Group 3 presented on behaviorism on July 25th, 2013. Behaviorism is a theory that learning occurs through connections between stimuli and responses, and behavior can be explained through observable events rather than internal mental states. Key aspects of behaviorism include operant conditioning proposed by B.F. Skinner, which involves reinforcing desired behaviors through consequences to increase or decrease the likelihood of those behaviors reoccurring. Behaviorists view learning as a process of habit formation shaped by reinforcement or punishment from the environment.
Operant condition theory is one among prominent behaviorist theories proposed by Skinner. The slides will help to unfold basic ideas about this theory.
Operant condition theory is one among prominent behaviorist theories proposed by Skinner. The slides will help to unfold basic ideas about this theory.
This presentation is about one of the learning theories in human resource management- Operant Conditioning. It includes Skinner box experiment and Pigeon box experiment.
All things should be looked at from the perspective of behaviour.
And it doesn’t matter what is going on in the mind, it just matters what the behaviour
So there is no difference in the behaviourist mind between external behaviour and internal thoughts.
Ivan Pavlov
Edward Lee Thorndike
John B. Watson
B.F. Skinner
This presentation is about one of the learning theories in human resource management- Operant Conditioning. It includes Skinner box experiment and Pigeon box experiment.
All things should be looked at from the perspective of behaviour.
And it doesn’t matter what is going on in the mind, it just matters what the behaviour
So there is no difference in the behaviourist mind between external behaviour and internal thoughts.
Ivan Pavlov
Edward Lee Thorndike
John B. Watson
B.F. Skinner
Trial & error learning Thorndike - VCE U4 PsychAndrew Scott
This 4 slide file accompanies a youtube clip (see www.ePsychVCE.com to access link to clip). It covers Thorndike's Puzzle box experiment an his infamous 'law of effect'
Running head LEARNING AND COGNITION 1LEARNING AND COGNITION9.docxcowinhelen
Running head: LEARNING AND COGNITION 1
LEARNING AND COGNITION 9
Learning and Cognition
Lana Eliot
Psychology 620
Professor Jackson
November 30, 2017
Learning and cognition are two words which are seen to be similar since both need each other for the processes to work. Learning is acquiring knowledge from one’s experience, from what is taught or through studying while cognition one acquires knowledge and understanding thorough senses, experience and from one’s thoughts. So basically, these two relate in that cognition process requires learning and for learning to take place cognition must be involved. All learning happens through interactions with one’s surrounding and it’s a dynamic process with regards to an organism’s life span.
Operant conditioning
Operant conditioning is a mode of learning through which reinforcers stimulus are involved following one’s action. It focuses on the cause of action and consequences afterwards, in attempt of understanding behavior. Operant conditioning can be used to modify behavioral patterns of children, adults as well as pets. It is based on the fact that when a response is followed by a good state of affairs, learning is fortified (Martin & Pear, 2015). It involves use of both positive and negative reinforcement.
Positive reinforcement is used to increase a desirable behavior of people. It includes praising someone, treats and giving out prices. For instance, when you give a child a reward for having good grades in the examination, he or she will always work hard to have even better grades next time so that he or she can have the reward. For this to work, one should give a reward which the person likes. If you give a reward which the person you’re giving to does not like, then it will have no impact to him or her. Negative reinforcement involves undermining undesirable behaviors by removing an unpleasant reinforcer. This can be done by introducing some form of paying fines in places where you’ve gone wrong or when not doing as expected.
Another way is by use of positive and negative punishment. Punishment is usually used in cases where an increase in undesirable behaviors tends to decreases behavior. Positive punishment involves putting consequences in place in order to weaken the undesirable behavior. An example of a positive punishment is by grounding a child for misbehaving. This will alter the child’s behavior in that he or she will not misbehave due to fear of being grounded. Negative punishment involves removal of favorable outcomes after an occurrence of undesirable behavior (Mason, 2017). In adult situation, if a person is employed and doesn’t satisfy his employer’s demands on a particular day, the employer may decide not to pay the person payment for that particular day. This will make other employees work to well to avoid not being paid and will also have an impact on the one not paid.
Punishment as a method of decreasing undesirable behavior has some challenges: it may increase ...
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Johnny Depp Long Hair: A Signature Look Through the Yearsgreendigital
Johnny Depp, synonymous with eclectic roles and unparalleled acting prowess. has also been a significant figure in fashion and style. Johnny Depp long hair is a distinctive trademark among the various elements that define his unique persona. This article delves into the evolution, impact. and cultural significance of Johnny Depp long hair. exploring how it has contributed to his iconic status.
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Introduction
Johnny Depp is an actor known for his chameleon-like ability to transform into a wide range of characters. from the eccentric Captain Jack Sparrow in "Pirates of the Caribbean" to the introspective Edward Scissorhands. His long hair is one constant throughout his evolving roles and public appearances. Johnny Depp long hair is not a style choice but a significant aspect of his identity. contributing to his allure and mystique. This article explores the journey and significance of Johnny Depp long hair. highlighting how it has become integral to his brand.
The Early Years: A Budding Star with Signature Locks
1980s: The Rise of a Young Heartthrob
Johnny Depp's journey in Hollywood began in the 1980s. with his breakout role in the television series "21 Jump Street." During this time, his hair was short, but it was already clear that Depp had a penchant for unique and edgy styles. By the decade's end, Depp started experimenting with longer hair. setting the stage for a lifelong signature.
