2. Preface and Chapter One Introduction

3. Things people don’t like about conditioning principles! Manipulative! Evil! Irrelevant for understanding human behavior!

4. So what is the truth? Are Behavioral approaches to learning useful and good things to study ?

5. A natural process that does apply to humans We ALL do it every day Best used wisely and thoughtfully Knowledge of these principles can help you enhance the quality of your life and the lives of those around you

6. What is behavior? Behavior is any activity of an organism that can be directly or indirectly observed

7. What is learning? A relatively permanent change in behavior (or potential behavior) that results from some kind of experience or practice.

8. Why did I add “behavior potential”? Because of the fact that behavior changes are not always immediate. Every time you learn something new, you have the potential to behave differently!

9. What are the two fundamental types of learning we will study? Classical Conditioning Operant Conditioning

10. What are the key differences between these types of learning? Classical conditioning is reflexive and involuntary while Operant conditioning involves the learner’s voluntary systems The learner has little or no control in Classical conditioning and some degree of control in Operant conditioning

11. Let’s think of some real-life examples of each! (The text has given salivation to a bell and a rat learning to press a bar for food as examples).

12. There are other types of learning we won’t study very much. Examples include: Observational learning Inherited patterns of behavior like fixed action patterns

13. Historical Background Philosophers and Empiricists

14. Philosophy: Parent Discipline to Psychology Plato - Nativism, inborn, revealed Aristotle – Empiricism, nurture, learned Descartes – Mind-Body Dualism

15. Contributions to Psychology Aristotle – Nature vs. Nurture and Laws of Association Descartes – rebelled from straight “Age of Reason” ideas Body – machine – involuntary/ reflex Mind – free will - voluntary

16. The British Empiricists: All knowledge comes from experience John Locke “tabula rasa” conscious mind has “elements” philosopher, not scientist

17. Structuralism experiments to test element concept “Introspection” was the research method

18. Functionalism Seeks to study how the “mind” helps us adapt Interested in adaptive animal behavior and what it might tell us about humans FOCUS: Adaptive function of the “mind”

19. Behaviorism John Watson disliked previous approaches Introspection an unreliable research method Can’t study the “mind” scientifically Wanted Psychology to be a true science Direct observation NOT inference Observable behavior + environmental events Law of Parsimony – the simpler the explanation, the better! Learning is more important than genetics

20. The Five Schools of Behaviorism

21. Watson’s Methodological Behaviorism Most extreme form Scientific method allows only for directly observable behaviors to be studied Psychology’s “mentalism” must be stopped for the discipline to survive

22. Methodological Behaviorism: Role of Internal Processes Internal processes consist of: Conscious processes (examples) Thoughts Feelings Unconscious processes Drives Motives Internal processes exist, BUT: don’t cause behavior are not suitable subjects for study

23. Other features of Methodological Behaviorism Called “S-R Theory” Learning the result of associations between Ss and Rs Mechanistic view Extreme position on the nature vs. nurture issue Watson thought “nature” view was used to justify racism

24. Hull’s Neobehaviorism Disagreed with Watson: Rejected Watson’s view that unobservable events (internal processes) couldn’t be studied Thought internal processes could be studied once they were “operationalized” Believed some of these processes could mediate between the environment and behavior Called these mediating processes “intervening variables” Thought they were physiological (e.g. hunger and the sex drive)

25. Hull also agreed with Watson in important ways Shared the view that Psychology’s mentalistic emphasis must go! Took a pure S-R approach to learning Theory was mechanistic

26. Tolman’s Cognitive Behaviorism Disagreed with Watson and Hull: Analyzed behavior more holistically – NOT just as a series of S-R connections Viewed behavior to be “goal directed” Influenced by Gestalt psychologists “Whole greater than the sum of its parts” Believed that internal processes like “expectations” and “hypotheses” guided behavior instead of just physiological processes (like Hull’s view)

27. Concepts Central to Tolman’s View Cognitive Map (see Maze on handout 2) Latent Learning (see Graph on handout 2) Distinction between “learning” and “performance”

28. Tolman’s Areas of Agreement with Watson and Hull Thought it was necessary but “shameful” to have to incorporate internal processes to explain behavior Believed it was only okay to include internal processes because they were inferred from observable behavior

29. Bandura’s Social Learning Theory Most different from Watson’s view Takes Tolman’s inclusion of cognitive processes to a whole new level Interested in the influences of imitation and observation on learning Believed in “reciprocal determinism” Environmental Events (Ss), Observable Behavior (Rs) and Internal Person Variables (thoughts and feelings) ALL influence each other

30. Influences of Bandura’s Theory Helped stimulate the development of Cognitive Theory by building on Tolman’s approach Laid the groundwork for the popularity of Cognitive Behavioral Therapy Led to research on the influence of television and other aspects of pop culture on behavior

31. Skinner’s Radical Behaviorism Areas of disagreement with Watson: Internal processes should be viewed as “covert behavior” with observable behavior viewed as “overt behavior” These internal processes (or private behaviors) can be included in an analysis of behavior

32. Skinner’s Radical Behaviorism Generally Agreed with Watson Disliked the increasing interest in internal processes Emphasized the influence of the environment on overt behavior Rejected the use of internal processes (or covert behaviors) to explain overt behavior Believed “thoughts” and “feelings” were themselves behaviors that needed to be explained by environmental events

33. Interesting Aspect of Skinner’s View Chicken/Egg problem: Which comes first?? Do thoughts precede, follow, or happen at the same time as behavior? (ex. Seeing a mugger, running, and feeling fear) Not as mechanistic as Watson and Hull Countercontrol – once we know how the environment influences our behavior, humans have the capacity to change the environment to have a more beneficial effect

34. Skinner’s Bottom Line Environmental Events (Ss), Observable Behaviors (Rs), and Internal (Private) Behaviors (Rs) all can influence each other BUT... Environmental Events (Ss) are the ultimate cause of BOTH Observable (overt) and Private (covert) Behavior (Rs)

35. Spend some time getting familiar with these concepts and... You will find other concepts in the days to come easier to tackle!