Behaviorism Overview
Behaviorism is a learning theory based on the premise that behavior can be shaped by manipulating extrinsic motivators and external stimuli over specific intervals of time. As a learning construct, behaviorism works best where there is one correct answer or response for any given stimulus. Feedback, negative or positive, is the driving force for behavioral change in this model.
The Teaching/Learning Connection
Behaviorism may be most effective for teaching standard procedures or basic facts. Educators provide positive responses or consequences for any desired behaviors. Conversely, undesired behaviors earn negative responses or consequences. The success of behavioristic lessons depends upon learners being given appropriate stimulus to elicit desired responses.
Behaviorism in Practice
If an educator wanted to teach sight words to new readers, a behavioristic approach could work well. Word recognition can increase reading speed and improve reading comprehension. The educator may design a weekly vocabulary building system, whereby 10 new sight words are introduced every Monday in class. Students have the week to learn spelling and use of the new word. Each Friday, a quiz is given that measures word recognition and meaning awareness. Monthly an accumulative assessment over the previous lists is given. Student progress can be mapped on a classroom board for all students to see. The framework is a race. Students who receive highest marks on each quiz earn the most points to move forward in the race to the finish line.
The stimulus is to learn sight words. The response is demonstration that the words have been learned. Reward is to earn points that move the student forward on the classroom board. Punishment is to not earn points and for the student to be far behind on the classroom board. Peer awareness provides additional stimulus to learn words.
Behaviorism Terms and Definitions
Stimulus - any feature of the environment that affects behavior. E.g., in Pavlov's experiments food was a stimulus.
Response - the behavior elicited by the stimulus in Pavlov's experiments salivation was a response.
Unconditioned Stimulus - a feature of the environment that causes a natural reflex action. A puff of air blown into the eye causes an involuntary blink. Conditioned Stimulus - a feature of the environment that has an effect through its association with a UCS (unconditioned stimulus). Pavlov's dog learned to salivate at the sound of a bell.
Conditioned Response - the behavior elicited by the CS salivation when the bell rings.
Extinction - the dying out of a conditioned response by breaking the association between the CS and the UCS. When the bell was repeatedly rang and no food presented Pavlov's dog gradually stopped salivating at the sound of the bell.
Operant conditioning is a method of learning that occurs through rewards and punishments for behavior--making an association between a particular behavior and a consequence. To understand behavior look at the causes of an action and its consequences.
Law of temporal contiguity says that for the association to occur they must be close together in time
References:
Skinner, B. F. (1976). About Behaviorism. New York: Vintage Books.
Watson, J.B. (1925). Behaviorism. New Brunswick, NH: Transaction Publishers.
McLeod, S. A. (2013). Pavlov's dogs. Retrieved from www.simplypsychology.org/pavlov.html
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Graphics by Maryum Mohsin
Behaviorism Scenario
Mrs. Crabtree receives an unexpected phone call from Mr. Seaman, her son’s (Harry) 8th grade class teacher. Mr. Seaman informs Mrs. Crabtree that while Harry is a very bright young man, he has not been completing his homework assignments, does not interact in class, and has failed five consecutive weekly quizzes. Mr. Seaman requests that Mrs. Crabtree encourage her son to complete the daily homework. Mr. Seaman arranges to email a PDF of each homework assignment directly to Mrs. Crabtree.
Mrs. Crabtree confronts Harry about the phone call. When asked why he does not complete the homework assignments, Harry insists the lessons are boring and he would rather spend the time playing. Mrs. Crabtree (after a furious lecture regarding the importance of good grades for securing a complete education that could lead to later life success) sets up a schedule with Harry for daily immediate after school completion of his homework assignments. Harry cannot play with his friends or video games until he has completed his homework assignment each day. After a few days of successful homework completion, Mrs. Crabtree rewards Harry with a video game he has been asking for, Minecraft. Mrs. Crabtree allows Harry to play with his game for 30 minutes and then takes it back.
Harry can now earn time to play his new game if he completes his daily homework assignments. Harry does not really enjoy the homework. But the homework does reinforce the content covered daily in class and Harry’s performance in class improves. Mr. Seaman is proud of Harry’s improvement and rewards his class involvement with positive verbal comments. Harry also feels the positive reinforcement of having a better handle on the content. He is less intimidated by math, encouraging self-confidence, and his skills improve.
Mrs. Crabtree used a behavioral approach to elicit a habit of daily math homework completion. Her approach was long term and consistent.
Observable behavior: poor class interaction, poor handle on content, failing scores in class assessments
Stimulus:
A. Initial stimulus:
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negative reinforcement--to prevent further furious lecturing by Mrs. Crabtree
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positive reinforcement—to be allowed to play with friends or video games
Response: completes homework during allotted time after school daily
B. Further stimulus:
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positive reinforcement—to reinforce successful completion of homework daily Harry is given Minecraft
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positive reinforcement— permission to play Minecraft timed and dependent upon completion of math homework
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positive reinforcement—Mr. Seaman’s verbal praise, improved quiz scores, increased self confidence in the topic
The behavior Mrs. Crabtree wanted to observe was daily attention to completion of given homework assignments. Harry has learned that reinforcing content learned in class helps him to retain said content and perform better in class assessments. One could say that Harry has learned how to navigate the requirements of 8th grade math.
This episode of behaviorism was successful because Harry was already a bright student. His fault was being ‘lazy’ to complete his homework which poorly affected his classwork.
Conclusion
For young students who are learning how to learn, behaviorism provides a reasonable structure and assessment system to develop their skills and study habits and motivate hard work or further practice to polish skills. However, the danger is that students may only be learning how to manage the system rather than master understanding of the content. Unfortunately, this approach often leads to extinction of details learned or formulas memorized for the purpose of passing a quiz.
Interesting Point
Woolley & Wooley (1999) found that student teachers were very quick to ally themselves as either behaviorists or Constructivists based on their College learning. However, when placed in a classroom with unmotivated, under-prepared, fearful students, Constructivist principles quickly lost their advantage and new teachers recognized the positive benefits of integrating all approaches to educate their students.
Reference:
Woolley, S.L.&Woolley, A.W. (1999) Impact of student teaching on student teachers' beliefs related to behaviorist and constructivist theories of learning. Paper presented at the meeting of the Association of Teacher Educators, Chicago.
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