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Behaviorism

behaviorism

Definition

Behaviorism is a learning theory that only focuses on objectively observable behaviors and discounts any independent activities of the mind. Behavior theorists define learning as nothing more than the acquisition of new behavior based on environmental conditions.

Discussion

Experiments by behaviorists identify conditioning as a universal learning process. There are two different types of conditioning, each yielding a different behavioral pattern:

  1. Classic conditioning occurs when a natural reflex responds to a stimulus. We are biologically “wired” so that a certain stimulus will produce a specific response. One of the more common examples of classical conditioning in the educational environment is in situations where students exhibit irrational fears and anxieties like  fear of failure, fear of public speaking and general school phobia.
  2. Behavioral or operant conditioning occurs when a response to a stimulus is reinforced. Basically, operant conditioning is a simple feedback system: If a reward or reinforcement follows the response to a stimulus, then the response becomes more probable in the future. For example, leading behaviorist B.F. Skinner used reinforcement techniques to teach pigeons to dance and bowl a ball in a mini-alley.

There have been many criticisms of behaviorism, including the following:

How Behaviorism Impacts Learning

This theory is relatively simple to understand because it relies only on observable behavior and describes several universal laws of behavior. Its positive and negative reinforcement techniques can be very effective– such as in treatments for human disorders including autism, anxiety disorders and antisocial behavior. Behaviorism is often used by teachers who reward or punish student behaviors.

Behaviorism is often seen in contrast to constructivism. Constructivists are more likely to allow for experimentation and exploration in the classroom and place a greater emphasis on the experience of the learner. In contrast to behaviorists, they feel that an understanding of the brain informs teaching.

Reading

D.C. Phillips & Jonas F. Soltis, Perspectives on Learning, Chapter 3. Teachers College Press.

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