Ann Melanie E. Dolorito

Skinner’s Social World View

Skinner - author of Walden Two - the only major figure in the history of behaviorism

Why be Anti-Behaviorist

• neglected by cognitive ethologists and ecological psychologists convinced that its methods are irrelevant to studying how animals and persons behave

• It is rejected by neuroscientific sure that direct study of the brain is the only way to understand the causes of behavior

• Its commitment to the thesis that behavior can be explained without reference to mental activity

• For many critics of behaviorism it seems obvious that the occurrence and character behavior does not depend primarily upon an individual’s reinforcement history.

3 MAJOR REASONS

1. It tried to free psychology form having no theory about how animals and persons represent their environment.

2. A second reason for rejecting behaviorism is that some feature on mentality--- qualia or presentationally immediate or phenominal qualities.

3. The third reason for rejecting behaviorism is connected with Noam Chomsky, one of the behaviorism’s most successful and damaging critics.

BEHAVIORISMis a theory of learning based upon the idea

that all behaviors are acquired through conditioning.

COGNITIVISMis the theory that humans generate knowledge and meaning through sequential development of an individual’s cognitive abilities, such as the mental processes of recognize, recall, analyze, reflect, apply, create, understand, and evaluate.

TYPES OF CONCEPTUAL

CONFLICT

DoubtThe tendency to believe and to disbelieve the same statement.

PerplexityWhen there are factors inclining the subject Towards each of a number mutually exclusive beliefs

ContradictionThe subject is under the influence of factors that is imperatively force him by two incompatible beliefs.

Conceptual IncongruityOccurs when a subject believes that two properties, A and B… are unlikely to occur together and yet factors are present that lead him to believe that a certain object posses both.

ConfusionThis condition is produced by information whose

implications are not clear.

DoubtPerplexityContradictionConceptual IncongruityConfusion

INFORMATION PROCESSING:COMPUTER-SIMULATION THEORY

Computer was used as an important consequenceof cognitive psychology to stimulate human learning,

memory, judgement, and even neuroses.

ALLEN NEWEL, J.C. SHAW & H.A. SIMON

Constructed digital computers, called “information processing,” to simulate human information processing and problem solving.

MOTIVATION

• comes from the Latin word “movere” meaning to “move”

• the process that gives behavior purpose and direction

• is the center of psychologymotive – refers to a condition within theIndividual that initiates activity directed towarda goal, needs and drives.

MOTIVATION

LEARNING

DEVELOPMENTALPSYCHOLOGY

SOCIAL PSYCHOLOGY

SENSORYPSYCHOLOGY

MEMORYPERCEPTION

PERSONALITYEMOTION

MOTIVATION

• Motivation is a hypothetical construct.

• Motivation is not the only factor that determines behavior.

• Motivational behavior is selective and directional.

• Motivational leads to persistent behavior.

LUPDAG

“It is clear that motivating does not mean coddling the learners. Neither is it spoon feeding, nor watering down Instruction. When a teacher motivates his class, he does so to improve learning as shown in the academic performance of his pupils. With maximized learning as the ultimate aim of motivation in school, it becomesapparent that motivation is needed at all school levelsIncluding college and the graduate school. It is not true that college and graduate students do not need to be motivated.”

DRIVE REDUCTION:HOMEOSTATIC THEORIES

OF MOTIVATION

HOMEOSTATIC – is the tendecy of the body to maintain a “steady state” or balance among its various physiological components

DRIVE INDUCTION:AROUSAL THEORYOF MOTIVATION

“It is better to build children thanto repair an adult.”

HEDONISTIC THEORYOF MOTIVATION

Hedonistic theories focus on pleasure as the primary motivation.

Freud “termed this as “pleasure principle”.

INCENTIVE THEORIES OFMOTIVATION

For certain individuals, there is the lure of superiority, achievement, power andCompetence.

Competence and Failure Motivation

Competence and Achievement in Schools

All students possess a drive to achieve something, somewhere, sometime. A major school problem, however may be to awaken that drive with reference to education.

TYPOLOGY: PREDISPOSITIONALTHEORIES OF MOTIVATION

ENDOMORPHS - heavy build “viscerotonic type”(sociability, love of comfortand relaxation)

MESOMORPHS- muscular build “somatotonic type”(vigor, ambition, love ofathletics)

ECTOMORPHS- thin build “cerebrotonic personalities”(reticene, love of private,intellectual pursuits)

GROUP AND INDIVIDUAL MOTIVATION

Cage and Berliner suggested the following techniques:1. Use verbal praise.2. Use tests and grade judiciously.3. Capitalized on the arousal value of suspense, discovery, curiosity and exploration.4. Ocassionally do the unexpected5. Whet the appetite6. Use familiar materials for example7. Use unique and unexpected contexts when applying concepts and principles.8. Require use of what has been previously learned.9. Use situations and games10. Minimize the unpleasant consequences of the students

involvement.11. Understand the power relationship between teachers and

students.12. Provide a good curriculum.

THANK YOU..