Behaviourism focuses on one particular view of learning: a change in external behaviour achieved through using reinforcement and repetition (Rote learning) to shape behavior of learners. Skinner found that behaviors could be shaped when the use of reinforcement was implemented. Behaviorism focuses on the idea that all behaviors are learned through interaction with the environment. This learning theory states that behaviors are learned from the environment, and says that innate or inherited factors have very little influence on behavior. Pavlov's theory of behaviorism is rooted in the idea that behavior is the result of conditioning. He believed that behavior is learned through the process of classical conditioning, where behavior is shaped through the association of stimuli in the environment. Pavlov's major legacy to behavior therapy was his discovery of "experimental neuroses", Burrhus Frederic Skinner (March 20, 1904 – August 18, 1990) was an American psychologist, behaviorist, author, inventor, and social philosopher.[2][3][4][5] Considered the father of Behaviorism, he was the Edgar Pierce Professor of Psychology at Harvard University from 1958 until his retirement in 1974.[6] Considering free will to be an illusion, Skinner saw human action as dependent on consequences of previous actions, a theory he would articulate as the principle of reinforcement: If the consequences to an action are bad, there is a high chance the action will not be repeated; if the consequences are good, the probability of the action being repeated becomes stronger.[7] Skinner developed behavior analysis, especially the philosophy of radical behaviorism,[8] and founded the experimental analysis of behavior, a school of experimental research psychology. He also used operant conditioning to strengthen behavior, considering the rate of response to be the most effective measure of response strength. To study operant conditioning, he invented the operant conditioning chamber (aka the Skinner box).

1. Behaviorist View of Learning
CLASSICAL CONDITIONING THEORY

2. Views on
Human
Learning
Behaviorism
by Ivan
Pavlov
Cognitivism
by Ausubel &
Bruner
Information
Processing
by Atkinson
& Shiffrin
Humanist by
Carl Rogers
Social
Constructivis
t by
Vygotsky and
Piaget

3. Behavioral Learning Theory
What is learning?
As per the behaviorists, learning can be defined as relatively permanent change in
behavior, brought about as a result of experience or practice.
It is a learning theory, based on the idea that behavior can be controlled and
modified based n the consequences of the behavior.
Learning hence is considered as an internal event.

4. 2 Types-
Behaviourism
Classical
Conditioning by
Ivan Pavlov
Operant
Conditioning by
B.F. Skinner

5. CLASSICAL CONDITIONING THEORY-
Classical conditioning is a type of learning that
had a major influence on the school of thought
in psychology known as behaviorism.
Discovered by Russian physiologist Ivan Pavlov,
classical conditioning is a learning process that
occurs through associations between an
environmental stimulus and a naturally occurring
stimulus.
oIvan Pavlov (26 September, 1849 – 27
February, 1939) was a Russian and Soviet
experimental
neurologist, psychologist and physiologist known
for his discovery of classical
conditioning through his experiments with dogs.
oHe was awarded with Nobel Prize in 1904

6. Classical Conditioning-
It is a learning process, that occurs through association between an environmental stimulus and a
naturally occurring stimulus.
Basically involves forming an association between two stimuli and resulting in a learned response.
Pavlov associated the ringing of the bell with the presence of meat.
He rang bell every time the dogs were served food.
Pavlov started ringing bell and dogs started salivating.
Without being presented with meat.
This is learned reflex.
In Pavlov's classic experiment with dogs, the neutral signal was the sound of a tone and the naturally
occurring reflex was salivating in response to food. By associating the neutral stimulus with the
environmental stimulus (the presentation of food), the sound of the tone alone could produce the
salivation response.

7. Pavlov’s Experiment-

8. 4 Components of Classical Conditioning-
1. Unconditioned Stimulus is one that unconditionally, naturally, and automatically
triggers a response.
2. Unconditioned Response is the unlearned response that occurs naturally in
response to the unconditioned stimulus.
3. Conditioned Stimulus is a previously neutral stimulus that, after becoming
associated with the unconditioned stimulus, eventually comes to trigger
a conditioned response.
4. Conditioned Response is the learned response to the previously neutral stimulus.

9. Example-
Suhas was chased and assaulted by an aggressive dog when he was just barely three
years old. As an adult he still won’t go near or even be around a dog. He even gets a
little anxious when he hears the word dog.
Identify in the example above.
1. Unconditioned Stimulus
2. Unconditioned Response
3. Conditioned Stimulus
4. Conditioned Response

10. Principles of Classical Conditioning
Acquisition
Extinction
Spontaneou
s Recovery
Stimulus
Generalizat
ion
Discriminat
ion
1. ACQUISITION-
It is the initial stage of learning
Acquisition refers to the initial stage of
the learning or conditioning process. In
this stage, some response is being
associated with some stimulus to the
point where we can say the organism
(person, animal, etc.) has ‘acquired’ the
response.. For example, imagine that the
dog salivates at ringing of the bell.

11. Principles-
2. EXTINCTION
is when the occurrences of a conditioned
response decrease or disappear. In
classical conditioning, this happens when a
conditioned stimulus is no longer paired
with an unconditioned stimulus. For
example, if the smell of food (the
unconditioned stimulus) had been paired
with the sound of a whistle (the
conditioned stimulus), it would eventually
come to evoke the conditioned response of
hunger. However, if the unconditioned
stimulus (the smell of food) were no longer
paired with the conditioned stimulus (the
whistle), eventually the conditioned
response (hunger) would disappear.
3. SPONTANEOUS RECOVERY
Spontaneous Recovery is the
reappearance of the conditioned
response after a rest period or period
of lessened response. If the conditioned
stimulus and unconditioned stimulus are
no longer associated, extinction will
occur very rapidly after a spontaneous
recovery.

