OBJECTIVES
After the discussion, the students will able to;
distinguish among the behavioral theory
describe the importance of behavioral theory as an
alternative approach to structuring a learning experience
formulate teaching strategies and techniques using
behaviorism in dealing with his/her students in their future
classroom
John Broadus
Watson
• FATHER OF PSYCHOLOGY
SCHOOL OF BEHAVIORISM
• HIS WORK BASED ON PAVLOV
EXPERIMENTS ON DOGS
DIGESTIVE SYSTEM
• BELIEVED THAT ALL INDIVIDUAL
DIFFERENCES IN BEHAVIOR
WERE
• DUE TO DIFFERENT
EXPERIENCES OF LEARNING
Famous Quotation by JB
WATSON
“Give me a dozen healthy infants, well-
formed, and my own specified world to
bring them up in and I'll guarantee to take
any one at random and train him to become
any type of specialist I might select—
doctor, lawyer, artist, merchant-chief and,
yes, even beggar-man and thief, regardless
of his talents, penchants.
JB WATSON’S Application for
Teacher
1)Students learn through experience
and practices.
2)Learning is also modified with
positive and negative reinforcement.
3) Students begin to give predicted
responses to stimulus.
EDWARD THORNDIKE
(1874-1949)
comparative psychology and learning
theory of connectionism
Lead to the development of operant
conditioning within behaviorism
Edward Thorndike
Theory and Work
-Led development of operant
conditioning within behaviorism
-Studied intelligence of animals
-Puzzle Box Experiment
PUZZLE BOX EXPERIMENT
Testing the intelligence of
animals through mazes /
puzzles
Measure how long would
take the cat to escape
After escape, placed the cat
back inside and know how
long it took the cat to
escape 2nd time 3rd time .. . .
..
1.The law of effect – any behavior that is
followed by pleasant consequences is likely
to be repeated and any behavior followed by
unpleasant consequences is likely to be
avoided
2. The law of readiness – affirms preparation
or disposition of the subjects contributes to
the learning
3. The law of The law of exercise states that
when a stimulus administered upon response,
each subsequent response is strengthened.
Application For Teachers based on EL
THORNDIKE BEHAVIORISM THEORY
Reward good behavior and efforts, encourage
students not to give up.
Use repetition in teaching
Punishment are not as effective as positive
reinforcement.
Edwin Ray Guthrie
(1886 – 1959)
Received PhD in philosophy from the
University of Pennsylvania and joined
University of Washington as assistant
professor
Revised The Psychology of Learning
Collaborated with Horton on Stereotypes
Behavior of Cats in Puzzle Box
Guthrie- Horton Experiment
Observed approximately 800 hundred
escape by cats from a puzzle box
The puzzles box they used was very
similar to the apparatus Thorndike used in
his selecting and connecting experiment
GUTHRIE-HORTON STUDY
1) EACH CAT LEARNED ITS OWN
PECULIAR STEREOTYPICAL MOVEMENT
TO ESCAPE THE BOX. THUS GUTHRIE
SUGGESTED IT REFLECTED ONE TRIAL
LEARNING UNLIKE THORNDIKE’S
PROPOSAL THAT CATS LEARN THROUGH
REPETITION
2)GUTHRIE ALSO PROPOSED THAT CATS
DID NOT NEED REINFORCEMENT TO
LEARN. THIS ALSO OPPOSED
THORNDIKE’S IDEA THAT
REINFORCEMENT WAS REQUIRED. TO
GUTHRIE, REINFORCEMENT POTENT
Contiguous Conditioning
States that a stimulus that causes a
response will cause the same response if
the stimulus is experienced again
In other words, a behavior (response) will
be repeated if the same situation (stimulus)
is experienced again
Breaking HABITS
Threshold – Introduce a weak stimulus and
gradually increase the strength to the point
of the person’s tolerance e.g. students
cannot study (bad habit).
Fatigue e.g – Repeat an unwanted response
Incompatible Response –Removes the
undesired response by desired response
Punishment
Punishment works not because the pain
experienced by the individual but because
it changes the way he responds to stimuli.
Punishment is effective only when it
results in a new response to same stimuli
EDWARD TOLMAN
LATENT LEARNING
the subconscious retention of information without
reinforcement or motivation. In latent learning, one changes
behavior only when there is sufficient motivation later than
when they subconsciously retained the information.
is a form of observational learning, which is when the
observation of something, rather than experiencing
something directly, can effect later behavior.
Example:
A student is taught how to perform a special type of
addition, but does not demonstrate the knowledge until an
important test is administered.
EXAMPLE OF LATENT
LEARNING
A college student is taught how to teach, but is unable to
demonstrate that knowledge until she receives a teaching
job.
A student learns to paint by watching others, but does not do
so until he must paint a picture for a grade in an art class.
A child is trained by parents to use the bathroom but does
not do so until given rewards for doing so.
References
https://
www.slideshare.net/VenusCarbonel/facilitating-learning-02-clas
sroom-situation-of-every-theory
https://www.slideshare.net/zennboy/operant-applications
https://examples.yourdictionary.com/examples-of-latent-learnin
g.html#:~:text=Some%20examples%20of%20latent%20learnin
g%20include%3A%201%20A,a%20treat%20as%20a%20rewar
d.%20More%20items...%
20
https://
en.wikipedia.org/wiki/Latent_learning#Latent_Learning_vs_Cla
ssical_Conditioning
https://www.britannica.com/biography/John-B-Watson
http://
keplarllp.com/what-are-some-examples-of-classical-conditionin
g-in-the-classroom.html
https://educationalresearchtechniques.com/2015/02/10/contiguo
