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