1. The document lists the names of group members for an online class and provides an icebreaker discussion prompt about how to respond if finding a partner cheating or a dog barking aggressively. 2. The welcome section outlines the learning objectives of understanding behaviorism principles and applying rewards effectively in the learning process. 3. The module discusses the contributions of Pavlov, Watson, Thorndike, and Skinner to behaviorism including classical conditioning, operant conditioning, and the laws of effect and exercise.

1. GROUP 3
ALGOPERA, JUSTINE
BENAS, KAIRA
BENAS, KARYL
DE LARIVA, DEEM STER
GONZALES, BRANDON SYDNEE
MACALOS, ACE RINO
POCONG, NOCKSHEDELLE

2. Let's break the Ice!

3. • A dog barks aggressively towards
you and is ready to bite anytime.
Would you rather hit the dog, run, or let
it bite you?

4. 2. You found your lover on the act of
cheating on you.
Would you rather
hit them brutally and leave,
break up with him/her and be drunk,
leave quietly and be a better person

5. WELCOME!

6. • Explain the basic principles of
behaviorism.
• Make a simple plan applying the
primary laws of learning.
• Determine how to use rewards in the
learning process more effectively.
In this module, challenge yourself to attain the
following learning outcomes:

7. PAVLOV, WATSON, THORNDIKE & SKINNER
CONTRIBUTORS:

8. • Russian physiologist
• Known for his work in classical
conditioning (stimulus substitution).
• The experiment: meat, a dog and a bell

9. BELL
(NEUTRAL STIMULUS)
BELL
(NEUTRAL STIMULUS)
STEP 1 – BEFORE CONDITIONING
STEP 2 – DURING CONDITIONING
BELL
(NEUTRAL
STIMULUS)
PAIRED WITH
MEAT
(UNCONDITIONED STIMULUS)
MEAT
(UNCONDITIONED STIMULUS)
STAGE 3 – AFTER CONDITIONING
BELL
(CONDITIONED STIMULUS)
BELL
(CONDITIONED STIMULUS)

10. Once the dog has learned to salivate at the sound of the
bell, it will salivate at other similar sounds.
STIMULUS GENERALIZATION
If you stop pairing the bell with the food, salivation will
eventually cease in response to the bell.
EXTINCTION
Pavlov's findings:
Responses can be recovered after an elapsed time, but will
soon extinguish again if the dog is not presented with food.
SPONTANEOUS RECOVERY

11. The dog could learn to discriminate between similar bells
(stimuli) and discern which bell would result in the
presentation of food and which would not.
DISCRIMINATION
Once the dog has been conditioned to associate the bell with
food, another unconditioned stimulus, such as a light may be
flashed at the same time that the bell is rung. Eventually, the
dog will salivate at the flash of the light without the sound of
the bell.
HIGH-ORDER CONDITIONING
Pavlov's findings:

12. • Connectionism Theory gave us the original
S-R framework of behavioral psychology.
• Wrote the book "Educational Psychology"
• "Learning is the result of associations
forming between stimuli (S) and response
(R)".

13. Connection between S and R is strengthened
when the consequence is positive (reward),
and weakened when the consequence is
negative
He came up with three laws:
LAW OF EFFECT
LAW OF
EXERCISE
The more ans S-R bond is practiced, the
stronger it will become.

14. He came up with three laws:
LAW OF
READINESS
- The more readiness the learner has to
respond to the stimulus, the stronger will
be the bond between them.
-When a person is ready to respond to
the stimulus and is not made to respond,
it becomes “annoying” to the person.

15. Derived from Thorndike's
Connectionism
Transfer of learning occurs
because of previously
encountered situations.
Principle 03
Learning requires both
practice and rewards
(laws of effect/exercise).
Principle 01
A series of S-R connections can be
chained together if they belong to the
same action sequence (law of readiness).
Principle 02
Intelligence is a function of
the number of connections
learned.
Principle 04

16. • First American Psychologist to work with
Pavlov's idea.
• Interested in animal studies, then later
become involved in human behavior
research.
• He is often called as the father of
Behaviorism

17. • Watson applied conditioning in his
experiment concerning Albert, a young
child and a white rat.
THIS MAY HELP UNDERSTAND THE FEARS,
PHOBIAS AND PREJUDICES THAT PEOPLE
DEVELOP.

