Study of learning is a science. Focuses on the observable/measurable. Environmental stimulus and response from the organism fits this model.
Besides specific instincts, organisms are not born to behavior in any particular way. It is “learned.”
Environment plays a huge role in learning.
The same principles of learning apply to different behaviors and different species, and so the learning of animals can be generalized to humans. Lots of experiments are done with animals.
Stimulus > Response: reinforcement of positive consequence of a stimulus leads to learning/habit, a recurrence of the response, and the converse is true, also. Negative consequences of a stimulus leads to elimination of the response/behavior. (Positive Reinforcement/ Positive Punishment)
According to a Behaviorist: Knowledge is:
Defined as an observable behavioral change.
The response that comes from the subject’s association with an environmental stimulus
Behaviorists are not concerned with internal processes such as thinking or feeling. The mind is obscure, a black box we cannot really know or understand.
through trial and error and this results in habits of behavior
as the result of our experiences/environment that are often beyond our control.
Where does learning happen when it happens?
Anywhere you happen to be when you experience the consequences of an action and adapt your behavior as a result.
How do you know if it has happened - how do you measure and assess it?
Learning is documented by observable behavior change, so it has happened when the observer sees a behavior change ( or a goal-oriented behavior repeated).
Behavior is learned but not necessarily felt or understood.
In shaping or chaining, the target behavior is reached and observed.
How is the theory of Behaviorism relevant to teaching with technology?
There are certain behaviors associated with using technology that help us to use it effectively. For example, scanning pages for useful content as opposed to reading everything you see. This behavior can be attributed to our exposure to the internet and other forms of media that constantly bombard us with information. Trying to take in all of that information leads to the unfavorable result of wasted time enduring content that is not relevant to us, so we learn to avoid that practice.
When we are using technology to teach, we want our medium to be supportive of this content-sifting behavior. To that end, we should create/use tools such as websites or PowerPoint presentations that are easily comprehensible. The design should not be so busy or vague that the users will have great difficulty locating the content that is relevant to them.
Another habit conditioned by experience in using technology is our tendency to frequently save documents. Many of us have experienced the very negative outcome of losing all of our work after some type of program crash or power outage. To avoid this, we will constantly save our documents, and find ourselves rewarded the next time we open them by the sight of our hard work’s continued existence. This habit is so deeply ingrained in me that as I type this into a Google Document I continue to every so often scroll through the File menu looking for the “Save” option, forgetting that the document saves itself in the Google Drive. Even though I know of the autosave, I experience an uneasy, insecure feeling from not having pressed “Save” myself.
The way that you teach technology can have important bearing on how your students see it. If your teaching sends the message that the technology is enormously complicated and you do not help the students along, the students may equate the technology with feelings of intimidation or distress. If you are not using the technology in a dynamic way, students may associate the technology with boredom. This is similar to how some animals will react negatively to a certain sound or action that they have connected with a traumatizing experience.
Game Theory is rooted in The Teaching Machine: Since according to behaviorists, rewarded responses tend to be reinforced and punished responses eliminated, the theory is very relevant today, particularly as it applies to game theory in education. This is what Video Games are all about, as well as all online communication for that matter. Leveling up on XP points, completing a quest, earning badges and awards are the positive consequences that reinforce the behavior and desire to play more. Because failing is fleeting and impermanent, taking risks is ultimately rewarded and learning through trial and error ends in success. This is powerful in its ability to empower the player and instill the belief he/she will win; just a matter of time and trial. If this can be harnessed for education, motivation to learn and master would drive students to excel. Shaping and chaining, in essence,is scaffolded learning, and games are all leveling up, based on my limited experience in World of Warcraft. B.F. Skinner was ahead of his time in his conception of the Teaching Machine.
People Associated with Behaviorism:
B.F. Skinner
SkinnerBoxing By Bruce Bower for ScienceNews Vol. 129 n6 p92-94, February 8, 1986. Key Points: Skinner Environment is the most important factor in shaping human behavior, not individual decision-making. Natural selection assigns adaptive traits. Behavior is reinforced or not Cultural practices will have an influence on human behavior. Language reinforced cultural reinforcement Behavior is not always reinforced for adaptation- consuming unhealthy foods like sweets is a result of over conditioning in many cultures. Behavior, good or bad, is the result of conditioning by the greater culture. Skinner stressed work in the laboratory over "real life" analysis. People's inner behavioral life results from acquiring verbal skills. Deduction, induction, and other problem-solving techniques are acquired as a result of conditioning. Sensations, memories, and dreams are part of behavior not mysterious inner life mental operations. He does not really acknowledge innate behavior but believes it comes from somewhere after reinforcement.
Skinner's Opponents A person's ability to weigh choices has an important impact on behavior. Sensory satisfaction may be more important that adaptation for survival. Reinforcement in the laboratory does not always work; real world observations should be considered. Language is too complex to arise from conditioning. It is a human need to communicate and articulate. Complex problem solving techniques such as long-range planning can't result from conditioning. Skinner should factor in the concept of motivation. Skinner only deals with similarities; he doesn't acknowledge the wide disparity found in nature.
Ivan Pavlov, credited with theory of conditioned reflex or conditioning the he formulated based on his experiments with dogs salivating to a conditioned stimulus
Edward Thorndike noted for his puzzle box experiments with cats and the law of effect, both of which Skinner will later embrace
John B. Watson, behaviorist noted for his "Little Albert" experiment and for his success using behaviorist theory in advertising
Mary, Francisco, Judy
Some Basics About Behaviorism
According to a Behaviorist:
Knowledge is:
We learn:
Where does learning happen when it happens?
How do you know if it has happened - how do you measure and assess it?
In shaping or chaining, the target behavior is reached and observed.
How is the theory of Behaviorism relevant to teaching with technology?
People Associated with Behaviorism:
SkinnerBoxing
By Bruce Bower for ScienceNews Vol. 129 n6 p92-94, February 8, 1986.
Key Points:
Skinner
Environment is the most important factor in shaping human behavior, not individual decision-making.
Natural selection assigns adaptive traits.
Behavior is reinforced or not
Cultural practices will have an influence on human behavior.
Language reinforced cultural reinforcement
Behavior is not always reinforced for adaptation- consuming unhealthy foods like sweets is a result of over conditioning in many cultures.
Behavior, good or bad, is the result of conditioning by the greater culture.
Skinner stressed work in the laboratory over "real life" analysis.
People's inner behavioral life results from acquiring verbal skills.
Deduction, induction, and other problem-solving techniques are acquired as a result of conditioning.
Sensations, memories, and dreams are part of behavior not mysterious inner life mental operations.
He does not really acknowledge innate behavior but believes it comes from somewhere after reinforcement.
Skinner's Opponents
A person's ability to weigh choices has an important impact on behavior.
Sensory satisfaction may be more important that adaptation for survival.
Reinforcement in the laboratory does not always work; real world observations should be considered.
Language is too complex to arise from conditioning. It is a human need to communicate and articulate.
Complex problem solving techniques such as long-range planning can't result from conditioning. Skinner should factor in the concept of motivation.
Skinner only deals with similarities; he doesn't acknowledge the wide disparity found in nature.