Behaviorism
Definition
Behaviorism is a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Behavior theorists define learning as nothing more than the acquisition of new behavior.
Discussion
Experiments by behaviorists identify conditioning as a universal learning process. There are two different types of conditioning, each yielding a different behavioral pattern:
- Classic conditioning occurs when a natural reflex responds to a stimulus. The most popular example is Pavlov’s observation that dogs salivate when they eat or even see food. Essentially, animals and people are biologically “wired” so that a certain stimulus will produce a specific response.
- 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:
- Behaviorism does not account for all kinds of learning, since it disregards the activities of the mind.
- Behaviorism does not explain some learning–such as the recognition of new language patterns by young children–for which there is no reinforcement mechanism.
- Research has shown that animals adapt their reinforced patterns to new information. For instance, a rat can shift its behavior to respond to changes in the layout of a maze it had previously mastered through reinforcements.
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–both in animals, and in treatments for human disorders such as autism and antisocial behavior. Behaviorism often is used by teachers, who reward or punish student behaviors.
Reading
D.C. Phillips & Jonas F. Soltis, Perspectives on Learning, Chapter 3. Teachers College Press.
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As a behavior analyst with an Ed.D. and certification (BCBA-D), I would like to point out a few errors in the above description. First, we don’t discount mental activities, at least not as implied above. It is true that we focus on observable behavior, but we acknowledge that cognitive activities occur. It is just that these activities are understood to be governed by the same principles that govern observable behavior. When I solve a problem by thinking it through, I’m engaging in a verbal dialogue with myself. This dialogue is shaped by reinforcement and punishment just like any other behavior.
This brings us to the point about behaviorism not being able to explain language patterns arising without reinforcement. A developing infant will make babbling sounds, likely the result of automatic reinforcement. Parents shape these sounds over time into phonetic sounds, then words, sentences, etc.
The comment about animals adapting to new information is due to generalization, a phenomenon that has empirical support stretching back over 30 years.
While it is true that behavior analysis pretty much “owns” autism and anti-social behavior, it has also developed very sophisticated technologies of instruction. “Direct Instruction” (DI) is one example. There was a very large federally funded study in (I believe) the 70s—Project Follow Through–that compared DI to several other models of instruction. DI outperformed all of the other models. However, the education establishment has yet to adopt DI for a variety of political and other reasons. The point is that contributions of behavior analysis to instruction are legion
Finally, in some respects, behaviorism is simple. It is based on a few basic principles, yet it could explain the acquisition of language, how to teach complex concepts, and yes, how to stop a child’s tantrums. I invite people to read the writings of B.F. Skinner (particularly “About Behaviorism”), Karen Pryor (Don’t Shoot the Dog), and Julie Vargas (Behavior Analysis for Effective Teaching).
Steve Eversole, Ed.D., BCBA-D
Steve Eversole posted the following on September 7, 2009 at 11:13 pm.Definitely interesting and helpful. I deff believe in positive and negative reinforcement techniques and by observing the behaviors of the students it is easy to determine which technique to use.
Matt Brown posted the following on June 20, 2009 at 11:19 am.I think you give a simplistic yet clear perspective of the behaviorist approach.It is easy to read and informs you of the underlying principles of both operant and classical conditioning. I enjoyed reading it.
Natalie Balfour posted the following on December 27, 2008 at 7:29 am.DF - good question. That line is confusing. The reason is that you might not want the pattern to change based on the new information. In other words, this approach (some critics claim) might lose effectiveness over time. Hope that helps.
admin posted the following on December 10, 2008 at 1:21 pm.How is this a criticism?
Research has shown that animals adapt their reinforced patterns to new information. For instance, a rat can shift its behavior to respond to changes in the layout of a maze it had previously mastered through reinforcements.
DF posted the following on December 10, 2008 at 5:09 am.Lynn - I assume you are looking for an author, and a date? The content was created by On Purpose, and then edited by a team. So I would list the author as ‘On Purpose Associates.’ The date should be ‘no date’ as it continually evolves. I hope that helps.
admin posted the following on December 9, 2008 at 8:56 pm.How would I cite your website APA style?
Thanks,
Lynn Bryant posted the following on December 9, 2008 at 5:17 pm.Lynn Bryant