1. Behaviorism

2. 1.Origin of Behaviorism 2.Structure of Stimulus - Response (and Consequence) 3.Types of Consequences –Reinforcers & Punishment 4.Task Analyses & Chaining

3. Evolution of Learning Theories Early 1900s 1920s to 1940s 1960s +

4. Evolution of Behaviorism Greek Philosophy –Plato Emphasizes “Ideal Forms” Knowledge is a rational search within the mind We “know” and “learn” by what our mind constructs Philosophy is “Rationalism” –Aristotle (Plato’s Student) Knowledge derives from sensory experience with the environment We “know” and “learn” through our experiences as we receive stimuli from the environment via our senses Philosophy is “Empiricism”

5. Evolution of Behaviorism Early philosophy (prior to 1600s) held children as separate entities than adults –Prior belief was that children were treated as mini-adults –Rooted belief was that children were by nature “corrupt(able)” and needed to be molded into well-behaving adults. –“The Depraved Child” - prone to mischief –Puritan Teaching - impose corporal punishment and rigidity Two early philosophers of child psychology (during 1600s & 1700s): –John Locke (~ 1650) –Jean Rousseau (~1730)

6. Locke & Rousseau John Locke: –Philosopher during England’s Civil War (mid 1600’s) –Philosophies of Government Does this sound familiar?: - “We hold these truths to be self evident, that all men are created equal…..life liberty and the pursuit of property….” –Philosophies of Education

7. John Locke –Mechanistic World View Belief that humans are analogous to machines Viewed human psychology/development as inputs leading to outputs To understand a human is to examine his/her working “parts”, including the mind Mechanistic world view is consistent with the “new” science of Newton, Descarte, Kepler, etc. –Believed children are born neutral and are molded by society (environment) to become productive adults –Locke was an Empiricist (in the Aristotelian Sense) We learn about a “real world” through what we perceive and experience through out senses –Children are a tabula rasa (blank slate) to which experience via the environment writes a story –Claimed people (children ) passively react to environmental stimuli

8. Jean Rousseau –Organic World View Belief that humans are organismal (a holistic view). –To understand a human is to view his/her interaction with the environment –Believed children are born good and negatively molded by society –Concerned with development of child as an unfolding process –Claimed people (children) actively engage with or to environmental stimuli –Concerned with how the mind reasons or rationalizes actively with sensory input Rationalism is analogous to Plato’s views of the mind rationalizing about an external and real world.

9. John Watson Developmental Psychologist Believed in Locke’s view that children are shaped by their interaction with environment (born neutral and are molded through passive, conditional reaction to stimuli). 1920’s - took work of Ivan Pavlov (conditioning in animals) and applied it to babies in humans Developed “behaviorism”

10. Behavior Student swears in class Child uses regrouping for first time Child sorts rocks into categories

11. BehaviorResponse Student swears in class Child uses regrouping for first time Child sorts rocks into categories Classmates and teacher abruptly pay attention Child solves problem correctly Child recognizes patterns

12. BehaviorResponse Consequence Reinforcers or Punishers Student swears in class Child uses regrouping for first time Child sorts rocks into categories Classmates and teacher abruptly pay attention Child solves problem correctly Child recognizes patterns Classmates give child look of disgust Teacher says, “You’ve really caught on to this” Teacher gives child a “gold star”

13. Behaviorists focus on establishing environments that maximize learning as measured via stimulus/response mechanism Behaviorists do not consider as important: –Affective Domain –Processing Skills –Mental Knowledge Structures –Expert vs. Novice Solving

14. Behaviorism Assumptions AssumptionEducational Implications Focus on observable eventsIdentify specific stimuli (including your own behaviors) that may be influencing the behaviors that students exhibit Learning involves a change in behavior Do not assume that learning has occurred unless students exhibit a change in classroom performance Contiguity of eventsIf you want students to associate two events (stimuli and response) with each other, make sure the events occur close together in time

15. Consequences of Behavior Stimulus Added Stimulus Subtracted Behavior Increases Positive Reinforcement Behavior Decreases

16. Consequences of Behavior Stimulus Added Stimulus Subtracted Behavior Increases Negative Reinforcement Behavior Decreases

17. Consequences of Behavior Stimulus Added Stimulus Subtracted Behavior Increases Behavior Decreases Presentation Punishment

18. Consequences of Behavior Stimulus Added Stimulus Subtracted Behavior Increases Behavior Decreases Removal Punishment

19. Consequences of Behavior Stimulus Added Stimulus Subtracted Behavior Increases Positive Reinforcement Negative Reinforcement Behavior Decreases Presentation Punishment Removal Punishment

20. Common Misconceptions About Negative Reinforcement Negative reinforcement is when a teacher gives negative attention. Negative reinforcement is when a negative behavior is increased. Negative reinforcement is a milder form of punishment.

21. Distinguishing Reinforcement from Punishment

24. Chaining & Task Analyses Ways of reducing instruction to manageable “steps” for behavior/consequence examination We’ll examine: –Chaining and Instructional Objectives

25. PBJ Sandwich What behaviors need to be in place in order for me to make a peanut butter and jelly sandwich?