18. • An American psychologist known
for his impact on behaviorism.
• A behaviorist who developed the theory of
Operant Conditioning.
The idea of behavior is determined by its
consequences, by reinforcements or
punishments, which is more likely to that
the behavior will occur again.

24. •
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25. •
•
•
•

26. TOLMAN'S PURPOSIVE
BEHAVIORISM
NEO BEHAVIORISM Transparency
LATENT LEARNING
GOAL DIRECTEDNES
COGNITIVE MAPS
PRINCIPLES
FOUR CONDITIONS
FOR EFFECTIVE
MODELLING
INTERVENING
VARIABLES
BANDURA
SOCIAL-LEARNING
THEORY
MODELING

27. STAR
T
END

28. STAR
END

29. •
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30. •
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33. (Houston-AP) January 5, 2007 -
Investigators say a ten-year-old Texas boy
apparently was mimicking Saddam
Hussein's execution when he hanged
himself from a bunk bed.
Webster police say Sergio Pelico was found
dead in his apartment bedroom after
watching a news report on the former Iraqi
leader's death.

34. Police say Sergio tied a slipknot around his
neck while on a bunk bed. Investigators think
the boy was "experimenting." An autopsy is
pending.
The boy's uncle says Sergio asked him about
the execution, and that he responded by
saying Saddam died because he was "real
bad."

35. The uncle wonders why television
networks showed Saddam with the noose
around his neck.
Family members are trying to raise
enough money to send Sergio's body to
Guatemala for burial.
https://www.wistv.com/story/5895934/texas-boy-hangs-himself-after-seeing-saddam-on-television/

36. 1. What do authorities say might be the reason
why Sergio hanged himself?
2. Comment on the opinion of the clinical
psychologist
3. What do you think is the effect of television on
the behavior of young people (preschool to
college)?

37. • Social learning theory focuses on the
learning that occurs within a social
context.
• Among others, Albert Bandura is
considered the leading proponent of
this theory.

38. 1. People can learn by observing the behaviors
of others and the outcomes of those behavior.
2. Learning can occur without a change of
behavior.
3. Cognition plays a role in learning.
4. Social learning theory can be considered a
transition between behaviorist learning
theories and cognitive learning theories.

39. • The observer is reinforced by the model.
2. The observer is reinfoced by a third person
.
3. The imitated behavior itself leads to
reinforcing consequences.
4. Consequences of the model's behavior
affect the observer's behavior vicariously.
Possible ways that the environment reinforces modeling:

40. 1. Contemporary theory proposes that both
reinforcement and punishment have indirect effects
on learning.
2. Reinforcement and punishment influence the
extent to which an individual exhibits a behavior that
has been learned.
3. The expectation of reinforcement influences
cognitive processes that promote learning.

41. 1. Learning without performance:
distinction between learning through
observation and the actual imitation of
what has been learned.

42. 2. Cognitive processing during learning:
Social learning theorists contend that
attention is a critical factor in learning.

43. 3. Expectations: As a result of being
reinforced, people form expectations about
the consequences that future behaviors
are likely to bring.

44. 4. Reciprocal causation: Bandura proposed
that behavior can influence both the
environment and the person.

45. 5. Modeling: There are different types of
models.
• Live Model - an actual person
demonstrating the behavior.
• Symbolic model - can be a
person or action portrayed in
some other medium.

47. 1.Attention – The person must first pay
attention to the model.
2. Retention – The observer must be able to
remember the behavior that has been
observed.
- Rehearsal

48. 3. Motor reproduction - The ability to
replicate the behavior that the model has
just demonstrated.
4. Motivation - Learners must want to
demonstrate what they have learned.

52. THANK YOU FOR
LISTENING
God Bless You!