Behaviorism is a learning theory that focuses on observable behaviors and discounts mental processes. It proposes that learning occurs through conditioning, where behaviors become associated with environmental stimuli through reinforcement or punishment. There are two types of conditioning: classical and operant. Classical conditioning involves associating a reflex with a stimulus, while operant conditioning uses reinforcement to shape behaviors. Prominent behaviorists like Pavlov, Thorndike, Watson, and Skinner conducted experiments and developed theories around behavioral conditioning and its implications for teaching. In classrooms, behaviorism can be applied through operant conditioning techniques like rewarding positive behaviors and punishing negative ones to modify student learning and conduct.

1. BEHAVIORISM
Reporters:
Jaymee Reyes Estrada
Renz KristianTobias Pabico

2. Education without
Philosophy is blind and
Philosophy without
education is invalid.
-anonymous

3. • This theory implies that the learner responds
to environmental stimuli without his/her
mental state being a factor in the learner’s
behavior
• Individuals learn to behave through
conditioning
• Two types of conditioning
-Classical
-Operant
WHAT IS BEHAVIORISM?

4. CLASSICAL CONDITIONING
• Classic Conditioning is to the process of
introducing a stimulus in hopes of achieving
a desired reflex
• It is a learning process that occurs
through associations between an
environmental stimulus and a naturally
occurring stimulus

5. Ivan Petrovich Pavlov
• Born Sept 14, 1849
• Died Feb 27, 1936
• born in Ryazan, Russia
• physiologist, psychologist,
and physician
• awarded the Nobel Prize
in Physiology or Medicine
in 1904 for research on
the digestive system

10. OPERANT CONDITIONING
• Operant Conditioning is the process of
introducing a stimulus with the hopes of
achieving a desired response
• It is a learning process that is the result of
shaping behavior through the
reinforcement of stimulus-response
patterns

11. Burrhus Frederic Skinner
• Born March 20, 1904
• Died August 18, 1990
• Born in Susquehanna,
Pennsylvania
• American psychologist,
author, inventor,
advocate for social
reform and poet.
• Innovated his own
philosophy of science
called Radical
Behaviorism

12. Radical Behaviorism
• Skinner views (Radical behaviourism)
differed from other behaviourists
(Methodological behaviourism) in that
he felt that thoughts and feelings could
be taken into account when considering
that psychology of the individual

13. Radical Behaviorism
• Radical behaviourism seeks to understand
behaviour as a function of environmental
histories of reinforcing consequences.
• Reinforcement processes were emphasized
by Skinner, and were seen as primary in the
shaping of behaviour.
• A common misconception is that negative
reinforcement is some form of punishment.

14. Radical Behaviorism
• Positive reinforcement is the strengthening of
behaviour by the application of some event (e.g.,
praise after some behaviour is performed),
• Negative reinforcement is the strengthening of
behaviour by the removal or avoidance of some
aversive event (e.g., opening and raising an
umbrella over your head on a rainy day is reinforced
by the cessation of rain falling on you).
• Both types of reinforcement strengthen behaviour,
or increase the probability of a behaviour
reoccurring.

15. Radical Behaviorism
• Punishment and extinction have the
effect of weakening behaviour, or
decreasing the probability of a
behaviour reoccurring, by the
application of an aversive event
(punishment) or the removal of a
rewarding event (extinction).

16. Inventor
• Cumulative Recorder
• Operant Conditioning Chamber
(“Skinner Box”)
• Teaching Machine
• Air Crib

17. Operant
Conditioning
Chamber

20. Edward Lee Thorndike
• Born August 31, 1874
• Died August 9, 1949
• Born in Williamsburg,
Massachusetts
• Studied animal behaviour and
the learning process
• led to the theory of
connectionism
• Laying the foundation for
modern educational
psychology.

21. Cats in Puzzle Boxes

22. Cats in Puzzle Boxes
• Thorndike looked at how cats learned to
escape from puzzle boxes
• The puzzle box experiments were
motivated by Thorndike's dislike for
statements that animals made use of
extraordinary faculties such as insight in
their problem solving.

