Here are the key points from the discussion: 1. Classical conditioning is a learning process where a naturally occurring stimulus is paired with a response, and then a previously neutral stimulus is paired with the original stimulus until the neutral stimulus elicits the response on its own. 2. Operant conditioning is a method of learning through rewards and punishments for behaviors. Associations are made between behaviors and consequences. 3. Positive reinforcement increases a behavior by adding a rewarding stimulus, while negative reinforcement increases a behavior by removing an unpleasant stimulus. 4. Behaviorist principles are used in Navy classrooms through techniques like shaping behaviors with reinforcement, using objectives to define expected behaviors, and structuring lessons based on principles like readiness, exercise,

2. Overview of Behaviorist Principles
 Behaviorism is a worldview that assumes a learner is essentially
passive, responding to environmental stimuli. The learner starts off as
a clean slate (i.e. tabula rasa) and behavior 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.
 Note: In the spirit of Behaviorism, special rewards will be given for
Stimulating Questions asked and or answered during the presentation.
Introduction

3. Learning Objectives
 Define classical conditioning
 Define operant conditioning
 Recall the difference between positive and negative
reinforcement
 Describe how Behaviorist principles are used in Navy
classrooms

4.  Pavlov (1897) published the results of an experiment on conditioning after
originally studying digestion in dogs.
 Watson (1913) launches the behavioral school of psychology (classical
conditioning),
 Watson & Rayner (1920) conditioned an orphan called Albert B (aka Little
Albert) to fear a white rat.
 Thorndike(1905) formalized the "Law of Effect".
 Skinner (1936) wrote "The behavior of Organisms" and introduced the
concepts of operant conditioning and shaping.
Timeline of Milestones in Behaviorist Thought

5.  Clark Hull’s (1943) Principles of behavior was published.
 B.F. Skinner (1948) published Walden Two in which he described a
utopian society founded upon behaviorist principles.
 Bandura (1963) publishes a book called the "Social leaning theory and
personality development" which combines both cognitive and behavioral
frameworks.
* Journal of the Experimental Analysis of Behavior (published in 1958)
 B.F. Skinner (1971) published his book Beyond Freedom and Dignity,
where he argues that free will is an illusion.
Timeline of Milestones in Behaviorist Thought (Cont.)

6. Ivan Pavlov (1849-1936)
Behaviorism is a worldview that assumes a learner is essentially
passive, responding to environmental stimuli.
Foundations of Behaviorism
Behaviorist Theory
Famous Behaviorists
John B. Watson
B. F. Skinner
Robert Mager

7. 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 beggar-man and thief, regardless of his talents,
penchants, tendencies, abilities, vocations, and race of his ancestors.
--John Watson, Behaviorism, 1930
Little Albert experiment with a white rat
Advocated the study of modifying and controlling human
behavior

8. Conditioning Defined
Operant conditioning: (sometimes referred to as instrumental conditioning) is a
method of learning that occurs through rewards and punishments for behavior.
Through operant conditioning, an association is made between a behavior and a
consequence for that behavior.
There are two major types of conditioning:
Classical Conditioning: is a technique used in behavioral training in which a
naturally occurring stimulus is paired with a response. Next, a previously neutral
stimulus is paired with the naturally occurring stimulus. Eventually, the previously
neutral stimulus comes to evoke the response without the presence of the
naturally occurring stimulus. The two elements are then known as the conditioned
stimulus and the conditioned response.

9. Edward L. Thorndike (1874-1949)
Operant Conditioning

10. Thorndike's Theories
 law of effect - responses to a situation which are followed by a
rewarding state of affairs will be strengthened and become habitual responses
to that situation.
 A corollary of the law of effect was that responses that reduce the
likelihood of achieving a rewarding state (i.e., punishments, failures) will
decrease in strength
 law of readiness - a series of responses can be chained together to
satisfy some goal which will result in annoyance if blocked.
 law of exercise - connections become strengthened with practice and
weakened when practice is discontinued.
 Identical Elements Theory - The theory suggests that transfer of
learning depends upon the presence of identical elements in the original and
new learning situations; i.e., transfer is always specific, never general.

11. B.F. Skinner (1904-1990)
 Application of Behaviorist principles in the
classroom
 Skinner Boxes
 Programmed instruction and programmed
learning
 What are the limitations?