1990s: From Heartthrob to Icon
The 1990s were transformative for Johnny Depp his career and personal style. Films like "Edward Scissorhands" (1990) and "Benny & Joon" (1993) saw Depp sporting various hair lengths and styles. But, his long, unkempt hair in "What's Eating Gilbert Grape" (1993) began to draw significant attention. This period marked the beginning of Johnny Depp long hair. which became a defining feature of his image.
The Iconic Roles: Hair as a Character Element
Edward Scissorhands (1990)
In "Edward Scissorhands," Johnny Depp's character had a wild and mane that complemented his ethereal and misunderstood persona. This role showcased how long hair Johnny Depp could enhance a character's depth and mystery.
Captain Jack Sparrow: The Pirate with Flowing Locks
One of Johnny Depp's iconic roles is Captain Jack Sparrow from the "Pirates of the Caribbean" series. Sparrow's long, dreadlocked hair symbolised his rebellious and unpredictable nature. The character's look, complete with beads and trinkets woven into his hair. was a collaboration between Depp and the film's costume designers. This style became iconic and influenced fashion trends and Halloween costumes worldwide.
Other Memorable Characters
Depp's long hair has also been featured in other roles, such as Ichabod Crane in "Sleepy Hollow" (1999). and Roux in "Chocolat" (2000). In these films, his hair added a layer of authenticity and depth to his characters. proving that Johnny Depp with long hair is more than a style—it's a storytelling tool.
Off-Screen Influenc
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3. Behaviourism is a theory which explains the process
of learning as the establishment of bonds or
connections between stimuli and responses.
To the behaviourist, learning is a process of forming
association or connection between either stimuli or
responses or between responses and reinforcement.
This theory states that, human or animal psychology
can be accurately studied only through the
examination and analysis of objectively observable
and quantifiable behavioural event, in contrast with
subjective mental state.
In short the term behaviourism refers to the school of
psychology founded by John B. Watson based on the
belief that behaviours can be measured, trained and
changed.
4. Behaviour, whether good or bad, is viewed as a
conditioned habit.
The process of behaviour change is a matter of
reconditioning behaviour.
All behaviour, appropriate as well as
inappropriate, is learned.
Behaviour is controlled by antecedents - events
which occur before a behaviour is exhibited, and
by consequences - events which occur after a
behaviour is exhibited.
These antecedents and consequences can be
changed in order to increase or decrease the
chance that a given behaviour will continue to
be exhibited.
5. o B.F Skinner coined the term operant
conditioning; it means roughly changing of
behaviour by the use of reinforcement which
is given after the desired response.
o Skinner identified three types of responses or
operant that can follow behaviour.
6.
7. • Neutral operants: responses from the
environment that neither increase nor decrease
the probability of a behaviour being repeated.
• Reinforcers: Responses from the environment
that increase the probability of a behaviour
being repeated. Reinforcers can be either
positive or negative.
• Punishers: Response from the environment that
decrease the likelihood of a behaviour being
repeated. Punishment weakens behaviour.
8. Reinforcement is a stimulus which follows
and is contingent upon a behaviour and
increases the probability of a behaviour
being repeated.
Positive reinforcement can increase the
probability of not only desirable behaviour
but also undesirable behaviour. For example,
if a child whines in order to get attention
and is successful in getting it, the attention
serves as positive reinforcement which
increases the likelihood that the student will
continue to whine.
9. Reinforcement must be consistently delivered,
according to a planned reinforcement
schedule. If it is not, no connection will
develop between appropriate behaviour
and the reinforcement and the behaviour
will not change.
10. Behaviorism is a worldview that operates on a principle of
“stimulus-response.” All behaviour caused by external
stimuli (operant conditioning). All behaviour can be
explained without the need to consider internal mental
states or consciousness.
Behaviorism assumes a learner is essentially passive,
responding to environmental stimuli. The learner starts off
as a clean slate (i.e. tabula rasa) and behaviour is shaped
through positive reinforcement or negative reinforcement.
Both positive reinforcement and negative reinforcement
increase the probability that the antecedent behavior will
happen again. In contrast, punishment (both positive and
negative) decreases the likelihood that the antecedent
behavior will happen again.
Positive indicates the application of a stimulus; Negative
indicates the withholding of a stimulus. Learning is
therefore defined as a change in behavior in the learner.
Lots of (early) behaviorist work was done with animals
(e.g. Pavlov’s dogs) and generalized to humans
11. Constant practice – in the training session,
practice is one of the most important aspects in
training. Prolonged practice is needed for
polishing skills acquired at training.
Trainers should provide satisfying consequences
or positive reinforcement for correct responses
such as praises to strengthen good responses.
Wait till trainees are ready to learn since adult
learning is voluntary.
Training materials should be provided in a varied
way so that novelty may be maintained.
Training objective should be stated in
behavioural and observable terms. It should be
specific and well defined.
12. Training materials to be learnt should be
arranged in a systematic and sequential steps
from known to unknown.
Trainers should avoid lecture as much as
possible and encourage question and answer
participation.
Trainers must relate well with the trainees to
enhance performance.
13. B. F. Skinner
Ivan Pavlov
Clark Hull
Edward Thorndike
Albert Bandura
Fred S. Keller
Charles E. Osgood
Donald Baer
Richard J. Hernstein
Tolman (moving toward cognitivism)