23. Cats in Puzzle Boxes
• Thorndike's instruments in answering this
question were learning curves revealed by
plotting the time it took for an animal to escape
the box each time it was in the box
• if the animals were showing insight, then their
time to escape would suddenly drop to a
negligible period, which would also be shown in
the learning curve as an abrupt drop;
• while animals using a more ordinary method of
trial and error would show gradual curves.

24. Cats in Puzzle Boxes
• His finding was that cats consistently
showed gradual learning.

26. Cats in Puzzle Boxes
• So it was trial-and-error
• These led Thorndike to formulate first
his Principles of Learning and then his
Theory of Learning that became the
foundation of modern educational
psychology.

27. Principles of Learning
• Thorndike specified three conditions that
maximizes learning:
– The Law of Effect states that the likely recurrence
of a response is generally governed by its
consequence or effect generally in the form of
reward or punishment.
– The Law of Recency states that the most recent
response is likely to govern the recurrence.
– The Law of Exercise stated that stimulus-
response associations are strengthened through
repetition.

28. John Broadus Watson
• Born Jan 9, 1878
• Died Sept 25, 1958
• Born in Greenville, South
Carolina
• American psychologist
• established the
psychological school of
behaviourism
• “Little Albert” experiment

30. "Little Albert" experiment
• Occurred in 1920
• One of the most
controversial
experiments in the
history of psychology
• It was an experiment
showing empirical
evidence of classical
conditioning in humans Rosalie Rayner
Albert B.
John B. Watson

31. "Little Albert" experiment
• Watson and Rayner
selected an infant named
Albert, at approximately 9
months of age, he was
tested and was judged to
show no fear when
successively observing a
number of live animals
(e.g., a rat, a rabbit, a dog,
and a monkey), and various
inanimate objects (e.g.,
cotton, human masks, a
burning newspaper).

32. "Little Albert" experiment
• He was, however, judged to show fear
whenever a long steel bar was unexpectedly
struck with a claw hammer just behind his
back.

33. "Little Albert" experiment
• Two months after testing Albert's apparently
unconditioned reactions to various stimuli, Watson and
Rayner attempted to condition him to fear a white rat.
This was done by presenting a white rat to Albert,
followed by a loud clanging sound (of the hammer and
steel bar) whenever Albert touched the animal. After
seven pairings of the rat and noise (in two sessions, one
week apart), Albert reacted with crying and avoidance
when the rat was presented without the loud noise.

35. Classroom Implications:
what the teacher does under this theory?
• A teacher uses behaviorism to manage his/her
classroom.
• Teacher could use operant conditioning to reward or
punish his/her students
-When a student does well on a test, the teacher
could use candy as an incentive to continue do well on a
test (positive reinforcement)
-Whenever a student misbehaves, the teacher will
bring the student to guidance room (punishment)

36. Classroom Implications: What the
students do under this theory?
• Under this theory, a student learns what behaviors are
or are not appropriate
-A student received a bad behavior mark for
talking during class. The bad behavior mark (or
punishment) will teach the student that talking
while the teacher is talking is not an appropriate
behavior.
• A student could also be classically conditioned to
behave a certain way in a classroom
-If students realize that they always have pop
quizzes when their teacher is carrying an
orange-colored folder, they will learn to prepare
for a pop quiz at the sight of the orange-colored
folder, even if there is not a pop quiz.

37. Behaviorism and Our Classroom

38. Behaviorism and Our Classroom

39. Behaviorism and Our Classroom

40. Behaviorism and Our Classroom

41. Behaviorism and Our Classroom

42. Would I Use Behaviorism in my Classroom?
• we think it’s a great way to keep order in the classroom
• It’s also effective for elementary all the way to high school
•we would use behaviorism to help motivate students
o to do right thing
o and to pay attention, focus, always give their best
• I will use things such as:
o stickers
o stamps
o ribbons, medals, certificates
o explanation letter