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Stimulus
Response
Reinforcement
BEHAVIORIST THEORY
(INTRODUCTION)
The term behaviorism refers
to the school of psychology
founded by J.B. Watson
based on the belief that
behaviors can be measured,
trained, and changed.
BEHAVIORISM:
J.B. Watson
Behaviorism, also known as ‘behavioral
psychology’, is a theory of learning based
upon the idea that all behaviors are acquired
or received through “conditioning” (state of
shaping behavior).
Conditioning occurs through interaction with
the environment. Behaviorists believe that our
responses to environmental stimuli shapes
our behaviors.
According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states.
Behaviorism suggests that only observable behaviors should be studied, since internal mental states such as cognitions, emotions and moods are too subjective.
Two Major Types of
Conditioning:
A. Classical Conditioning:
Classical Conditioning is a technique used in behavioral training in which a naturally occurring stimulus is paired with a response.
B. Operant Conditioning:
Operant conditioning (sometimes referred to as instrumental conditioning) is a technique of learning that occurs through reiforcement for behavior.
In order to understand how each of
these behavior modification
techniques can be used, it is also
essential to understand how
classical conditioning and
operant conditioning differ from
one another.
Here are some of the most basic
differences:
Classical Conditioning:
First described by Ivan Petrovich Pavlov, a Russian physiologist.
Involves placing a neutral signal (stimulus) before a reflex (response).
Focuses on involuntary (unconditional or automatic) behaviors.
Operant Conditioning:
First described by Burrhus Frederic Skinner, an American psychologist.
Involves applying reinforcement after a behavior.
Focuses on strengthening or weakening voluntary (conditional) behaviors.
CLASSICAL
CONDITIONING
Ivan Pavlov
STIMULUS
RESPONS
E
CONDITIONED & UNCONDITIONED
STIMULUS
Imagine that when you smelled your favorite food, you also heard the sound of a bell.
Although the bell is unrelated to the smell of the food, but when the sound of the bell was paired multiple times with the smell, the sound would eventually trigger the conditioned response.
In this case, the sound of the bell is the conditioned stimulus.
The example above is very similar to the
original experiment performed by Russian
physiologist Ivan Pavlov.
The dogs in his experiment would salivate in
response to food after repeatedly pairing the
presentation of food with the sound of a
whistle, the dogs would begin to salivate to
the sound alone. In this example, the sound of
the whistle was the conditioned stimulus.
In classical conditioning, the unconditioned
stimulus is one that unconditionally, naturally,
and automatically triggers a response.
For example, when you smell one of your
favorite foods, you may immediately feel very
hungry. In this example, the smell of the food
is the unconditioned stimulus.
Some more examples of the unconditioned stimulusinclude:
A feather tickling your nose causes you to sneeze.
(The feather tickling your nose is the unconditioned stimulus).
Pollen from grass and flowers causes you to sneeze.
(The pollen from the grass and flowers is the unconditioned stimulus).
CONDITIONED & UNCONDITIONED
RESPONSE
In classical conditioning, the conditioned response is the learned response to the previously neutral stimulus.
For example, let's suppose that the smell of food is an unconditioned stimulus, a feeling of hunger in response the smell is an unconditioned response, and the sound of a bell is the conditioned stimulus.
The conditioned response would be feeling hungry when you heard the sound of the bell.
Other Example of
Conditioned Response:
The sound of a can opener or bag being opened can
trigger excitement in pets. If your pets are
accustomed to being fed after hearing the sound of a
can or bag being opened, the pets might become very
excited whenever they hear that sound. This behavior
is a conditioned response.
Conclusion:
The conditioned response is the response that
occurs unnaturally.
Other Examples of
Unconditioned Responses:
Jerking your hand back after touching a hot
plate on the oven.
Jumping at the sound of a loud noise.
Conclusion:
The unconditioned response occurs naturally
and automatically.
OPERANT
CONDITIONING
B. F. Skinner
POSITIVE
REINFORCEME
NT
NEGATIVE
REINFORCEME
NT
REINFORCEMENT
Reinforcement is a term used in
operant conditioning which refers to
anything that increases the possibility
that a response will occur.
Reinforcement increases or
strengthens the behavior.
Reinforcement might involve presenting praise (the
reinforcer) immediately after a child puts away her
toys (the response).
Example:
By reinforcing the desired behavior with praise, the girl
will be more likely to perform the same actions again.
Reinforcement can include anything that
strengthens or increases a behavior, including
stimuli, events and situations.
In a classroom setting, for example, types of
reinforcement might include praise, getting
out of unwanted work, token rewards, candy,
extra playtime and fun activities, etc.
There are Two Different Types of
Reinforcement:
Positive reinforcement:
Involves the addition of something to increase a response, such as giving a bit of candy to a child after she cleans up her room.
Negative reinforcement:
Negative reinforcement is when a certain stimulus/item is removed after a particular behavior is exhibited.
The likelihood (possibility) of the particular behavior occurring again in the future is increased because of removing or avoiding the negative stimuli.
NEGATIVE REIFORCEMENT versus
PUNISHMENT
Again, a negative reinforcement is
something the subject wants to avoid (a kick,
a slap, yelling, etc.). In other words, if you are
using negative reinforcement properly, you will
avoid those kinds of aversive.
Punishment is designed to stop behavior, not
to make it occur more often.
Example:
You want your little brother to keep his room clean
and you know that he loves playing Play Station. It is
his favorite activity and he spends time everyday
playing it. You now have a reinforcer you can work
with because it is a powerful motivating force your
subject. You and your brother decide together, “a
dirty room equals zero hours of Play Station for
the day”. If the room is clean, he can play it as he
usually would. You are consistent with your policy and
everyday that the room is not clean, no game is
allowed to be played. The result will probably be
instantaneous.
For positive reinforcement, try to think of it as adding something positive in order to increase a response. For negative reinforcement, try to think of it as taking something negative away in order to increase a response.
Negative reinforcement should not be thought of as a punishmentprocedure. With negative reinforcement, someone is increasing a behavior; whereas with punishment, someone is decreasing a behavior.
When thinking about reinforcement, always remember that the end result is to try to increase the behavior, whereas punishment procedures are used to decrease behavior.
POSITIVE REINFORECEMENTNEGATIVE REINFORCEMENTPUNISHMENT