12. Principles-
4. STIMULUS GENERALIZATION
Stimulus Generalization is the tendency
for the conditioned stimulus to evoke
similar responses after the response has
been conditioned. For example, if a child
has been conditioned to fear a stuffed
white rabbit, the child will exhibit fear
of objects similar to the conditioned
stimulus
5. DISCRIMINATION
Discrimination is the ability to
differentiate between a conditioned
stimulus and other stimuli that have not
been paired with an unconditioned
stimulus. For example, if a bell tone
were the conditioned stimulus,
discrimination would involve being able
to tell the difference between the bell
tone and other similar sounds.

13. Educational Implications of Classical Conditioning-
1. Many things of the school-subjects are learnt more adequately through this process. Reading
writing, spelling or habits are learnt more effectively through the process of conditioning.
2. Students can be conditioned in a positive manner.
3. Students can behave as per expectations of the society.
4. Teachers can use the theory to discipline the class. On first day, Teacher’s entry and after one
week, the students get accustomed to the teacher.
5. Addiction Treatment Theories.
6. Behavioural Interventions.
7. Good habits can be developed
8. Use of Theory to eradicate initial fear of school.
9. Thorndike’s Trial and Error Theory is based on this theory.
10. Classical conditioning set the groundwork for the present day behavior modification practices.

14. Operant Conditioning Theory-
Operant conditioning, sometimes referred to as
instrumental conditioning, is a method of learning that
uses rewards and punishment to modify behavior.
Through operant conditioning, behavior that is rewarded
is likely to be repeated, and behavior that is punished will
rarely occur.
Burrhus Frederic Skinner (March 20, 1904 – August 18,
1990) was an American psychologist, behaviorist, author,
inventor, and social philosopher is the father of
Behaviorism.
According to Skinner, positive events increase the
probability of recurrence of behavior.

15. Skinner’s Experiment-
A Skinner box is an enclosed apparatus that contains a bar or
key that an animal subject can manipulate in order to obtain
reinforcement. Developed by B. F. Skinner and also known as
an operant conditioning chamber, this box also has a device
that records each response provided by the animal as well as
the unique schedule of reinforcement that the animal was
assigned. Common animal subjects include rats and pigeons.
When the lever is pressed, food, water, or some other type of
reinforcement might be dispensed. Other stimuli can also be
presented, including lights, sounds, and images.
The Skinner box is usually enclosed, to keep the animal from
experiencing other stimuli. Using the device, researchers can
carefully study behavior in a very controlled environment.

17. ◦ Shaping: It provides guidance and direction for behaviour
change program & helps in assessing effectiveness. It assists in
setting goals for the behaviour of a certain student. Complex
behaviour is shaped and helps in learning difficult skills. For Eg.-
Pigeon to dance in a particular manner. Child learning foreign
language.
◦ Chaining: It is the process in shaping of behavior broken down
into small steps for effective learning of a given task by
providing subsequent reinforcement. It is a sort of chain
reaction. One object sparks the other object and so on.
◦ Discrimination & cueing: It is a process of using cues and
signals. Information to determine when behaviour is likely to be
reinforces or punished. cues or signals may reinforce behaviour
or may behaviour may punished. Example: Animal press the lever
when the light is on and not to press it when the light is off.
Light is a signal for the operant behavior
◦ Generalization: It is an ability of an organism dealing with the
perception. Response to similar stimuli. Example: child
successfully subtracts four apples from nine apples after
learning to subtract four oranges from nine oranges
Generalizat
ion
Discrimination
Chaining
Shaping

18. Educational Implications of Operant Conditioning-
1. Give expected direction to the behavior of pupil through reward and punishment.
2. Noxious behavior of the child can be removed.
3. Teacher need to use the reinforcers wisely and abundantly. Like praising the student for good
work and that too in proportion.
4. It helps for memorizing tables, chemical formulae, etc.
5. The school atmosphere should be burden free.
6. Teacher can remove fear and past perception of student.
7. Mainly inculcation of good social behavior and good habits. For eg. Table Manners,
Communication manners, etc.
8. For ex. Bonus is declared for hard work, employees get motivated, work hard and receive bonus
and incentive.
9. Machine learning in the form of teaching machines and computer assisted instructions have
been developed.
10. Verbal praise, positive facial expressions of the trainer or teacher , a feeling of success , high
scores , good grades , prizes , medals and opportunity to do work one likes are all good
motivators .
Educatio
nal
Implicat
ions
Behavior
Modificatio
n
Develops
human
personality
Helps in
developing
teaching
machines
Importance
of
Reinforcem
ent
Develops
behaviors
suitable to
avoid
punishment

19. Difference between Classical and Operant
Conditioning-
The main difference between classical and
operant conditioning is that classical
conditioning associates involuntary behavior
with a stimulus while operant conditioning
associates voluntary action with a consequence.
Classical Conditioning is one in which the
organism learns something through association,
i.e. Conditioned Stimuli and Unconditioned
Stimuli. Operant Conditioning is the type of
learning in which the organism learns by way of
modification in behaviour or pattern through
reinforcement or punishment.

20. Comparative Study-

21. Contribution of Behaviourism in Education-
1. Easily controlled by teacher.
2. Some learners benefit from repetition.
3. Reward and punishment are clear.
4. Ease of motivation.
5. Observable and measurable change in behavior.
6. Machine Learning based on behaviorism.