12. Key Concepts in Operant Conditioning:
 Reforcement: Event that strengthens or increases the behavior it follows. Two
types of reinforcers:
 Positive reinforcers: Favorable outcomes presented after the behavior. In
positive reinforcement, a response or behavior is strengthened by the addition of
praise or a direct reward.
 Negative reinforcers: Removal of outcomes after the display of a behavior. A
response is strengthened by the removal of something considered unpleasant.
In both of these cases of reinforcement, the behavior increases.

13. Key Concepts in Operant Conditioning:
 Punishment: Presentation of adverse outcome causing a decrease in the
behavior it follows. There are two kinds of punishment
 Positive Punishment: Referred to as punishment by application, involves the
presentation of an unfavorable outcome in order to weaken the response it follows.
 Negative punishment: Referred to as punishment by removal…favorable event or
outcome is removed after a behavior occurs.
In both of these cases of punishment, the behavior decreases.

14. Albert Bandura: Social Learning Theory 1925-Present
Observational Learning
Observational learning is a process in which learning
occurs through observing and imitating others. As
demonstrated in Albert Bandura’s classic "Bobo Doll"
experiments, people will imitate the actions of others
without direct reinforcement. Four important elements are
essential for effective observational learning:
Attention
Motor skills
Motivation
Memory

15. Social Learning Theory
 Intrinsic Reinforcement
Bandura noted that external, environmental reinforcement was not the only
factor to influence learning and behavior. He described intrinsic reinforcement
as a form of internal reward, such as pride, satisfaction, and a sense of
accomplishment.
 Learning does not necessarily lead to a change in behavior.
While behaviorists believed that learning led to a permanent change in
behavior, observational learning demonstrates that people can learn new
information without demonstrating new behaviors.

16. Robert Mager (Criterion Referenced Instruction)
1) Performance. An objective always says what a learner is expected to be
able to do; the objective sometimes describes the product or the result of the
doing.
2) Conditions. An objective always describes the important conditions (if any)
under which the performance is to occur.
3) Criterion. Wherever possible, an objective describes the criterion of
acceptable performance by describing how well the learner must perform in
order to be considered acceptable.
“If it’s worth teaching, it ought to be tested”
Three parts to properly written instructional objective:

17. Jack Mezirow (Transformational Learning)
Transformational learning is, learning that induces
more far-reaching change in the learner than other
kinds of learning, especially learning experiences
which shape the learner and produce a significant
impact, or paradigm shift, which affects the learner's
subsequent experiences (Clark, 1993).
 Meaning Perspectives
 Meaning Schemes
1. Experience
2. Critical Reflection
3. Rational Discourse

18. Maslow’s Hierarchy of Needs (1908-1970)
 Learning cannot take place until
lower levels are met (Safety &
Physiological)
 Desire to achieve higher levels as
a motive force.
 Humanistic theories of self-
actualization
Deficiency Needs?
Growth Needs?
Navy Instructors Manual P. 16

19. Ways of Learning (Navy Instructor Manual)
1. Imitation
2. Trial and Error
3. Association
4. Insight
5. Transfer
Social Learning
Discovery Learning
Drawing on past exp.
Eureka!
Application of past
learning to similar
situation
Bandura
Thorndike
Cognivist
Gestalt
Behaviorist,
Cognitivist,
Constructivist

20. Laws of Learning ( Navy Instructor’s Manual P-23)
 LAW OF READINESS
“Students learn best when they are physically, mentally, and emotionally ready to
learn.”
 LAW OF EFFECT
“An individual learns best those things which result in satisfying consequences.”
 LAW OF EXERCISE
“It has been proven that students learn best and retain information longer when
they have meaningful practice and repetition.”
 LAW OF PRIMACY
“Based on the law of primacy, students retain information they learn for the first
time longer than they retain information they must relearn.”
 LAW OF INTENSITY
“A vivid experience is learned better and retained longer.”

21. Navy instructional Objectives
Navy Instructor’s manual PP. 68-69
 THE BEHAVIOR ELEMENT
The behavior defines what the learner should be able to do as an
outcome of training. It may include application of knowledge, accomplishment a
skill, or demonstration of an attitude.
 THE CONDITION ELEMENT
The condition basically defines aiding and limiting factors imposed
Upon the student in satisfying the performance requirements of the objective.
 THE STANDARD ELEMENT
The standard specifies the criteria the students’ performance must meet
Standards are normally defined as time, accuracy, quality, speed, or
some other quantifiable measurement.

22. Summary Discussion
1. Define classical conditioning?
2. Define operant conditioning?
3. What is the difference between positive and negative
reinforcement?
4. Describe how behaviorist principles are used in Navy
classrooms.