Behavioural Learning Theories- there are four and explained in detail of each theories. pedodontics and public health dentistry chapters. easily explained and truly worth before getting in to exam.

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Behavioral Learning Theories
Present by Sazlana

2. ASSALAMU ALAIKUM

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Learning
 Learning is commonly defined as
relatively permanent change in
behavior that occurs as a result of
experience.
 Learning is a process of acquiring new
understanding, knowledge, behaviors,
skills, values and preferences.

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Behavior learning Theories
 It is based on the philosophy that Learning is a key to the
development of behavior and not merely instinctive needs.

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Four
Behavior
Learning
Theories
 Classical
Conditioning Theory
(Ivan Pavlov 1927)
 Operant
Conditioning Theory
(B.F Skinner 1938)
 Theory Of Cognitive
Development (Jean
Piaget 1952)
 Social Learning
Theory (Albert
Bandura 1963)
 .

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Classical Conditioning
Ivan Pavlov
•Ivan Pavlov was a noted Russian physiologist who went
on to win the 1904 Nobel Prize for his work studying
digestive processes.

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It was while studying digestion in dogs
that Pavlov noted an interesting
occurrence-his canine subjects would
begin to salivate whenever an
assistant entered the room.

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Classical Conditioning is when an unconditioned
stimulus and response is manipulated with a
conditioned stimulus to create conditioned
response.

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Pavlov's experiment with
dogs.
 Pavlov's experiment with
the dogs taught them to
associate the ringing of the
bell with arrival of the
food.

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z
.
 Pavlov's work would later on be
very influential for other
psychologists like B.F. Skinner.
 His contribution to the education
system can best be seen in the
rewards and punishment
systems found in classrooms all
over the world.

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Operant
Conditioning
 Operant conditioning was coined by
behaviorist B.F.Skinner. As a
behaviorist, Skinner believed that
internal thoughts and motivations could
not be used to explain behavior. Instead,
he suggested, we should look only at
the external, observable causes of
human behavior.
 ''The consequences of behavior
determine the probability that the
behavior will occur again,, (B.F.Skinner)

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 The main concept of this theory is that an individual learns to
produce a voluntary response where the consequences or the
outcome are instrumental in bringing about the recurrence of the
stimulus.
 The individuals response is changed as a result of previous
response.
 Behaviors that operate or control the environment are called
'' Operants''.
 The relationship between the operant or behaviors and the
consequences that follow them is called ''Contingency''.

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 Operant conditioning is classified into
four contingency arrangements like.
1 Positive reinforcement
2 Negative reinforcement
3 Punishment
4 Response cost or time out

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Positive reinforcement
 It occurs when a
behavior, good or
bad is followed by a
rewarding event.
 Many a times, just
praising a patient for
maintain his oral
hygiene properly can
stimulate him to
continue his
meticulous oral
hygiene behavior at
home.

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Negative
reinforcement
 Removing a
negative stimulus
as reward for
certain behavior.
Example no
homework if
everybody
perfects the quiz.

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Punishment
 Discouraging
behavior through
negative
consequences
example peeling
potatoes or weeding
for tardiness.

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Timeout or Response cost
 It refers to behavior being followed by the
termination of a positive event.

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Albert Bandura
Social Learning Theory
 Albert Bandura was a
famous researcher on
social learning theories.
'' most learning is gained by
peoples perception and
thinking about what they
experience. They learn by
copying the examples of
others around them,,.

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Social Learning Theory
 In the social learning theory a reinforcement is considered a
facilitative rather than a necessary condition for learning.
 Behavior is motivated largely by our social need.
 The concept of modeling and vicarious reinforcement are
essential conponents of this theory.

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Modeling
 It is imitation through observational learning or the learning
and performance of a behaviour as a consequences of
observing another person.
 It is governed by the attention of the observer, retention of
the act mentally, motoric reproduction of the act and
reinforcement and the motivation.

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Vicarious Reinforcement
 This results in the change of response consequences of the
model. For example anxious dental patients observing
other patient undergoing dental treatment with out
unpleasent consequences will tend to loose their fears of
dentistry.

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Theory Of Cognetive Development
Jean Piaget
 Piaget is swiss psychologist worked for
several decades on understanding
childrens cognitive development.
 This is the important theory in educational
psychology
 He researched mainly on childrens hence
he is called father of child psychology.

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Theory Of Cognetive Development
 The word ''Cognetive'' refers to elements of
perception, awareness, judgement and the ability to
comprehend empirical knowledge.

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Causes Age or biological
maturation
Physical activity
Social experiences

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Cognetive development is a complex process
comprising,
Disequalibrium,
equalibrium,
equalibration

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Equilibration
 Process of achieving mental stability when cognitive conflict
occurs.
2 types of Equilibration
Adaptation Organization
Assimilation
Accomodation

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Schema
It is a mental structure of
knowledge I.e., to know
world we make structure and
store it in our brain.
ASSIMILATION
It is adding new things on old
schema
An adaptive process through
which we interpret new
experiences in terms of
existing schems.

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Accomodation
 The process of accommodation involves altering ones existing schema as a result
of new information or experiences. New schema's may also be developed during
this process.

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Sensorimotor
1. This stage occurs from birth to 2 years
2. We can see the characteristic as follows:
I. Reflux action ends.
II. Develops gold directed behavior.
III. Differed imitation .
IV. Object permanence.

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.2. Pre operational stage.
I. This stage occurs from 2-7 years.
II. It is an early childhood stage.
III. This is before logical thinking stage of a child.
IV. The character seen in this stage as follows:
A. Transactive reasoning
B. Animism
C. Irreversibility
D. Egocentrism
E. Centration.

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Concrete Operational Stage
 This stage occurs in 7- 12 years children.
 This is middle and late childhood stage.
 Children will have concrete logical.
Following are the characters seen in this stage:
I. Reversibility.
II. Decentration
III. Cause and affect thinking.

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IV. Classification
V Seriation
Formal Operational Stage
1. This occurs in 12 and above years of age.
2. Logical becomes highly scientific or formal
This stage has following characteristics:
1. Abstract thinking
2. Deductive thinking or logical
3. Hypothetical thinking
4. Hypothetic and deductive thinking
5. Adolescent egocentrism

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Behavioral Rating Scale Frankl et al
 Frankl el al in 1962 introduced a behavioral rating scale, which was modified by Wright in
1975 and is as follows;
Rating No. 1: Definitely Negative
1. Refuses treatment.
2. Cries forcefully
3. Is extremely negative, associated with fear

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 Rating No. 2: Negative
1. Is reluctant to accept treatment
2. Displays slight negativism
Rating No.3: Positive
Accepts treatment with tense co-operative, whining or timid behavior.
Rating No.4: Definitely Positive
Looks forward to and understands the importance of good preventive care.

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Thank
you