in dance or athletic performance Verbs applicable to the psychomotor domain include bend, grasp, handle, operate, reach, relax, shorten, stretch, write, differentiate (by touch), express (facially), perform (skillfully).

Reference “Bloom's taxonomy - learning domains” http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's%20taxonomy%20overview. October 10, 2009 “B. F. Skinner Biography (1904-1990)” http://psychology.about.com/od/profilesofmajorthinkers/p/bio_skinner.htm. October 10, 2009 “John Watson Biography” http://psychology.about.com/od/profilesofmajorthinkers/p/watson.htm. October 10, 2009 “Introduction to Operant Conditioning” http://psychology.about.com/od/behavioralpsychology/a/introopcond.htm. October 10, 2009 “What Is Behaviorism?” http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm. October 10, 2009

Reference “Behaviorism” http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism#Behaviorism_Advocates. October 15, 2009 “Little Albert Experiment” http://www.betterlucktomorrow.com/character_sites/steve/Little%20Albert.htm. October 10, 2009 “Benjamin Bloom's Taxonomy of Behavioral Objectives” http://hs.riverdale.k12.or.us/~dthompso/exhibition/blooms.htm#cognitive. October 10, 2009 “B.F. Skinner and behaviorism” http://www.essortment.com/all/skinnerbf_rcde.htm. October 15, 2009 “Hall of Fame - Ivan Pavlov” http://www.psyonline.nl/hof/en-pavlov.htm. October 15, 2009